Presentation is loading. Please wait.

Presentation is loading. Please wait.

BEST Practices/lessons learned: using core competencies to build a program Alan Dow, MD, MSHA Assistant Vice President of Health Sciences for Interprofessional.

Published bySabina Green Modified over 9 years ago

Similar presentations

Presentation on theme: "BEST Practices/lessons learned: using core competencies to build a program Alan Dow, MD, MSHA Assistant Vice President of Health Sciences for Interprofessional."— Presentation transcript:

1 BEST Practices/lessons learned: using core competencies to build a program
Alan Dow, MD, MSHA Assistant Vice President of Health Sciences for Interprofessional Education & Collaborative Care Virginia Commonwealth University Richmond, VA IPEC Institute Monday, JANUARY 13, 2014

2 Objectives To discuss how the IPEC competencies shape interprofessional education at an institutional level To provide a framework to link behavioral objectives for teamwork with the IPEC competencies To describe several educational programs that meet competency and behavioral objectives

3 Virginia Commonwealth University
53 acre Health Science campus 5 health professional schools: allied health, dentistry, medicine, nursing, pharmacy Tertiary academic medical center 3200 clinical learners Monroe Park campus School of social work, departments of psychology and health & human performance Distant training sites: Inova-Fairfax (70 miles north) UVA (70 miles west) Alan

4 The Center for Interprofessional Education and Collaborative Care
Official center at VCU in January of 2013 >2,000 learners have participated in Center programs Students and faculty from all five health science Schools, the School of Social Work, & Dept of Psychology

5

6 Interprofessional Collaborative Practice Competencies
Values/ Ethics (n = 10) Roles/ Responsibilities (n = 9) Inter- professional Communication (n = 8) Teams and Teamwork (n = 11) Interprofessional Education Collaborative Expert Panel. (2011).

7 The IPEC Competencies were created to:
create a coordinated effort for IPE guide curriculum provide a foundation for learning structure research promote dialogue between health professions shape accreditation, licensing, and credentialing

8 Tool and Survey Methods
38 original IPEC competencies 1 competency omitted 5 items split into 10 items 32 competencies converted directly into items 42 items comprise the final questionnaire all items given stem and assigned to 5-point Likert scale Assesses student self- efficacy using a Likert scale Administered as an online survey with invitation Sent to students by program leader Dow AW et al JIC

9 Survey Population All students enrolled in clinical degree programs on VCU’s Health Science Campus Allied Health Nine Departments Dentistry DDS and Dental Hygiene Medicine MD and non-MD students Nursing BSN, MSN, PhD Pharmacy Dow AW et al JIC

10 Overall response rate: 14.9% Response rate by School:
Results: 2012 481 completed surveys Overall response rate: 14.9% Response rate by School: Allied Health – 4.1% Dentistry – 7.0% Medicine – 25.4% Nursing – 7.8% Pharmacy – 26.3% Dow AW et al JIC

11 Factor Analysis and Reliability
Four forced domains: accounted for 79% of the variance in responses aligned with four IPEC domains Overall scale reliability: α=.99 Reliability by domain-associated factor Values and Ethics: α =.98 Roles: α = .95 Communication: α = .95 Teamwork: α = .97 Dow AW et al JIC

12 Dow AW et al JIC

13 Center for Interprofessional Education and Collaborative Care
Early Learners Advanced Learners Practitioners Effective, efficient, appropriate collaborative practice Maintain high attitudes (Value & Ethics) Build core knowledge (Roles & Responsibilities, Communication, Teams) Collaboration skills (Communication, Teams & Teamwork)

14

15 Participating Institutions
Institution 1: large southern public university with a comprehensive health science campus Institution 2: large midwestern public university with a college of health professions (dentistry, nursing, PA, allied health) Institution 3: smaller health system-associated health professional school (nursing, allied health) Institution 4: large midwestern public university with a comprehensive health science campus

16 Results: Demographics
Students by Institution N % Institution 1 624 71% Institution 2 94 11% Institution 3 85 10% Institution 4 80 9% Students by Profession N % Allied Health 256 29% Dentistry 74 8% Medicine 190 22% Nursing 159 18% Pharmacy 15 2% Public Health 28 3% Unknown 161 Students by Gender N % Male 242 27% Female 641 73% Age Range: (M=28, SD = 8)

17 Results: Domain Scores by Institution, 2013
Comparisons between institutions: Values and Ethics (p=.014) Teams and Teamwork (p=0.18) Roles and Responsibilities (p=0.69) Interprofessional Communication (p=0.69)

18 Results: Domain Scores by Profession
Values and Ethics Roles and Responsibilities Interprofessional Communication Teams and Teamwork Allied Health 4.37 4.13 4.21 4.05 Dentistry 4.23 4.01 4.15 3.93 Medicine 4.03 Nursing 4.45 4.19 4.25 4.12 Pharmacy 4.06 4.32 Public Health 4.59 4.34 4.38 Unknown 4.31 No significant differences between professions

19 Center for Interprofessional Education and Collaborative Care
Early Learners Advanced Learners Practitioners Effective, efficient, appropriate collaborative practice Maintain high attitudes (Value & Ethics) Build core knowledge (Roles & Responsibilities, Communication, Teams) Collaboration skills (Communication, Teams & Teamwork)

20

21 Engage in Shared Problem Solving
Inputs Activities Outputs Medium-term Goal Long-term Goal Engage in Shared Problem Solving Students Sequenceof Learning Activities Increased Inter-professional Competency Improved patient outcomes and community health Communicate in Context Faculty Resolve Conflict Enhance Team Performance Resources Be a Change Agent

22 Context-Specific Experiences
Engage in Shared Problem Solving Solve Healthcare Problems Interprofessionally Experience Interprofessional Problem Solving Be Exposed to Interprofessional Problem Solving Context-Specific Experiences Profession-Specific Experiences Foundational Health Professions Experiences Pre-Curricular Experiences

23 Pre-Curricular Experiences
Alan, Alex

24 Inter Health Professional Alliance (IHPA)
Student-initiated and student-run group 4 years old Over 200 members A number of peer-reviewed publications and national presentations School of Allied Health Professions School of Dentistry School of Medicine School of Nursing School of Pharmacy School of Social Work School of Engineering VCU Dietetics Internship program Alex

25 Alex

26 Foundational Health Professions Experiences
Interprofessional Case Series >600 students Pericurricular sessions  full 1-credit course Student feedback: more! Foundations of Quality and Safety ~500 students Full 1-credit course

27 Interprofessional Case Series
Extracurricular Interprofessional Case Series Meet your peers Learn something (roles) Encouraged but not required Pizza Positive evaluations with suggestions

28 2012-2013 2013-2014 Extracurricular Pericurricular
Interprofessional Case Series Meet your peers Learn something (roles) Encouraged but not required Pizza Positive evaluations with suggestions Pericurricular Interprofessional Case Series Meet your peers Learn something (roles, teams) Required* Positive evaluations with suggestions

29 Sample item: I am able to respect the unique cultures, values, roles/responsibilities, and expertise of other health professions.

30 Extracurricular Interprofessional Case Series Meet your peers Learn something (roles) Encouraged but not required Pizza Positive evaluations with suggestions Pericurricular Interprofessional Case Series Meet your peers Learn something (roles, teams) Required* Positive evaluations with suggestions Curricular Foundations Course Meet your peers Learn something (roles, teams, systems) Required 1-credit course

31 Profession-Specific Experiences
Interprofessional Critical Care Simulations All N4s and M4s (320 students) Three two-hour sessions around simulators: how do you manage a patient with an acute clinical deterioration? Student feedback: more!

32

33 Profession-Specific Experiences
Interprofessional Virtual Case Homegrown case system for asynchronous collaboration ~600 participants annually (SOM, SON, SOP, SOSW) Now being used at several other institutions

34 Receive case information Summarize case data in EHR
Answer individual questions Answer group questions Complete peer evaluations High-value learning

35

36 Alan

37 Case Activity Measures
Medical Students (n=194) Nursing Students (n=146) Pharmacy Students (n=60) Social Work Students (n=122) Logins 21 (2-98) 28 (5-197) 25 (2-86) 22 (1-114) EHR entries 11 (0-44) 14 (2-53) 5 (0-19) 7 (0-43) Message board posts and replies 8 (0-157) 8.5 (0-131) 9.5 (0-81) 5 (0-108) Message board posts viewed 24 (0-659) 27 (0-675) 36.5 (0-335) 17.5 (0-460)

38 Correlations between Case Activity Measures and Scores
1 2 3 4 5 6 7 1. Individual Score — 2. Individual Logins 0.32* 3. Individual EHR Entries 0.33* 4. Individual Message Board Posts/Replies 0.39* 0.50* 0.28* 5. Individual Message Board Views 0.35* 0.46* 0.25* 0.80* 6. Team Score 0.18* 0.23* 0.07 0.34* 0.27* 7. Team Size -0.03 -0.01 -0.10 -0.12 0.02

39 Context-Specific Experiences
Richmond Health and Wellness Program Nursing, Pharmacy, Social Work, Medicine, Psychology HRSA-funded Community-focused care coordination in an indigent setting Patient and student impact “Hotspotting”

40 Context-Specific Experiences
Engage in Shared Problem Solving Solve Healthcare Problems Interprofessionally Experience Interprofessional Problem Solving Be Exposed to Interprofessional Problem Solving Context-Specific Experiences Profession-Specific Experiences Foundational Health Professions Experiences Pre-Curricular Experiences

41 Scholarship and Dissemination
Emswiller Symposium Regional interprofessional symposium >150 attendees past two years Interprofessional Virtual Case Patent pending Licensing to UNT, UNM, KU RHWP Dissemination to other institutions Grant funding HRSA Macy Foundation Reynolds Foundation National Presentations or Manuscripts (*=student/trainee) Melissa Abell Nital Appelbaum* Nathaniel Arnold* Peter Boling Antoinette Coe Ann-Marie Conlon Steve Crossman Jeff Delafuente Deborah DiazGranados Alan Dow Alex Enurah* Jessica Evans* Moshe Feldman Cheryl Garland Sarah Hobgood Susan Johnson Tanya Huff Sharon Lanning Kelly Lockeman Paul Mazmanian Natalie Nguyen* Kelechi Ogbonna Shelley Orr Darshan Pandya* Pamela Parsons Sheldon Retchin Andrew Rock* Lana Sargent Lyubov Slashcheva* Stephanie Umphlette* Lynn VanderWeilen* Jean Ellen Zavertnik Alan

42 Questions and Discussion
Alan Dow

Download ppt "BEST Practices/lessons learned: using core competencies to build a program Alan Dow, MD, MSHA Assistant Vice President of Health Sciences for Interprofessional."

Similar presentations

Interprofessional Education Building from the Bottom Out

Interprofessional Education Building from the Bottom Out
Madeline H. Schmitt PhD, RN, FAAN Professor Emerita

Madeline H. Schmitt PhD, RN, FAAN Professor Emerita
Promoting Inter-professional Education Activities throughout an IPPE Curriculum Gina Baugh, Pharm.D. Clinical Associate Professor Director of IPPE WVU.

Promoting Inter-professional Education Activities throughout an IPPE Curriculum Gina Baugh, Pharm.D. Clinical Associate Professor Director of IPPE WVU.
C3 Goals Students will: 1.acquire teamwork competencies 2.acquire knowledge, values and beliefs of health professions different from their own profession.

C3 Goals Students will: 1.acquire teamwork competencies 2.acquire knowledge, values and beliefs of health professions different from their own profession.
Update on Goals 1 and 2 Curricular Domain Curricular Domain – accomplishments to date Developed baseline information about current level of faculty.

Update on Goals 1 and 2 Curricular Domain Curricular Domain – accomplishments to date Developed baseline information about current level of faculty.
National Forum on Changing Entry-to-Practice Requirements in Allied Health Professions Professional Associations’ Perspectives.

National Forum on Changing Entry-to-Practice Requirements in Allied Health Professions Professional Associations’ Perspectives.
1 Interprofessional Education (IPE) “.. Occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality.

1 Interprofessional Education (IPE) “.. Occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality.
F. Jensen 1, C.M. Glazebrook 2, C. Bergen 3, I.Toews 4, G.Pereira 5, M. Wener 6, R. Grymonpre 7, N. Kleiman 8, P.Wener 9 1.Faculty of Nursing, 2.Faculty.

F. Jensen 1, C.M. Glazebrook 2, C. Bergen 3, I.Toews 4, G.Pereira 5, M. Wener 6, R. Grymonpre 7, N. Kleiman 8, P.Wener 9 1.Faculty of Nursing, 2.Faculty.
Facilities Management 2013 Manager Enrichment Program U.Va.’s Strategic Planning Initiatives Colette Sheehy Vice President for Management and Budget December.

Facilities Management 2013 Manager Enrichment Program U.Va.’s Strategic Planning Initiatives Colette Sheehy Vice President for Management and Budget December.
Interprofessional Healthcare Education, Research & Practice Community Faculty Conference May 10, 2014 Dixiana Room 10:30-11:20.

Interprofessional Healthcare Education, Research & Practice Community Faculty Conference May 10, 2014 Dixiana Room 10:30-11:20.
A Pilot Study to Incorporate Interprofessional Education with FNP Students in an Online Program with Pharmacy Students in a Traditional Program Using a.

A Pilot Study to Incorporate Interprofessional Education with FNP Students in an Online Program with Pharmacy Students in a Traditional Program Using a.
Open Educational Resources (OER): their role in faculty development Lynn Johnson, PhD The University of Michigan USA.

Open Educational Resources (OER): their role in faculty development Lynn Johnson, PhD The University of Michigan USA.
Capacity Task Force Virginia Health Reform Initiative January 14, 2011

Capacity Task Force Virginia Health Reform Initiative January 14, 2011
Educational Research Funding Opportunities W. Eryn Perry.

Educational Research Funding Opportunities W. Eryn Perry.
Competencies of Nurse Educators in Curriculum Design: A Delphi Study Milena Staykova, Melissa Marszalek, Shanice Vennable, Dustin Whitaker.

Competencies of Nurse Educators in Curriculum Design: A Delphi Study Milena Staykova, Melissa Marszalek, Shanice Vennable, Dustin Whitaker.
AN INTEGRATIVE CURRICULUM MODEL: Incorporating CAM Within an Allopathic Curriculum Rita K. Benn, Ph.D., Sara L. Warber, M.D. University of Michigan Complementary.

AN INTEGRATIVE CURRICULUM MODEL: Incorporating CAM Within an Allopathic Curriculum Rita K. Benn, Ph.D., Sara L. Warber, M.D. University of Michigan Complementary.
Legislative Health Care Workforce Commission University of Minnesota Health Professional Education Programs Terry Bock Associate Vice President and Chief.

Legislative Health Care Workforce Commission University of Minnesota Health Professional Education Programs Terry Bock Associate Vice President and Chief.
Hollis Day, MD, MS Susan Meyer, PhD.  Four domains for effective practice outlined in the Interprofessional Education Collaborative’s “Core Competencies.

Hollis Day, MD, MS Susan Meyer, PhD.  Four domains for effective practice outlined in the Interprofessional Education Collaborative’s “Core Competencies.
Family Medicine Program By the end of this session, faculty will 1.Understand what is meant by competence and the competence trajectory expected during.

Family Medicine Program By the end of this session, faculty will 1.Understand what is meant by competence and the competence trajectory expected during.
CAA’s IBHE Program Review Presentation April 22, 2011.

CAA’s IBHE Program Review Presentation April 22, 2011.

Similar presentations

Ads by Google