Interprofessional Healthcare Education, Research & Practice Community Faculty Conference May 10, 2014 Dixiana Room 9:30-10:20 Mollie Aleshire, DNP Tamara Knox, PsyD Stacy Taylor, PharmD Sharon Turner, DDS, JD Jim Ballard, MS
Objectives • Describe UK’s core interprofessional collaboration and teamwork curriculum (iCATS). • Develop methods to help students integrate core knowledge, skills and attitudes for interprofessional collaborative practice into experiential learning. • Develop methods preceptors can use to assess students’ ability to integrate core knowledge, skills and attitudes for interprofessional collaboration into practice.
Agenda • Brief description of iCATS core curriculum (10m) • Small group discussion (20m) • Report back and summary (20m)
Why Interprofessional care and education? • Clinical studies indicate better outcomes with interprofessional teams (e.g., Kaiser and Geisinger systems and VA). • UK evidence that patients are aware of both effective and ineffective team care performance. • Industry wants team-ready graduates.
What do we mean by, ‘Interprofessional Education (IPE)?’ • IPE occurs when students from two or more health professions learn with, from and about each other with the objective of cultivating collaborative practice to provide patient-centered health care. • The Core Curriculum is designed to start this process for all of our students.
Programs • Co-Curricular • Clarion Competition • Leadership Legacy • IP Grand Rounds • IP Student Groups • Curricular • Elective • DIHC • IPTWGH • GME/DNP Leadership • Required • iCATS • Other Embedded IPE
What is the Core Curriculum? • Two-year curriculum designed by faculty from eight colleges • Goal is to provide opportunities for students to work together as teams- become “team-ready” • General structure is teams of 8-10 students meeting six times during each academic year with faculty facilitators.
What is the pedagogy? • Common Viewing Experience • Facilitated discussion of content learned using online modules • Unfolding Longitudinal Clinical Case • Simulation exercises • Blended learning strategies for Year 2
What is the content? Year 1: • Basics of collaborative care (IP communication) • Cross cultural health care • Error disclosure & team leadership • End of year convocation Year 2: • Collaborating to improve patient safety • Team-based collaboration for transitions of care
The Challenge • How to bridge “academic” interprofessional education with “real-world” experiences • Similar to science and art of medicine description of community training • Recall that Year 2 occurs when some students are in, or will be in, community rotations
Small Group • Identify 3 or 4 concrete experiences that students should engage in while in the community setting to reinforce and ideally give them experience with interprofessional collaborative practice. • Identify at least one method for each experience that preceptors can use to assess students’ ability to integrate core knowledge, skills and attitudes for interprofessional collaboration into practice.
Contact Us: Center for Interprofessional Healthcare Education, Research & Practice 292 Biopharm Complex (College of Pharmacy) 789 S. Limestone St. Lexington, KY 40536 859 323 2057 Andrea Pfeifle, EdD, PT, Director firstname.lastname@example.org Phone 3.2057 Jim Ballard, Associate Director email@example.com Phone 3.0023 Project Coordinator: Madeline Aulisio, MPH Administrative Assistant: Janet Jones http://www.uky.edu/ciherp/