We developed a case-based questionnaire, the Professional Roles Questionnaire (PRQ), which could be used in assessing student change in knowledge of professional roles and responsibilities. In the development process we requested a selected sample of experienced clinicians and academic faculty from each of the professions participating in the study to respond two patient cases with questions regarding professions who would be most likely to implement the tasks or interventions needed. They completed the questionnaire and provided their written comments on their interpretation and any confusion the questions posed. Then the PRQ was pilot tested with students at the end of their first IPE course. A student focus group was solicited concerning their ability to understand the questions, the format, and the time involved. The PRQ was revised and administered this fall at the beginning and end of the first IPE course using a pre-post-experimental design. Preliminary data analysis reveals a ceiling effect. When those items which achieved 90% or higher on the post-questionnaire were removed, the percentage of change in the pre- post-date showed a larger and likely significant differentiation.

This study could assist in informing IPE programs regarding developing and understanding of professional roles. Continued work is needed to improve the sensitivity of the instrument to understand the acceptable overlap among health professionals’ work.

Learning Objectives:

1. Describe the development of the Professional Roles Questionnaire, an evaluation instrument related to IPE competency of understanding the roles and responsibilities of different health professionals.

2. Discuss the preliminary results of a study using the Professional Roles Questionnaire.

3. Discuss future applications of the Professional Roles Questionnaire.

A proactive case management system involving interprofessional health care providers has been developed in an acute care hospital that initiates discharge planning services within 30 days prior to patients’ admission for scheduled elective surgery or inpatient chemotherapy. The process includes identification of required post-hospitalization home care services and/or high cost specialty medications, prescriptions for which are received by nurse case managers who then initiate the process that secures smooth transition for patients as they return home.

Preliminary evaluation of this process reveals increased readiness of the patient for discharge which translates into decreased lengths of stay and prevention of readmissions to the acute care setting. Using this Collaborative Practice Model to prepare patients for successful reentry to the community post-acute care hospitalization is highly relevant to interprofessional practice. Future studies should focus on quantifying objective measures to determine the success of the Collaborative Practice Model as it impacts on patient lengths of stay, discharge times on the date of discharge and readmission rates to the acute care setting.

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

1. Discuss three restrictions on the availability of resources for patients returning home.

2. List three potential benefits of a pre-hospital discharge planning initiative on discharge time frames for the patient.

3. Identify three objectives measures that could quantify the success of a proactive case management program.

Occupational and physical therapy professionals are natural partners in neurorehabilitation especially in the acute stages of recovery. To enhance student learning experiences from both disciplines, we have developed a pilot interprofessional learning unit that was embedded in neurorehabilitation tracks of each respective program. The primary goal of this project is to examine interprofessional attitudes and readiness for interprofessional learning. A secondary outcome that we hope to address is the development of critical thinking and reasoning. The unit required students to participate in a joint case analysis and collaboratively design an intervention plan following the ICF Model.

Upon the conclusion of our final data collection in early Spring 2012, we will be able to highlight the IPE features of our learning unit and preliminary findings from our pre- and post-test data culled from our outcome measures (Interprofessional Attitudes Questionnaire and Readiness for Interprofessional Learning Scale) and focus group discussions. We are highly encouraged by the anecdotal we have received thus far. We plan to generate recommendations for future curricular adoptions.

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

1. Describe challenges and considerations in developing an IPE learning experience

2. Describe students’ perception of their readiness and attitudes towards engaging in interprofessional work

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.

“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.

Students in the HMP are encouraged at multiple levels to foster effective teamwork and leadership skills. Students are expected to share discipline specific knowledge with peers while learning to facilitate interprofessional discussion, coordinate group effort, and develop communication skills. Leadership can be advanced by serving as team liaison and/or course liaison. Team liaisons coordinate meetings with group members and communicate with the health mentor. Course liaisons review HMP curriculum and collaborate with faculty to discuss curricular improvements. They help guide classmates through modules by problem-solving, clarifying course expectations and providing peer feedback to the HMP faculty. When encountering resistance to the HMP, liaisons use persuasive and motivational skills to refocus peers to the importance of interprofessional teamwork.

The HMP fosters a safe environment where students assume novel roles and build confidence and comfort in leadership positions. Students can observe different leadership approaches and note strategies that facilitate effective teamwork and those that do not. Upon graduation,ThomasJeffersonUniversitystudents will incorporate positive leadership skills they experienced in the HMP and avoid divisive group behaviors.

Using our experiences as student course liaisons we will focus on specific elements of the HMP that facilitate the development of future leaders in collaborative care.

Learning Objectives: After observing the poster learners will be able to:

1. Identify roles for students within IPE programs which develop leadership skills.

2. Understand the value of student leadership within IPE programs.

The CUH participated in the 2011 JCIPE Interprofessional Education and Care Practicum. The focus of the practicum was to revise quality performance measures and create a process and structure to track patient outcomes. The work done during the practicum was integrated in the entire program evaluation. As a result of the work completed during the practicum, the revised program was piloted and an application was submitted to the American Association of Diabetes Educators (AADE), Diabetes Education Accreditation Program (DEAP) which is certified by the Centers of Medicare & Medicaid Services.

The CUH community based DSME program received accreditation from the AADE September 2011. The DSME program is one of many diabetes education and outreach initiatives provided by the CUH.

Learning Objectives: At the end of the session participant will:

1. Identify at least two advantages of attending a structured interprofessional education practicum in organizing program scope of work.

2. Critique a diabetes self-management education program related to national standards.

3. Build capacity to evaluate an existing community health education program using evidence based practice.

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 in Philadelphia.

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

We utilized safety attitude questionnaire results compiled through the Hospital Risk Management Department to survey the overall climate of the work environment. Drills are conducted every 6 weeks on one of the obstetrical care areas. Sessions are videotaped and used for immediate debriefing conducted at the end of each drill. Clinical knowledge / performance of the emergent scenario as well as teamwork and communication processes are evaluated. Participants are asked to complete a drill evaluation. Designated observers summarize drill activities with specific emphasis on strengths as well as growth opportunities in the following areas:

· Mutual support

· Communication

· Situation monitoring

· Leadership

· System issues

Unresolved system issues are communicated in a monthly interdepartmental forum to seek guidance and resolution.

A resurvey of the safety attitude questionnaire is underway and will be compared to the initial findings. In addition, interest sparked by staff concerning patient safety, teamwork, and communication has evolved into a Balanced Score Card Patient Safety Initiative: Life Wings. This project is a pilot program to implement concepts of crew resource management to improve interdepartmental communication, optimize quality and safety of patient care, and ultimately reduce malpractice risk.

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

1. Discuss the impact of simulation training on the clinical practice environment.
2. Identify the benefits of similar program implementation in their clinical setting.

What is Watson?

Watson, named afterIBM’s founder Thomas J. Watson, was developed by a team ofIBMscientists who set out to accomplish a grand challenge – build a computing system that rivals a human’s ability to answer questions posed in natural language with speed, accuracy and confidence. In its debut on Jeopardy, it processed the equivalent of 1 million books, or roughly 200 million pages, to provide a response to a question in 3 sections. Watson’s ability to understand the meaning and context of human language, and rapidly process information to find precise answers to complex questions, holds enormous potential to transform how computers can help people accomplish tasks in business and their personal lives. It represents the ability to gain meaningful insights from massive amounts of data, confidently make decisions, and make sense of structured and unstructured data (such as natural language). Watson can ingest and consider information from disparate sources including a patient’s medical history, examination notes, test results, medical texts and current clinical research, all in a manner consistent with privacy and security laws. Beyond Jeopardy! the technology behind Watson can be adapted to solve problems and drive progress across Healthcare.

Watson for Healthcare

Consider the dilemma faced by physicians today. Researching volumes of data contributes to better diagnosis and treatment options. However, with medical information doubling every five years, physicians face a formidable challenge of incorporating hundreds of thousands of articles and studies, and associated findings, into practice. And that capability is only part of the overall solution. Understanding a patient’s condition also involves posing complex questions and applying highly structured reasoning. As a result, an estimated 15 percent of diagnoses are inaccurate or incomplete.¹ The best way to help doctors is to provide powerful tools that are integrated into their normal decision-making processes.

To that end, Watson provides a new level of man + machine collaboration. This type of supporting relationship for the care provider is aimed at empowering and assisting them, not replacing or encroaching on their decision making power. Watson points to a new paradigm emerging in health analytics - advanced analytic systems enabling physicians to make sense of the enormous amount of data being created from an increasingly instrumented healthcare world. In short, healthcare becomes truly evidence-based.

In a Watson-enabled future, transforming physician effectiveness, patient outcomes and business performance is within reach. Watson can bring relevant information into clinical and business decisions and help doctors to better serve their patients.

• Re-analyze conversations with a patient to identify new insights.
• Raise new questions in a doctor-patient discussion to help clarify conditions, symptoms and results.
• Help protect against bias or situations in which a physician might try to reinforce an initial diagnosis without equally considering all available information.
• Enable healthcare professionals worldwide to hold collaborative dialogue to better determine the most effective treatment options
• Automatically process all information around a patient case, backed up by critical nuggets of evidence from all considered sources -- ranked and organized.

This future vision may sound far off. But through the use of our advanced analytics solutions and services,IBMcan today help healthcare organizations turn clinical and business data into actionable insights for better outcomes.

¹Harvard Business Review, 2010

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

1. Describe Watson in healthcare settings

2. Discuss the differences between Watson and Search Engines

3. Identify 3 measurable goals of Watson within healthcare systems