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  1. Interprofessional Education (IPE)in Experiential Education AACP Experiential Education Section Webinar December 16, 2013 Gina Baugh, PharmD Erica Ottis, PharmD, BCPS Margaret Williamson, PharmD Jim Scott, PharmD

  2. Promoting IPE Activities Throughout an IPPE Curriculum Gina Baugh, PharmD Clinical Associate Professor Director of IPPE WVU School of Pharmacy

  3. For questions… Gina Baugh, Pharm.D. Clinical Associate Professor Director of IPPE WVU School of Pharmacy

  4. Taking Interprofessional Patient Safety and Quality Improvement Learning Out of the Classroom Erica Ottis, PharmD, BCPS Clinical Assistant Professor UMKC School of Pharmacy at MU

  5. For questions… Erica Ottis, Pharm.D., BCPS Clinical Assistant Professor UMKC School of Pharmacy at MU

  6. Integration of IPE Activities Within Existing Pharmacy and Nursing Courses Margaret Williamson, PharmD Assistant Clinical Professor IPPE Clinical Coordinator Auburn University Harrison School of Pharmacy

  7. IPE Pilots • Two IPE pilots implemented in Fall 2012 • One pilot integrated nursing students into patient care activities within existing IPPE coursework • All P1, P2, ad P3 student pharmacist participate in a longitudinal IPPE experience that involves in-home patient visits with volunteers from the community • Second pilot integrated student pharmacists into a Community Assessment Project (CAP) in a Professional Nursing Concepts across Populations course • Community nursing course for third year nursing students Auburn IPE Program - 2013

  8. Objectives • Integrate 4th year nursing students into IPPE program • Pharmacy and nursing students working collaboratively to make in home patient visits • Provide patient status updates at weekly team meetings • 73 student pharmacists, 9 nursing students, 10 pharmacy faculty, and 2 nursing faculty integrated into IPPE patient care activates Auburn IPE Program - 2013

  9. Objectives • Integrate 1st year student pharmacists into CAP within the nursing curriculum • 4 student pharmacists • 6 nursing students • 1 pharmacy faculty • 1 nursing faculty Auburn IPE Program - 2013

  10. Feedback • Obtained by 16 question survey to participating students and faculty (both nursing and pharmacy) • 66% survey response rate Auburn IPE Program - 2013

  11. Feedback • Overall feedback was positive • Knowledge and appreciation of other disciplines role, expertise, and responsibilities • Perceived improved patient care through collaboration • 91% indicated a need to continue IPE collaboration • 85% felt the experience helped develop skills to practice with a team-based approach to health care • 78% felt the experience improved their communication abilities with other health care providers Auburn IPE Program - 2013

  12. Opportunities for Improvement • Scheduling patient visits • Clearer delineation of expectations • Enhanced feelings of inclusion within established disciplinary teams Auburn IPE Program - 2013

  13. Ongoing Collaboration • Four 4th year nursing students enrolled in Special Study in Nursing course for Fall 2013 • Nursing students fully integrated IPPE course • Team of thirteen P1, P2, and P3s • Expectations delineated through course syllabus • Improved collaboration for scheduling patient visits Auburn IPE Program - 2013

  14. Questions?

  15. InterProfessional Educationat WesternU Jim Scott, PharmD Associate Dean for Experiential &Professional Affairs Western University College of Pharmacy

  16. WesternU IPE Program - 2013 IPE – Institutional Level • Vice Provost hired to start and oversee IPE Program - 2007 • One faculty level person to manage day-to-day operations • Several full-time administrative staff for support

  17. IPE – Campus Environment • Western University of Health Sciences • Graduate-level (only) health sciences colleges • Medical (DO) • Graduate Nursing • Allied Health • Physical Therapy • Physician Assistant • Masters in Health Science Education • Pharmacy • Vet Med • Podiatry • Optometry • Dentistry WesternU IPE Program - 2013

  18. IPE – First year in program • First year students from all professional colleges are required to take 2 semesters of IPE • Case-based interactions with students from other colleges • 5 cases throughout the 2 semesters • Some required preparatory work in 1st semester (TeamSTEPPS) • Each case requires some on-own preparation, then two 2-hour sessions WesternU IPE Program - 2013

  19. IPE – First year in program • Teams • ~90 teams of 9 students each • As representative of each professional college as possible • Not 100% ideal…some colleges have more • One faculty/preceptor facilitator per team • Facilitator does not need to be clinical or specialist in the topic…facilitating not teaching WesternU IPE Program - 2013

  20. IPE – First year in program • Cases • Not intended to teach therapeutics • Focused on communication, learning about other disciplines • Have evolved over time • Grading based on participation • Interaction, openness to learning about other programs • Graded by facilitator at the end of each session WesternU IPE Program - 2013

  21. IPE – Second year in program • Cases • Teams work on cases in group, but most do not meet often • Most of the work is done via e-mail • Several cases throughout the year • Most of the work is reviewed by the IPE office and not general faculty/preceptors WesternU IPE Program - 2013

  22. IPE – Clinical Year(s) • Monthly Case Conference • During regular academic semester months (except December) • Each college is assigned one conference where one of their students will present • All other colleges are expected to send ONE student WesternU IPE Program - 2013

  23. IPE – Clinical Year(s) • Monthly Case Conference • Presenting student should have a case relevant to multiple disciplines • Other students should be able and willing to participate in small group discussions…usually representing their profession’s role in the case • Case presentation lasts 1.5hrs • Attendees usually identified by Exp. Ed. • One faculty moderator/facilitator in the room WesternU IPE Program - 2013

  24. IPE – Clinical Year(s) • Monthly Case Conference • We completed one year with two highly assessed cases (video monitored by a team) • Second year consisted of monthly conferences with one person monitoring by video • Currently on our second year of monthly conferences WesternU IPE Program - 2013

  25. IPE – Clinical Year(s) • Monthly Case Conference – Next Step • Trying to figure out broader applications • One student to a large group of students (whoever is on rotation near campus) • Lose ability for each profession to have an equal voice • Multiple small conferences throughout the month • Logistics more complicated WesternU IPE Program - 2013

  26. IPE – Clinical Year(s) • Team-OSCE • Cases involve complicated patients requiring input from various practitioners • Synchronous – Students see the patient alone or in small groups, but meet in an interdisciplinary team to develop care plan • Closer to ideal of IPE care • Asynchronous – Students see the patient alone and make recommendations which should include other professions • More real-life in today’s world WesternU IPE Program - 2013

  27. IPE – Clinical Year(s) • Team-OSCE • Several pilots performed • Used standardized patients and monitored via video camera • Students were “evaluated”, but without grades • Next case uses a make medical chart instead of case summary information • More real-life in today’s world • Education-oriented EMR not currently available WesternU IPE Program - 2013

  28. IPE – Clinical Year(s) • Team-OSCE • Pilots involved volunteers • Usually highly-motivated, go-getter students • Students “borrowed” from clinic or nearby rotation sites • Moving towards “required” Team-OSCEs • College participation is optional • If the college opts in, their students will be required to participate • Plan to roll-out for 2014/15 WesternU IPE Program - 2013

  29. Questions?

  30. Thank You Gina Baugh, PharmD Erica Ottis, PharmD, BCPS Margaret Williamson, PharmD Jim Scott, PharmD

  31. This presentation can be found on the AACP website at… Please complete the program evaluation: