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Interprofessional Education (IPE) in Experiential Education

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Presentation on theme: "Interprofessional Education (IPE) in Experiential Education"— Presentation transcript:

1 Interprofessional Education (IPE) in Experiential Education
AACP Experiential Education Section Webinar December 16, 2013 Gina Baugh, PharmD Erica Ottis, PharmD, BCPS Margaret Williamson, PharmD Jim Scott, PharmD

2 Promoting IPE Activities Throughout an IPPE Curriculum
Gina Baugh, PharmD Clinical Associate Professor Director of IPPE WVU School of Pharmacy

3 Clinical Associate Professor
For questions… Gina Baugh, Pharm.D. Clinical Associate Professor Director of IPPE WVU School of Pharmacy

4 Taking Interprofessional Patient Safety and Quality Improvement Learning Out of the Classroom
Erica Ottis, PharmD, BCPS Clinical Assistant Professor UMKC School of Pharmacy at MU

5 For questions… Erica Ottis, Pharm.D., BCPS Clinical Assistant Professor UMKC School of Pharmacy at MU

6 Integration of IPE Activities Within Existing Pharmacy and Nursing Courses
Margaret Williamson, PharmD Assistant Clinical Professor IPPE Clinical Coordinator Auburn University Harrison School of Pharmacy

7 IPE Pilots Auburn IPE Program - 2013
Two IPE pilots implemented in Fall 2012 One pilot integrated nursing students into patient care activities within existing IPPE coursework All P1, P2, ad P3 student pharmacist participate in a longitudinal IPPE experience that involves in-home patient visits with volunteers from the community Second pilot integrated student pharmacists into a Community Assessment Project (CAP) in a Professional Nursing Concepts across Populations course Community nursing course for third year nursing students Auburn IPE Program

8 Objectives Integrate 4th year nursing students into IPPE program
Pharmacy and nursing students working collaboratively to make in home patient visits Provide patient status updates at weekly team meetings 73 student pharmacists, 9 nursing students, 10 pharmacy faculty, and 2 nursing faculty integrated into IPPE patient care activates Auburn IPE Program

9 Objectives Integrate 1st year student pharmacists into CAP within the nursing curriculum 4 student pharmacists 6 nursing students 1 pharmacy faculty 1 nursing faculty Auburn IPE Program

10 Feedback Obtained by 16 question survey to participating students and faculty (both nursing and pharmacy) 66% survey response rate Auburn IPE Program

11 Survey Question % of Participants
Yes No Unknown Do you feel that this IP experience allowed for mutual respect between nursing and pharmacy? (n=69) 84 4 10 Do you feel that this IP experience revealed shared values between nursing and pharmacy? (n=69) 87 3 12 Do you feel that this IP experience allowed roles/responsibilities of both students to appropriately & collaboratively assess & address health care needs of patients? (n=69) 81 16 Do you feel this IP experience helped improve your communication abilities with other health care professionals? (n=68) 78 9 15 Do you feel this IP experience helped improve your communication abilities with patients and care givers? (n=67) 73 19 Do you feel this IP experience helped develop your skills to practice with a team based approach to health care? (n=67) 85 7 6 Do you feel this IP experience improved patient care within your IPPE team’s patients? (n=69) 71 As a result of this IP experience, do you feel that you better understand the roles/responsibilities of the other discipline? (n=66) 70 18

12 Feedback Auburn IPE Program - 2013 Overall feedback was positive
Knowledge and appreciation of other disciplines role, expertise, and responsibilities Perceived improved patient care through collaboration 91% indicated a need to continue IPE collaboration 85% felt the experience helped develop skills to practice with a team-based approach to health care 78% felt the experience improved their communication abilities with other health care providers Auburn IPE Program

13 Opportunities for Improvement
Scheduling patient visits Clearer delineation of expectations Enhanced feelings of inclusion within established disciplinary teams Auburn IPE Program

14 Ongoing Collaboration
Four 4th year nursing students enrolled in Special Study in Nursing course for Fall 2013 Nursing students fully integrated IPPE course Team of thirteen P1, P2, and P3s Expectations delineated through course syllabus Improved collaboration for scheduling patient visits Auburn IPE Program

15 Questions?

16 InterProfessional Education at WesternU
Jim Scott, PharmD Associate Dean for Experiential & Professional Affairs Western University College of Pharmacy

17 IPE – Institutional Level
Vice Provost hired to start and oversee IPE Program One faculty level person to manage day-to-day operations Several full-time administrative staff for support WesternU IPE Program

18 IPE – Campus Environment
Western University of Health Sciences Graduate-level (only) health sciences colleges Medical (DO) Graduate Nursing Allied Health Physical Therapy Physician Assistant Masters in Health Science Education Pharmacy Vet Med Podiatry Optometry Dentistry WesternU IPE Program

19 IPE – First year in program
First year students from all professional colleges are required to take 2 semesters of IPE Case-based interactions with students from other colleges 5 cases throughout the 2 semesters Some required preparatory work in 1st semester (TeamSTEPPS) Each case requires some on-own preparation, then two 2-hour sessions WesternU IPE Program

20 IPE – First year in program
Teams ~90 teams of 9 students each As representative of each professional college as possible Not 100% ideal…some colleges have more One faculty/preceptor facilitator per team Facilitator does not need to be clinical or specialist in the topic…facilitating not teaching WesternU IPE Program

21 IPE – First year in program
Cases Not intended to teach therapeutics Focused on communication, learning about other disciplines Have evolved over time Grading based on participation Interaction, openness to learning about other programs Graded by facilitator at the end of each session WesternU IPE Program

22 IPE – Second year in program
Cases Teams work on cases in group, but most do not meet often Most of the work is done via Several cases throughout the year Most of the work is reviewed by the IPE office and not general faculty/preceptors WesternU IPE Program

23 IPE – Clinical Year(s) Monthly Case Conference
During regular academic semester months (except December) Each college is assigned one conference where one of their students will present All other colleges are expected to send ONE student WesternU IPE Program

24 IPE – Clinical Year(s) Monthly Case Conference
Presenting student should have a case relevant to multiple disciplines Other students should be able and willing to participate in small group discussions…usually representing their profession’s role in the case Case presentation lasts 1.5hrs Attendees usually identified by Exp. Ed. One faculty moderator/facilitator in the room WesternU IPE Program

25 IPE – Clinical Year(s) Monthly Case Conference
We completed one year with two highly assessed cases (video monitored by a team) Second year consisted of monthly conferences with one person monitoring by video Currently on our second year of monthly conferences WesternU IPE Program

26 IPE – Clinical Year(s) Monthly Case Conference – Next Step
Trying to figure out broader applications One student to a large group of students (whoever is on rotation near campus) Lose ability for each profession to have an equal voice Multiple small conferences throughout the month Logistics more complicated WesternU IPE Program

27 IPE – Clinical Year(s) Team-OSCE
Cases involve complicated patients requiring input from various practitioners Synchronous – Students see the patient alone or in small groups, but meet in an interdisciplinary team to develop care plan Closer to ideal of IPE care Asynchronous – Students see the patient alone and make recommendations which should include other professions More real-life in today’s world WesternU IPE Program

28 IPE – Clinical Year(s) Team-OSCE Several pilots performed
Used standardized patients and monitored via video camera Students were “evaluated”, but without grades Next case uses a make medical chart instead of case summary information More real-life in today’s world Education-oriented EMR not currently available WesternU IPE Program

29 IPE – Clinical Year(s) Team-OSCE Pilots involved volunteers
Usually highly-motivated, go-getter students Students “borrowed” from clinic or nearby rotation sites Moving towards “required” Team-OSCEs College participation is optional If the college opts in, their students will be required to participate Plan to roll-out for 2014/15 WesternU IPE Program

30 Questions?

31 Thank You Gina Baugh, PharmD Erica Ottis, PharmD, BCPS
Margaret Williamson, PharmD Jim Scott, PharmD

32 This presentation can be found on the AACP website at…
Please complete the program evaluation: https://www.surveymonkey.com/s/GW6ZHYZ


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