There were a number of students participating in the clinical Schwartz Center Rounds held on our campus and it became apparent that there was a need for rounds targeted towards students. In December of 2010,ThomasJeffersonUniversitypiloted its first student-run Schwartz Rounds entitled Jeff-CHAT.

Students from all disciplines who have completed clinical rotations are invited to attend monthly meetings to discuss various topics that are frequently encountered during a caregiver-patient relationship. Three panelists begin each session with a narrative of his or her experiences about the given topic. Previous topics are “Feelings of Failure When Things Don’t Work” or “A Difficult Patient”. After the panelists have spoken, discussion is opened to the audience to participate with the panelists and each other. As the session concludes, each person is asked to complete a survey about the quality of the day’s round. These surveys are collected and analyzed for future improvement.

The highest numbers of students participating in the rounds have been from physical therapy and they are seen as leaders within the organization. They also report the highest clinical importance and high satisfaction with the meetings. Effective strategies for garnering involvement and engaging students as organizers, panelists and active listeners, in the monthly meetings will be discussed.

This paper will be of interest for those developing similar models of rounds at their university and who would like to learn more about methods for promoting leadership and increasing and maintaining student involvement in such an organization.

Learning Objectives:

1. Discuss strategies to recruit panelists, leaders, and attendees for interprofessional Schwartz Center Rounds.

2. Define and value the role of faculty in student-run organizations in order to address sustainability.

The monthly, lunchtime rounds are organized and facilitated by students, with the support of a multi-disciplinary group of faculty. The rounds begin with student panelists from three different disciplines who share a personal vignette related to a chosen theme (e.g., “A difficult patient…”). Open discussion, which is facilitated by a student, constitutes the remaining time. A debriefing with the panelists and leaders follows the rounds.

Eight Jeff-CHAT rounds have taken place with attendance ranging from thirty to seventy students. Based upon review of evaluations, Jeff-CHAT has been well received by students from all disciplines. Overall, students have reported that Jeff-CHAT has increased their understanding of common experiences and emotions among students from other disciplines. Additionally, students have expressed that Jeff-CHAT is a good environment for expressing feelings, and that more students should participate. Almost all students have rated each rounds “excellent” or “exceptional”.

The multi-disciplinary aspect of the rounds has emerged as the strength of the program. Open sharing and discussion of challenging topics allows students to discover the common humanism and ideals amongst the disciplines, while learning about the training of each discipline. The non-classroom, student-run format creates a safe, open environment for students to learn about each other in a novel manner. Similar opportunities should be made available to students in all settings, particularly at multi-disciplinary training institutions.

Learning Objectives:

1. Participants will be able to identify how programs like Jeff-CHAT improve inter-professional education.

2. Participants will be able to incorporate student-run programs into their inter-professional activities.

Recent communications on Interprofessional Education and Practice from the Canadian Interprofessional Health Collaborative, the World Health Organization, the American Interprofessional Health Collaborative and the Interprofessional Education Collaborative reinforce the importance of interprofessional education and practice initiatives in today’s health care environment. The recent growth of such initiatives at universities and health care organizations has the potential to facilitate institution-wide culture change. However, organizational change is challenging and requires an examination of the present culture and development of change strategies that involve more than just the support of administration. This discussion will provide a framework to examine organizations and will explore five core change strategies identified by Kezar and Eckel (2002) that include senior administrative support, collaborative leadership, robust design/vision, staff development, and visible actions. Incorporating selected theories adopted for exploring existing higher education cultures, the authors will briefly provide an overview of their journey toward institutional culture change. This will serve as a jumping off point for a conversation about how each of us can use the change strategies to promote sustainable interprofessional education to promote patient-centered, team-based care at our home institutions.

Learning Objectives: At the end of the session, participants will be able to:

1. Discuss two selected conceptual frameworks on culture.

2. Examine existing cultural archetypes of home organizations.

3. Propose methods to integrate interprofessional education and practice into home organizations based on Kezar and Eckel’s five core change strategies.

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

Learning Objectives: Participants will be able to:

1. Describe issues of patient safety and medical error management in health care.

2. Demonstrate curricular methodologies through participation in a simulated symposium.

3. Design a similar symposium on patient safety or other appropriate topics at their home institutions.

Background: This seminar will discuss an IPE model that has been successfully piloted at the Sophie Davis School of Biomedical Education at The City College of New York (SDSBE) and could be used in other settings.

Program Description: SDSBE includes a BS/MD and a Physician Assistant (PA) program. Despite co-location and shared administrative oversight, students have not had prior opportunities to learn together. The full-day program consisted of a lecture and panel on the Patient-Centered Medical Home (PCMH) and Team-Based Care as well as a small group SP exercise. The latter included assessment and intervention tasks typical in the care of chronically ill patients: establishing care, compliance issues, loss of insurance and hospitalization follow-ups. Small groups were formed consisting of three BS/MD and PA student pairs and faculty from each profession. The audio-visual technologies available at a modern clinical skills center allowed for unobtrusive observations of SP interactions and dynamic group interactions.

Results: Students from both programs demonstrated significant learning gains as evidenced through pre- and post-intervention surveys and narrative responses. Faculty and student program evaluations revealed a strong desire to expand the exercise and make IPE a routine element of each training program.

Conclusion: Learners in the health professions can benefit from IPE even if time is limited, if their clinical experience is not equivalent and if only two professions can be represented.

Relevance to IPE: New models are needed to make IPE feasible for a more diverse range of programs.

Learning Objectives: At the end of this session participants will be able to:

1. Describe an IPE training model that can accommodate students with different levels of clinical sophistication
2. Identify three logistical considerations when including Standardized Patient cases in IPE at their home institution.
3. List three faculty development issues related to co-facilitation when implementing small groups in IPE

Background: Recent reports from the Interprofessional Education Collaborative and the World Health Organization have reinforced the importance of training the healthcare workforce for future collaborative practice. As a result, we are now starting to see new innovations in academic institutions where pre-licensure training programs are integrating interprofessional education into existing uniprofessional curriculums. However, developing and sustaining IPE programs can be a challenging process, complicated by varied schedules, differing accreditation standards, faculty buy-in, and limited funding for IPE innovation.

Description of Intervention/Program: The Jefferson Health Mentors Program (HMP) is a two-year longitudinal IPE curriculum that brings together faculty and students from six training programs, including: couple and family therapy, medicine, nursing, occupational therapy, pharmacy, and physical therapy. Student teams are partnered with a volunteer Health Mentor, a person with a chronic health condition and/or impairment, and complete a series of team-based curricular modules addressing the health mentor’s life and health history, as well as his/her wellness, safety, and health behaviors. Since program inception and initial curricular content development in 2007, interprofessional teams of HMP faculty content experts, student course liaisons and administrative staff have been continuously modifying the HMP curriculum and seeking new ways to sustain this large longitudinal IPE program. Curricular modules are modified each year based of faculty feedback, student course evaluations, focus groups and mixed-methods evaluation data.

Results/Conclusion: Developing an interprofessional education module or program takes time, resources and collaboration. Using the Jefferson HMP as an example, we will explore approaches to IPE curriculum development and revision as well discuss lessons learned for sustaining an effective IPE program, which can be adapted to any educational setting.

Learning Objectives: At the end of the seminar, participants will be able to:

1. Design an interprofessional education curricular activity for integration into uniprofessional training programs
2. Identify three specific components needed to sustain an interprofessional education innovation

References:

1. Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for Interprofessional collaborative practice: Report of an expert panel. Washington,D.C.: Interprofessional Education Collaborative.
2. World Health Organization: Framework for Action on Interprofessional Education & Collaborative Practice.Geneva, WHO, 2010. Available at http://www.who.int/hrh/resources/framework_action/en/.

A multiprofessional teaching institution has provided a two-year longitudinal IPE experience for the past 5 years. The program includes faculty and students from couples and family therapy, medicine, nursing, occupational therapy, pharmacy and physical therapy. Continuous improvement of the program has largely been based upon the feedback provided by students.

The two-year longitudinal program brings together students from two or more disciplines and pairs them with a health mentor, a community adult volunteer who is living with one or more chronic conditions or disabilities. Student teams, together with the mentor, complete four curriculum modules over two years. The overarching goals of the program are for the students to: 1) understand the roles of other members of the healthcare team; 2) value the perspective of the patient and patient-centered care; and 3) appreciate the interface between a person’s health condition(s) and his or her personal and environmental factors.

Faculty are often the presenters at conferences on IPE curriculum and its outcomes relative to student participation. This seminar will provide an opportunity to hear directly from the students. The student panel will provide candid responses to open-ended questions posed by faculty. There will be time during the session for the audience to question the student panelists as well.

Students who have completed a two year IPE experience, and have had time for reflection, offer unique perspectives on IPE curriculum. This seminar will be of interest to those who are developing new and/or are changing existing IPE experiences.

Learning Objectives: Following participation in this seminar, attendees will be able to:

1. Discuss the variety of student responses to a two-year longitudinal IPE experience.

2. Use feedback garnered from the students to develop and/or make changes to IPE experiences at their institution.

ATSU – A.T.StillUniversitySchoolof Health Sciences is unique in that aside from its diverse 20 degree programs, it is comprised of campuses inMissouriandArizona. Geographical differences as well as dissimilarities in schedules, curricula and educational foci have made the development of IPE experiences challenging. Addressing these obstacles required an approach formally recognizing the importance of IPE and attempting to create meaningful experiences. Through the development of both academic and social opportunities for students at ATSU, collaboration between the Student Government Association and the Students’ Council on Interprofessional Education has increased program interactions in the hopes of students learning from, with, and about each other. Additionally, student-led recognition and promotion of peer-led efforts has further enriched the IPE experience of ATSU students. Student-led endeavors play an invaluable role in the integration of interprofessional education and collaboration in tomorrow’s health care system.

This session’s will highlight various means through which students can work both with and separate of faculty to incorporate IPE into their educational experience along with promoting student led change within a university. The recognition of existing challenges along with discussion of novel solutions to these obstacles aims to demonstrate how students can serve as proponents to promote, engender and facilitate IPE.

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

1. Discuss common challenges encountered by students attempting to implement IPE across a diverse student body existing at two geographically separate campuses.

2. Identify one novel academic strategy for promoting IPE within the student educational experience.

3. Identify one novel non-academic

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