Start Date
10-29-2016 3:15 PM
End Date
10-29-2016 4:16 PM
Description
Purpose: A pilot project created a curriculum model infusing Interprofessional Education (IPE) in Mercy College’s School of Health and Natural Sciences (SHNS), allowing students and faculty to integrate IPE within programmatic courses.
Background: As institutions focus on patient safety, quality and cost effective care, the call for interprofessional collaboration among providers continues to rise (Chen, Delnat & Gardner, 2015). This program included innovative teaching strategies and curriculum development in the health care programs within the SHNS.
Description of Program:
Pilot projects focused on history taking and IPE patient case scenarios, allowing students to experience interactive hands on learning of IPE concepts and competencies. Two workshops were held to educate the faculty in developing IPE cases and debriefing strategies. The first program used real patients with chronic conditions allowing students to gain confidence in interviewing while understanding the commonalities between disciplines. This project included students from communication disorders, nursing, occupational therapy, physical therapy and physician assistant programs. Participants completed an adapted version of the Attitudes Towards Health Care Teams Scale (ATHCTS) (Kim & Ko, 2014) before and after each pilot program, and a one minute reflection after each program. Findings identified significant changes in five variables on the adapted ATHCTS. The qualitative one minute reflection identified themes of commonalities between disciplines. All students identified a need to provide more IPE education among all of the disciplines. This project demonstrated a new way to use strategies to engage patients as partners in developing new models of IPE and care. This project also addressed approaches to prepare and engage both students and faculty in the IPE process. IPE activities will be broadened in the upcoming years and continue to include patients in the IPE education process.
Learning Objectives:
By the end of this presentation participants will be able to
- Identify new modalities of creating IPE initiatives for implementation across disciplines that incorporate patients into the IPE process.
- Identify methods of training faculty in creating IPE strategies and debriefing.
Reference:
Kim, K & Ko, J. (2014). Attitudes toward interprofessional health care teams scale: a confirmatory factor analysis. Journal of Interprofessional Care, 2014; 28(2): 149–154.
Included in
Redesigning Instruction for Inter-Professional Education
Purpose: A pilot project created a curriculum model infusing Interprofessional Education (IPE) in Mercy College’s School of Health and Natural Sciences (SHNS), allowing students and faculty to integrate IPE within programmatic courses.
Background: As institutions focus on patient safety, quality and cost effective care, the call for interprofessional collaboration among providers continues to rise (Chen, Delnat & Gardner, 2015). This program included innovative teaching strategies and curriculum development in the health care programs within the SHNS.
Description of Program:
Pilot projects focused on history taking and IPE patient case scenarios, allowing students to experience interactive hands on learning of IPE concepts and competencies. Two workshops were held to educate the faculty in developing IPE cases and debriefing strategies. The first program used real patients with chronic conditions allowing students to gain confidence in interviewing while understanding the commonalities between disciplines. This project included students from communication disorders, nursing, occupational therapy, physical therapy and physician assistant programs. Participants completed an adapted version of the Attitudes Towards Health Care Teams Scale (ATHCTS) (Kim & Ko, 2014) before and after each pilot program, and a one minute reflection after each program. Findings identified significant changes in five variables on the adapted ATHCTS. The qualitative one minute reflection identified themes of commonalities between disciplines. All students identified a need to provide more IPE education among all of the disciplines. This project demonstrated a new way to use strategies to engage patients as partners in developing new models of IPE and care. This project also addressed approaches to prepare and engage both students and faculty in the IPE process. IPE activities will be broadened in the upcoming years and continue to include patients in the IPE education process.
Learning Objectives:
By the end of this presentation participants will be able to
- Identify new modalities of creating IPE initiatives for implementation across disciplines that incorporate patients into the IPE process.
- Identify methods of training faculty in creating IPE strategies and debriefing.
Reference:
Kim, K & Ko, J. (2014). Attitudes toward interprofessional health care teams scale: a confirmatory factor analysis. Journal of Interprofessional Care, 2014; 28(2): 149–154.