Start Date
10-29-2016 11:00 AM
End Date
10-29-2016 12:00 PM
Description
Purpose: The main goal of this presentation is to share pharmacy-specific strategies for assessing the structure, process, and outcomes of IPE programs.
Background: An effective assessment plan includes evaluating each component of the IPE model: Structure, Process, and Outcomes. The structure of IPE contains curriculum, facilities, capacity, and technology. The process encompasses development of faculty/preceptors, in addition to engaging students, patients, and collaborative practices. And the outcomes comprise achieving the educational and clinical goals of an IPE program and meeting its vision and mission. There is a need to provide this critical information in a succinct format as a variety of accrediting bodies are expecting discipline specific assessment of IPE.
Description of Intervention: Noting that a sound assessment plan should be developed prior to implementing interprofessional education (IPE) programs, the presenters will share successful strategies for evaluating students’ participation and patients’ engagement as partners in developing their care plans. Following a thorough literature review, examples of current tools used to assess the quality of educational and clinical outcomes of IPE programs will be presented.
Results: Key IPE assessment tools have been identified and categorized based on the major components of the Kirkpatrick Evaluation Model: (1) reaction; (2a) attitude modification; (2b) knowledge and skill acquisition; (3) behavioral change; (4) change in organizational practice. These tools will be presented relative to their applicability to pharmacy education.
Conclusions: It is vital for administrators and faculty to ensure that the mission, goals, and educational, behavioral, and clinical outcomes of IPE programs are met. Improvement initiatives must continually assess the quality of IPE programs.
Relevance to interprofessional education or practice: The strategy used to identify and categorize assessment tools can be applied to other healthcare disciplines delivering IPE. These tools, relative to the Kirkpatrick evaluation model, map the specific learning objectives to the educational endeavors.
Learning Objectives:
1. Describe a process for identifying assessment tools to utilize in the development of a programmatic IPE assessment plan.
2. Identify how utilizing the various assessment tools, per the Kirkpatrick evaluation model, can be applied to a programmatic curricular map.
3. Summarize “lessons learned” in assessing IPE in various pharmacy curricula
Included in
Pharmacy Strategic Approaches for IPE Assessment
Purpose: The main goal of this presentation is to share pharmacy-specific strategies for assessing the structure, process, and outcomes of IPE programs.
Background: An effective assessment plan includes evaluating each component of the IPE model: Structure, Process, and Outcomes. The structure of IPE contains curriculum, facilities, capacity, and technology. The process encompasses development of faculty/preceptors, in addition to engaging students, patients, and collaborative practices. And the outcomes comprise achieving the educational and clinical goals of an IPE program and meeting its vision and mission. There is a need to provide this critical information in a succinct format as a variety of accrediting bodies are expecting discipline specific assessment of IPE.
Description of Intervention: Noting that a sound assessment plan should be developed prior to implementing interprofessional education (IPE) programs, the presenters will share successful strategies for evaluating students’ participation and patients’ engagement as partners in developing their care plans. Following a thorough literature review, examples of current tools used to assess the quality of educational and clinical outcomes of IPE programs will be presented.
Results: Key IPE assessment tools have been identified and categorized based on the major components of the Kirkpatrick Evaluation Model: (1) reaction; (2a) attitude modification; (2b) knowledge and skill acquisition; (3) behavioral change; (4) change in organizational practice. These tools will be presented relative to their applicability to pharmacy education.
Conclusions: It is vital for administrators and faculty to ensure that the mission, goals, and educational, behavioral, and clinical outcomes of IPE programs are met. Improvement initiatives must continually assess the quality of IPE programs.
Relevance to interprofessional education or practice: The strategy used to identify and categorize assessment tools can be applied to other healthcare disciplines delivering IPE. These tools, relative to the Kirkpatrick evaluation model, map the specific learning objectives to the educational endeavors.
Learning Objectives:
1. Describe a process for identifying assessment tools to utilize in the development of a programmatic IPE assessment plan.
2. Identify how utilizing the various assessment tools, per the Kirkpatrick evaluation model, can be applied to a programmatic curricular map.
3. Summarize “lessons learned” in assessing IPE in various pharmacy curricula