The “I”s Have It: An International Interprofessional Internet Conference
Start Date
5-19-2012 10:00 AM
End Date
5-19-2012 10:15 AM
Description
This session presents a model for developing and implementing an international, interprofessional exchange via the internet that built upon an existing relationship between health sciences students and faculty at ThomasJeffersonUniversityin Philadelphiaand KitasatoUniversityin Japan. Previously, when students traveled to KitasatoUniversity/to Jefferson, they focused upon their own discipline while attending presentations from students and faculty in the other disciplines. The recent Japanearthquake necessitated innovative alternatives to students’ traveling to Japan. This alternative also enabled us to further develop the interprofessional experience to more fully engage students in understanding the interprofessional team. Knowledge of the ways in which interprofessional teams contribute to patient centered care is essential for creating a “collaborative practice-ready” health workforce (WHO, 2010). Through this session, we hope to stimulate additional development of educational programs to promote global interprofessional practice.
The model consisted of synchronous online conference program that took place over 4 days using a trauma case scenario video incorporating the roles of health professionals in bioscience technology, couple and family therapy, occupational therapy, physical therapy, and radiologic sciences. Students took a pretest and post-test of interprofessional knowledge prior to and upon completion of the conference. Each discipline reviewed the video and described its individual contributions to the team, including roles, communication, and team functions. This was followed by interactive sessions in which students answered questions about the interprofessional team providing patient-centered care.
Learning Objectives At the end of this session, participants will:
1. Discuss key considerations in developing an international interprofessional education program over the internet, including costs, scheduling logistics, translation issues, creation of group discussion activities, and ensuring full participation.
2. Apply the model to their own education or practice setting by identifying opportunities for potential development and implementation
3. Examine an assessment tool for student knowledge of interprofessional practice
The “I”s Have It: An International Interprofessional Internet Conference
This session presents a model for developing and implementing an international, interprofessional exchange via the internet that built upon an existing relationship between health sciences students and faculty at ThomasJeffersonUniversityin Philadelphiaand KitasatoUniversityin Japan. Previously, when students traveled to KitasatoUniversity/to Jefferson, they focused upon their own discipline while attending presentations from students and faculty in the other disciplines. The recent Japanearthquake necessitated innovative alternatives to students’ traveling to Japan. This alternative also enabled us to further develop the interprofessional experience to more fully engage students in understanding the interprofessional team. Knowledge of the ways in which interprofessional teams contribute to patient centered care is essential for creating a “collaborative practice-ready” health workforce (WHO, 2010). Through this session, we hope to stimulate additional development of educational programs to promote global interprofessional practice.
The model consisted of synchronous online conference program that took place over 4 days using a trauma case scenario video incorporating the roles of health professionals in bioscience technology, couple and family therapy, occupational therapy, physical therapy, and radiologic sciences. Students took a pretest and post-test of interprofessional knowledge prior to and upon completion of the conference. Each discipline reviewed the video and described its individual contributions to the team, including roles, communication, and team functions. This was followed by interactive sessions in which students answered questions about the interprofessional team providing patient-centered care.
Learning Objectives At the end of this session, participants will:
1. Discuss key considerations in developing an international interprofessional education program over the internet, including costs, scheduling logistics, translation issues, creation of group discussion activities, and ensuring full participation.
2. Apply the model to their own education or practice setting by identifying opportunities for potential development and implementation
3. Examine an assessment tool for student knowledge of interprofessional practice
