The objective of SEPA- READS is to enhance the capacity of health care systems and professionals to address health literacy needs of adults’ (aged 50+) to improve cardiovascular health outcomes by 1) identifying, implementing and evaluating educational/systems changes designed to improve written materials, navigation and provider communication skills, and 2) enhancing the ability of older adults to communicate effectively with healthcare providers. This is accomplished by: 1) creating a broad-based Cardiovascular Health Literacy Coalition (CHLC) 2) improving the ability of adults to communicate effectively with healthcare providers/staff at multiple points of care.

The CHLC consists of a Coalition Steering Committee that provides overall guidance to the project and is composed of project leadership and representatives from two Advisory Working Groups. These Working Groups include: 1) a Professional Advisory Group (PAG) with representation from at least 10 hospitals and/or health systems, local literacy initiatives, and cultural groups dealing with non-English speakers such as the Nationalities Service Center and Southeast Asian Mutual Assistant Association’s Coalition, and 2) a Community Advisory Group (CAG) to ensure cultural and health literacy relevance for older adults.

The CHLC utilizes a multi-pronged approach that includes: 1) assessing the quality and content of communication across multiple points of care; 2) integrating literacy improvement techniques and strategies, such as Teach Back, use of Plain Language, Creating a Shame Free Environment, into staff development programs 3) activating patients through training on Ask Me 3.

Ultimately the impact of SEPA-READS includes: 1) Institutionalization of effective communication strategies into the culture of patient quality and safety protocols; 2) Creation of a centralized repository for culturally and linguistically forms and educational materials; 3) Improved cardiovascular health outcomes in adults aged 50+; 4) Reduced CVD related readmissions; 5) Reduced CVD medical errors; and 6) Improved CVD patient self-care behaviors.

Learning Objectives: Participants attending this session will be able to:

1. Organize an approach to recruiting multiple hospital/health systems into a literacy initiative

2. Apply a methodology of engaging hospitals, community organizations and older adults to address health literacy

3. Identify the challenges in addressing cardiovascular health literacy at multiple levels

The Global Health Program at Christiana Care Health System (CCHS) is an innovative, multi-disciplinary educational program seeking to improve the public health knowledge base and skills of interested health professionals through didactic, simulation and clinical experiences. A recent AAMC survey revealed 30% ofU.S.medical students participated in an international elective in 2006 versus 15% in 1997. In a resident survey at CCHS in 2010, 70% of residents responded that it was important to have global health education. These figures indicate an increasing interest in global health during residency training. In order to draw interest from a variety of backgrounds, we developed a multi-disciplinary global health training program. The curriculum is designed to include CCHS staff and our colleagues at other Delaware Health Sciences Alliance (DHSA) institutions, includingNemoursA.I.DuPontHospitalfor Children,ThomasJeffersonUniversityand the University of Delaware.

The core curriculum consists of a monthly lecture series, including local and guest speakers. The lectures are recorded and accessible to CCHS affiliates via intranet. In addition, we plan to incorporate a journal club, a skills workshop and develop a global health site to foster an international partnership and resident elective rotations.

Since the program began in August 2011, we have had five meetings. Attendance has steadily increased in number and diversity; attendees now include undergraduates, medical students, residents, fellows, attending physicians, nurses, administrators and medical librarians. We initiated a post-meeting survey at our December meeting which demonstrated a mean increase in the level of awareness of the topic by 27%. Global health awareness allowsU.S.based health professionals to be more culturally competent and effective in advocating for the needs of the underserved in their own communities. By inviting all disciplines at multiple institutions we hope to create a community that supports and sustains global health.

Learning Objectives: At the end of this session, participants will:

1. Identify the importance of a global health curriculum for training residents that are culturally aware and equipped to work in underserved populations both locally and abroad.

2. Acquire the information to initiate a global health program in a teaching hospital.

3. Learn how to incorporate a multi-disciplinary approach to global health education.

This program serves to enhance antiretroviral adherence within a population of patients identified to have barriers to optimal medication compliance, and to enhance interprofessional camaraderie and HIV/AIDS knowledge through participation with a community-based organization (CBO).

“HIV– ABC: Bringing Healthcare Home” was created by UK College of Pharmacy students as a way to form an “Adherence Buddy and Counselor” system between HIV patients and trained student pharmacists. Students are matched with identified non-adherent patients and attend clinic visits to help improve adherence and reduce/manage medication adverse effects. Clinic patients also receive nutritional counseling/modified menus to address nutritional needs from the CBO Moveable Feast Lexington. In an effort to promote greater participation from other health colleges, the UK College of Pharmacy has paired with a student-led, interprofessional healthcare initiative program, Leadership Legacy (LL). LL is an extracurricular enrichment opportunity designed to complement formal curricula by enhancing professionalism, creativity, diversity, and leadership. Representatives from the UK College of Medicine, Dentistry, Nursing, Pharmacy, Health Sciences, and Public Health are all enrolled in LL and the HIV-ABC project has incorporated these interprofessional student volunteers for food delivery routes to HIV patients through the CBO.

Thirty student pharmacist and sixteen interprofessional student pre-surveys have been collected. Post-survey results as well as interprofessional student reflective essays are pending. All students completed pre- and post-test HIV knowledge surveys based on previously published reports. These surveys were intended to document improvement in HIV knowledge base as well as perceived confidence in caring for infected patients. Using Kirkpatrick’s training model, outcomes will be presented based on student satisfaction—gauging the value of this exercise and what type of learning took place during the interprofessional service-learning routes. Reflective writing by interprofessional students will draw further conclusions to enhance participant leadership and teambuilding skills for future years.

Learning Objectives (related to Core Competencies for Interprofessional Collaborative Practice)

This presentation relates to Conference Goal 1: Develop strategies to incorporate interprofessional competencies within education and/or practice.

Through discussion of this extracurricular interprofessional service learning project with a community-based organization (CBO) participants in this session will consider how participation in Bringing HealthCare Home:

1. Enhances health professions student camaraderie (Values/Ethics, Team/Teamwork)
2. Provides health professions students with an opportunity to learn with, from, and about one another as they augment their knowledge of HIV/AIDS through practical experience (Interprofessional Communication).
3. Provides an opportunity for health professions students to use the knowledge of one’s own role and those of other professions to appropriately address the healthcare needs of individuals with HIV/AIDS patients (Roles/Responsibilities)

4. Enhances antiretroviral adherence within a population of patients identified to have barriers to optimal medication taking by performing pillbox services.

Ref: Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington,D.C.: Interprofessional Education Collaborative.

Diabetes and obesity are inter-related health issues that impact many aspects of daily living, including workplace productivity and efficiency. Obese individuals are less likely to be employed and more often absent from work. Nearly one billion dollars per year is attributed to lost productivity for reasons relating to diabetes including early retirement, increased sick days, disability and premature mortality.

Utilizing an interdisciplinary team of a physician, public health staff, nursing and health educators, the Job Opportunity Investment Network Education on Diabetes in Urban Populations (JOINED-UP) is a diabetes and obesity healthy lifestyle education program that is embedded in a Green Jobs training program targeting low skilled, low resourced residents inPhiladelphia.

Participants in the program are required to attend six Healthy Lifestyle workshops that use a “patient” case study (whose attributes are created by program participants) as a means to encourage sharing of real life experiences related to incorporating healthier behaviors onto daily life. Participants meet individually with the health educator to review screening/survey results, discuss personal health concerns, and create a personal action plan. Motivational interviewing techniques guide this discussion. A Certified Diabetes Educator meets with individuals whose screening results indicate pre-diabetes and provides information about diabetes, and suggestions for risk reduction. The CDE counsels diagnosed diabetics about managing diabetes and preventing complications.

A post-program screening was conducted. To date– 56% of the participants were obese, 11% overweight, 11% diabetic, 63% pre-diabetic/diabetic, 19% hypertensive, and 26% pre-hypertensive. Process measure and outcome measures on 50 participants will be presented.

Learning Objectives: Participants attending this session will be able to:

1. Organize an approach to providing obesity and diabetes prevention in a workforce development program utilizing an interdisciplinary team

2. Apply a methodology of engaging community organizations to address obesity and diabetes prevention

3. Identify the challenges of incorporating obesity and diabetes prevention in a workforce development program

Transitioning from multiprofessional to interprofessional courses requires a commitment on behalf of the faculty of the programs represented within these courses. Through the development of advisory committees, creation and implementation of curricula, obtainment of pre- and post-test data and course evaluations this transition can be achieved.

The Pathologists’ Assistant Department at Rosalind Franklin University of Medicine and Science is currently involved in a transition of many of its students’ courses from multiprofessional to interprofessional; one such example is the Neuroscience course which combines Pathologists’ Assistant, Physical Therapy, and Podiatry students. This transition includes the formation of an advisory group, review of course objectives, participation by faculty from each program represented in the course, the collaborative development of syllabi and exams, having students work in interprofessional teams analyzing case studies relevant to each profession, and involvement in a demonstration laboratory.

This presentation will focus on our model currently being used atRosalindFranklinUniversityin transitioning from multiprofessional to interprofessional courses. We will discuss our successes and also the challenges we face in this transition process.

Learning Objectives: At the end of this session, participants will

1. Discuss the components involved in transitioning from multiprofessional to interprofessional courses.

2. Identify potential barriers in the transition process.

A partnership between the Rwanda Village Concept Project (RVCP), a medical student program in Butare, and Jeff HEALTH (Helping East Africans Link to Health), a multidisciplinary student organization at ThomasJeffersonUniversity, has been working in two Rwandan villages for the past five years. Initially, The Rwanda Health and Healing Project consisted of two programs, a Genocide Survivors Village Transformation and creation of a GenocideMemorial Park. These programs lead to a comprehensive community health assessment, which: 1) documented the needs through key informant interviews and focus groups; 2) identified health resources currently available; and 3) reviewed needs in context of the social and political history of Rwanda. The partnership has grown and taken shape based on this assessment and students' learning experiences. Medical, Nursing, Public Health and Occupational Therapy students have implemented programs in hygiene, malnutrition, HIV education, and malaria prevention. The Rwandan students monitor these programs monthly when the Jeff HEALTH students are stateside. The team partnered with the Mid-Atlantic Chapter of Engineers Without Borders in a latrine construction project. For each of the past 4 years, 3 Rwandan medical students have spent 2 months at Jefferson exploring community medicine as a discipline. A formal educational program and peer mentoring prepares Jeff HEALTH students for immersion into Rwandan projects. Based partially on the success of this model of collaboration and growing faculty and student interest,Jefferson has expanded its Global Health education initiatives to a 4-year longitudinal area of concentration in Population Health for medical students and a Certificate in Global Health in the MPH Program.

Learning Objectives: Participants at the presentation will be able to:

1. Learn a method to develop a collaborative international health professional interdisciplinary student driven initiative

2. Identify strategies for sustaining programs through cooperative agreements between students at aUnited StatesAcademicHealthCenterand anEastAfricanMedicalSchool

3. Organize an interdisciplinary student global education program based on student experiences and interest

Project Overview: This project is funded under the Robert Wood Johnson Foundation’s Local Funding Partnerships Annual Program in support of innovative, community-based projects that improve the health and health care for underserved and vulnerable populations.Philadelphia currently confronts an unprecedented employment crisis. InSouth Philadelphia, the unemployment rate is 35%. Those who are unemployed present with multiple health problems that are barriers to retaining jobs and achieving economic stability.

The Career Support Network was conceived to help underserved, newly-employed adults to overcome these barriers and succeed in long-term careers. It will accomplish this mission by creating an integrated, one-stop center that weaves together occupational counseling, job training, peer support, and mental and physical health services.

Project Objectives: The goal of the CSN is to enable vulnerable adults with limited skills, physical and/or behavioral health problems to become independent and productive members of the community through retaining sustainable jobs. Objectives to meet these goals focus on: 1) increasing healthy lifestyle behaviors related to chronic disease prevention and/or management among program participants, 2) improving chronic disease self-management such as diabetes and hypertension, asthma, and arthritis, among program participants, and 3) assisting participants in developing skills and obtaining the supports necessary for independent productive living and job retention.

Expected Outcomes: Vulnerable adults who participate in the CSN will: 1) demonstrate improved physical, mental and behavioral health through improved knowledge, skills and self-efficacy in managing chronic health conditions, practicing healthy lifestyle behaviors, and managing life and work-related stresses; 2) be employed in jobs that pay family-sustaining wages for a minimum of one year, and for those participants with a chronic disease, the absenteeism rate, due to personal illness, will be no more than 6 per year, and 3) experience a reduction in criminal recidivism rates among ex-offenders participating in the Network.

Learning Objectives: Participants attending this session will be able to:

1. Organize an approach to providing chronic disease management/ prevention and work enhancement programs in a workforce development and jobs program utilizing an interdisciplinary team

2. Apply a methodology of engaging community organizations and funders to address job retention

3 Identify the challenges of incorporating chronic disease management/ prevention and work enhancement programs in a workforce development and jobs program utilizing an interdisciplinary team

Purpose: The purpose of this seminar is to describe and discuss the effectiveness of an educational module designed to incorporate opportunities for interprofessional learning (IPL) and collaboration into the professional curricula of 4 disciplines. The seminar will invite participants to share their experiences with redefining education to include opportunities for IPL when limited time and resources are available.

Background: Working effectively on interprofessional healthcare teams requires prior preparation. Academic institutions can play a key role in this process by creating opportunities for IPL and collaboration prior to graduation. An increasing number of schools are looking for ways to incorporate IPL opportunities into professional curricula but are faced with the challenge of finding the time to embed the necessary learning experiences.

Program Description: WidenerUniversity’sSchool ofHuman Service Professions created a 6 hour IPL curriculum designed to prepare pre-professional graduate students for practice on interprofessional teams.

Results - Over the course of 14 years, approximately 1500 students have participated in the IPL curriculum developed. Programmatic assessment using quantitative and qualitative data, which will be shared as part of the seminar, have revealed positive changes in student attitudes toward IPL and collaboration.

Conclusion: Given the challenges associated with getting professional disciplines together to learn with, from and about each other, a 6 hour learning experience, if well structured, can positively affect attitudes and beliefs that are thought to be important to working effectively on interprofessional teams.

Relevance: The approach presented is a model for curricular design and assessment that can provide guidance for institution seeking to incorporate sustainable IPL opportunities into graduate professional curricula.

Learning Objectives: Upon completion of this seminar, participants will be able to:

1. Identify common challenges faced by academic institutions seeking to create curricula that can foster IPL and collaboration.
2. Discuss and appraise options for addressing perceived barriers to creating IPL opportunities that prepare students to learn with and from each other and to function effectively on healthcare/human service teams.
3. Identify the reasons for incorporating assessment into curricular design as a way to determine programmatic effectiveness and assist process improvement.

Purpose: The mission of the Teaching Leader Series is to strengthen teaching, learning and assessment skills by providing opportunities and support for faculty to achieve educational excellence, promote interdisciplinary collaboration and encourage instructional innovation.

Background: The Series is based on the assumption that an inclusive strategy would help ensure sustainability and that unique learning experiences occur when two or more professions together learned with, from, and about each other’s teaching practice.

Since the Series began in 2008 over 20 different topics have been presented including Adult Learning, Curriculum Development, Narrative Medicine, and Teaching with Simulation and Standardized Patients.

Description of Intervention or Program: We recognize individuals who have made the Series a part of their educational process and their development as teaching leaders with a pin. In order to receive a pin, participants must attend at least 6 workshops, prepare a report describing how they have applied information from the workshop and must agree to participate in a best practice focus group. Our goal is to have these individuals team teach a workshop with a current presenter who serves as their mentor.

Results: The Series demographics are 50% nurses, 25% physicians, and 25% other educators. At the conclusion of each workshop, participants are asked to complete a self-retrospective evaluation. During AY 2011 92% of participants agreed that they would be able to apply what they learned to their job. Pin recipients (physician, pharmacists, nurse) have presented Teaching at the Bedside and Small Group Teaching with a PhD medical educator mentor.

Relevance to interprofessional education or practice: Healthcare is practiced in teams and the Series models the importance and effectiveness of interprofessional learning and teaching. Not only are the participants from different disciplines, we also pair presenters from different disciplines.

Learning Objectives: Upon completion of this session the participants will be able to

1. Identify the effectiveness of providing interprofessional faculty development.
2. Identify how interprofessional faculty development facilitates collaboration of clinical educators across traditional boundaries.
3. Identify strategies used to integrate interprofessional education into faculty development.

The development of programmatic tracks providing students with academic opportunities outside of the traditional medical curriculum represents a national trend in medical education. With HRSA Interdisciplinary and Interprofessional Joint Graduate Degree five-year funding, the Department of Family and Community Medicine at ThomasJeffersonUniversitycreated an Inter-professional Primary Care Dual Degree Program (IPCDDP), which builds on JeffersonMedicalCollege’s College within a College (CwiC) Scholarly Concentrations Program in Population Health. The mission of the IPCDDP is to provide outstanding training in primary care and innovative education in chronic care management and population and public health in order to prepare primary care leaders to serve as future change agents working to improve the health of Americans, especially its most vulnerable and underserved populations.

Key CwiC-PH components include:

• Year 1 – enhanced population health components of Introduction to Clinical Medicine (ICM) I, participation in community health initiatives, journal club, and twice monthly seminars
• Summer – population health related programs
• Year 2 – case studies in Fundamentals of Clinical Medicine, twice monthly seminars emphasizing application of the social and behavioral foundations of Public Health
• Year 3 – On going advising, enhanced clerkship experiences, Capstone planning
• Year 4 – Two community electives and completion of a Capstone Project

Benefits to students include a certificate upon completion of the program, and 15 credits applied to the MPH program at Jefferson.

The development, institutional collaboration, and a detailed description of the CwiC – PH program will be presented along with implementation, evaluation, and sustainability plans.

Learning Objectives: Participants attending this session will be able to:

1. Organize an approach to integrating population health into health professional’s curriculum

2. Apply a methodology to recruit students into an area of concentration in population health

3. Identify the challenges in curricular reform and innovation