Incorporating Formal Interdisciplinary Case Discussions Into the Family Medicine Residency Geriatric Rotation University of Alabama, College of Community Health Sciences, Family Medicine Department Dana Carroll, PharmD Anne Halli-Tierney, MD Robert McKinney, MSW Melanie Tucker, PhD Rebecca Allen, PhD

Disclosures We have nothing to disclose.

Objectives Explain planning methods involved in developing interprofessional geriatric case discussions that are relevant to all interprofessional learners. Describe assessment methods utilized to assess interprofessional education and resident learning regarding interprofessional geriatric patient care. Identify barriers to implementing formal interdisciplinary education geriatric case discussions among four disciplines.

IPE Cases – The Beginning Several learners present in Interdisciplinary geriatrics clinic –Patients seen by FM interns, geropsychology students, pharmacy students, and social work interns Learners encouraged to formulate comprehensive case plan Idea for “real time” learning and active patient care

IPE Cases – The Beginning Drawback: in active clinic learners fragmented –Pharmacy may be assessing Ms. B while psychology presents on Mr. G –Difficulty reconciling this without significant patient flow issues Several patients in need of all four services offered: have been followed longitudinally Roundtable epiphany

IPE Case Discussion Session Format One hour for IPE case discussions Progressive disclosure case Case distribution –Lessons learned Case discussion –Lessons learned

IPE Learners Present Completed 5 sessions to date –5 MD/DO residents –5 MSW students –5 PharmD students/residents –4 PhD psychology students

Feedback –N=15 responses –Educational value Educational to very educational Written comments: –“educational hearing the thought process from people in other fields” –“collaboration with other healthcare professionals” –“hearing viewpoints from other disciplines and working together to solve a problem” –“observing the different perspectives offered by the various disciplines” –“other viewpoints triggered other ideas for me in my perspective” –“it was great to see how important all the various roles are and how the patient care becomes more optimal if we all work together”

Feedback Changes recommended: –More time to develop thoughts when reviewing case –Case beforehand –Ask other professional learners questions before asking the intern –Have a real patient could ask questions/take a history –More details up front –More rationale from IPE team peers on the “why” for their assessment and plans

Feedback Recommended Continue: –Round table discussion format –Relaxed setting –Progressive disclosure –Information only given after asked for (after the initial case presented) –The final resolution of the case at the end

Challenges/Barriers Time to get all current IPE team members (students/residents and faculty) together Space large enough for the IPE team to meet Different rotation lengths Learners are at different spectrums –Within a specific rotation –Within their professional education Other health professionals inclusion

Future Directions Formal assessment –Pre-rotation assessment –Post-rotation assessment –Post IPE case discussion assessment

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