1. Interprofessional Health Education
Facilitator Training Session
Peter Colley – School of Pharmacy
Jennifer Cai – School of Dentistry
Asya Ofshteyn – School of Medicine
Maura Purcell – School of Nursing
Jessica Manley – School of Physical Therapy

2. Session Outline Session Purpose and Relevance
Session Agenda and Packets
Facilitator Role
Breakdown of Activities
Group Discussion
End of Day 2 Evaluations
Longitudinal Projects

3. SESSION PURPOSE AND RELEVANCE
Day 1:
Gym, large group
Patient Introduction
Longitudinal Project Meetings and Online Check-ins
Day 2:
Breakout rooms, Small Groups
Patient Case
Day 3:
Longitudinal Project Due

4. Session Purpose and Relevance
Day 2 Learning Objectives
Listen actively to and elicit opinions from members of the interprofessional team in a patient-centered fashion.
Work with other health professional students to create a care plan for a patient.
Communicate information, one’s professional identity, and opinions in a manner that is patient-centered, not discipline specific and engages the interprofessional team.
Describe how other health professional school curricula complement and differ from each other, in relation to how these professions will work together on an interdisciplinary team post-graduation.

5. Session agenda
1:10 pm Arrival, Introductions and Attendance 1:15 pm Roles and Responsibilities Activity 1:25 pm Discussion Time – School Curricula 1:40 pm Patient Case: Irene Eagan 2:00 pm Observer 1 Report (mid-case) 2:05 pm Continue Case, new observer 2:40 pm Wrap-up and Discussion, Observer 2 Report 2:50 pm End of Day 2 Evaluations 3:00 pm Dismissal, Rooms available until 4pm for longitudinal Project meetings, if desired.

6. Role of the Facilitator
Guide discussion, do not lead
Pick a student to observe group dynamics
Shift the frame of the discussion and conversation to keep students on task
Bring in expertise and personal experience, when needed
Prompt the students to brainstorm about their questions, instead of straight answering them
Keep the group on topic, table discussions for time at the end
Keep track of timing for the activities
Take attendance, collect all evaluations, return both to coordinators at Medical Sciences Lobby table at the end of the session

7. Activity Breakdown Introductions: 5 minutes
Have students introduce themselves and school
Introduce yourself and a brief background
Description of Session Purpose
Teamwork, discovery of overlap in training
Students will not be “mini” doctors, pharmacists, etc.,
Team of healthcare professional students
Choose or ask for an observer
Will observe group dynamics, report notes and suggestions to improve half way through session.
Switch observers for second half

8. Activity Breakdown Roles and Responsibilities Activity: 10 minutes
Students completed individually before arriving
Allow 2 minutes for students to complete if they have not done so already
Students compare answers as a group
Brief discussion on how these roles may change based on the setting, training/certification of the professional, state and federal laws, time

9. Roles and Responsibilities Surveyx x x x x 5 x x x 3 x x x x x 5 x x 2

10. Discussion Time – School Curricula
Discussion Time – School Curricula: 15 minutes
Use the Roles/Responsibilities activity as a springboard to discuss what types of subjects they learn in their programs.
Discussion can include:
What courses they have taken, are currently taking, and are look forward to taking later on
What happens after graduation?
Make sure at least 1 member from each school present has a chance to talk

11. Activity Breakdown Patient Case – Irene P. Hendricks-Eagan: 55 minutes
Same patient as seen on Day 1; 3 months later
Mrs. Eagan presents to the Dental Clinic for tooth pain and swelling, referred to primary care after drainage of an abscess
Students given PMH, FH, SH, Allergies, Medications, brief description of Day 1 history
Several discussion items

12. Activity breakdown Patient Case – Irene P. Hendricks-Eagan: 55 minutes
Based on the patient record above, please prioritize in order of importance all of your concerns for Mrs. Eagan. These can include health and socioeconomic concerns.
For each of the conditions or health concerns listed above, do you think that any one profession should be the main profession to manage treatment and/or perform counseling? Do you think any health concerns/conditions should be managed by all of the health professions? Which ones? Why or why not?

13. Activity breakdown Patient Case – Irene P. Hendricks-Eagan: 55 minutes
There are some holes in Mrs. Eagan’s patient profile above. What information would you like to get from the patient? What lab values will you need to obtain for her visit with primary care?
As a group, develop a rough patient care plan regarding 3 to 4 of the health concerns you listed above.

14. Activity breakdown Patient Case – Irene P. Hendricks-Eagan: 55 minutes
Brainstorm how the curriculum at your institution would need to change in order to prepare students to work with this patient as a team.
What are some barriers to interprofessional collaboration in this patient case? How can you overcome these barriers? What barriers does interprofessional education have at your institution?

15. Activity Breakdown Patient Case – Irene P. Hendricks-Eagan: 55 minutes
In your teams, take a few minutes to discuss these issues:
Based on the patient record above, please prioritize in order of importance all of your concerns for Mrs. Eagan. These can include health and socioeconomic concerns
Brainstorm how the curriculum at your institution would need to change in order to prepare students to work with this patient as a team.
What are some barriers to interprofessional collaboration in this patient case? How can you overcome these barriers? What barriers does interprofessional education have at your institution?

16. Activity Breakdown Wrap-up, Discussion and Team Debrief
Have students complete team debrief
Report from second Observer
Important elements from the patient care plan

17. End of day 2 evaluations VERY IMPORTANT!
Have EACH student complete (anonymously) the End of Day 2 Evaluation
Collect the evaluations and attendance

18. Dismissal and Longitudinal Projects
Students and Facilitators are dismissed at 3:00pm
Rooms are reserved until 4:00pm to give students time to meet with their groups about their Longitudinal projects

19. Questions?