Going to New Heights in Interprofessional Education: One University Shares Ideas and Experiences from their Innovative IPE Courses
Purpose: The purpose of the presentation is to provide a description of the development, implementation, and assessment of two innovative interprofessional courses offered at a private university’s College of Health Sciences that meet both interprofessional and service missions of the institution and program, and provide opportunities for participants to brainstorm similar opportunities at their institutions.Methods and/or Description of Project: A new College of Health Sciences initiated programs in PT, OT, and PA between 2014-2016. Through collaboration and leadership among these professions a series of courses was developed to provide opportunities for students to learn about each profession and work collaboratively with multiple case studies, as well as with a community based projects. These courses were developed, implemented, and are currently being assessed now that 2 of the 3 charter classes have graduated. This presentation will highlight this continuum with a focus on lessons learned, and a description of the methods utilized to develop and launch these courses.Results/Outcomes: A 3-course clinical seminar series was developed to provide course opportunities for PT, OT, and PA students to learn about collaborative practice through case studies across various practice settings, with varied diagnoses and patient presentations. Students provided feedback on the courses through evaluation, as well as after their terminal clinical experiences just prior to graduation, and 6-months post-graduation to provide data about application of these skills in practice. In addition, an interprofessional community practicum course was created that includes PT, OT, and PA students in partnership with various community agencies to develop and create health related programs. Data on the results of this course are also being collected to determine community outcomes and student learning.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: As a newly created College of Health Sciences the leadership of the PT, OT, and PA programs literally started on the ground floor to develop the programs and integrate course opportunities related to interprofessional education and collaborative practice. From the planning process to the implementation, and now moving into the assessment phase they have soared to 30,000 feet with graduates who are demonstrating readiness to engage collaboratively with other professions. This presentation will highlight how the leadership of faculty across three professions worked together to create these courses and link them to the mission of the institution and the college. These courses included opportunities to reach out to community partners for projects, and help develop skills in students to take on leadership roles in these projects.References: Bridges, DR, Davidson RA, Odegard, PS, Maki, IV, and Tomkowiak, J. Interprofessional collaboration: Three best practice models of interprofessional education. Medical Education Online. 2011; 16:6035-DOI:10.3402/meo.v1. Canadian Interprofessional Health Collaborative. An inventory of quantitative tools measuring interprofessional education and collaborative practice outcomes, 2012. A report by the Canadian Interprofessional Health Collaborative. Cappiello, JD, Joy, J, Smith, P, Orgren, RA. The search project: Aquainting students in health professions with inteprofessional care. Journal of Allied Health. 2015;44(2):91-95. Grapczynski, CA, Schuurman, S, Booth, AD, Bambini, D, Beel-Bates, C. The integrated model for interprofessional education: A design for preparing health profession’s students to work in interprofessional teams. Journal of Allied Health. 2015;44(2):108-113. Interprofessional Education Collaborative. Core competencies for interprofessional collaborative practice: 2016 update, 2016. Washington, DC: Interprofessional Education Collaborative. Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: Effects on professional practice and healthcare outcomes (update). The Cochrane Database Of Systematic Reviews[serial online]. March 28, 2013;(3):CD002213. Available from: MEDLINE Complete, Ipswich, MA. Accessed March 2, 2018.Course Objectives: At the completion of the educational session the participant is expected to be able to: 1.Discuss how a college/university can utilize the resources available for IPE in combination with their institution’s mission and goals to create an innovative IPE curriculum. 2. Describe the challenges and opportunities of working with program leaders to develop innovative curricula around IPE and collaborative practice. 3. Develop ideas for innovative IPE courses at their institution. 4. Discuss mechanisms to engage community partners in IPE that also meets a service need for the community.Instructional Methods: Instructional methods will include short lecture sections, group discussion, and interactive activities of participants to brainstorm about ideas for interprofessional course development at their institutions.Tentative Outline/Schedule: 10 minutes – Introduction to the IPEC Core Competencies and IPE in PT Education, Current state of the literature around IPE and outcomes, barriers to implementation of IPE in health care 15 minutes – Overview of the development and implementation of the Clinical Seminar course series 15 minutes – Overview of the development and implementation of the Community Practicum course 20 minutes – Activity #1 – Brainstorming ideas for IPE development with attendees 10 minutes – Assessment processes around IPE in the curriculum/current outcomes data 10 minutes – Activity #2– Discussion about current outcome measures being used across institutions 10 minutes – Questions and wrap up