2. C3 Goals Students will: 1.acquire teamwork competencies 2.acquire knowledge, values and beliefs of health professions different from their own profession 3.apply their teamwork competencies in a collaborative interprofessional learning context 4.demonstrate their teamwork competencies in a collaborative interprofessional health care delivery or translational research context

3. C3 Conceptual Framework

4. Putting the Plan into Action Associate Provost for Education and Student Life C3 Advisory Council (Dean’s Council) C3 Director Domain Leaders Domain Committees C3 Implementation Committee Domain Leaders Assessment Team Members College Representatives Student Representatives External Advisory Board Student Advisory Board

5. What Has Occurred to Date? “Housekeeping tasks” initiated (inventorying common clinical skills, academic program structure, etc.) Team competencies determined Team skills curricular handbook drafted

6. What Has Occurred to Date? 3 rd annual Interprofessional Day Presidential Scholars program SCRIPT Interprofessional Case Competition (CLARION) CARES Clinic

7. What Has Occurred to Date? Junior Doctors of Health “Hospital lab” experience for COP and CON students “Cholesterol Screening” for COM and CON students Student Interprofessional Society (SIPS) New Electives – CAE offerings

8. Interprofessional Service Learning Project (ISLP), Junior Doctors of Health Goal: “to provide health professions students with collaborative, interprofessional learning experiences designed to increase their knowledge and skills in health promotion/disease prevention.” Focus: childhood obesity prevention Student Team: Health Professions Student Coordinator (AHEC) Junior Doctors of Health Director (MUSC faculty) Physician AssistantPhysician Assistant Health AdministrationHealth Administration Medical (Fam Med)Medical (Fam Med) PharmacyPharmacy

9. C3 Website www.musc.edu/c3 Agendas and Minutes available for users (user ID, password protected) under each domain and implementation committee link

10. Curricular Domain

11. Focus for Year 1 on development and assessment of team competencies –Monthly meetings of committee –Task group meetings in between –Learn from, with, and about each other –Keep a campus wide perspective –Embrace IPE concepts –Recognize implementation realities –Support pilot initiatives

12. Curricular Domain Progress to date StrategyCurrent status Take inventory of existing IPE activities in current academic programs across campus IPE survey of academic courses completed (Jim Zoller) Response rate: n=125 Initial data analysis shows wide variation in classes, clinic, and community Written report ready by end of semester Develop educational modules to help faculty teaching team skills faculty Module for teaching teamwork under development (Amy Blue) Includes learning activities, assessment tools, references Assess the temporal structure of existing academic programs across campus Map of academic program structures across time completed Explore possibilities for IPE courses and IPE certificate on campus Preliminary guidelines established for approving IPE courses for credit

13. Extracurricular Domain

14. Overall Goal Year 1 To build students team skills in the settings defined as extracurricular, using the C3 Team Competencies. Sub goals –To engage students in developing our strategies –To conduct an inventory of student organizations current practices and needs regarding team development –Educate and train student services staff and committee members on use of team competencies –Enhance team training in existing programs while creating new opportunities

15. Extracurricular Domain Accomplishments Inventory completed and responses received 5 student groups (2 university and 3 college) interested in team training pilot Pilot program initiated with post IP day volunteers To be done Training on team skills Pilot training with student groups Assessment/evaluation plan developed for pilot projects

16. Faculty Development Domain

17. Year One Goals –Identify faculty competencies –Identify faculty –Assess current expertise –Design/implement model program

18. Faculty Development Domain To date… –Literature review –Interviews –Surveys –Phone conference –Developed one possible model program –Panel discussion

19. Healthcare Simulation (TALUS)

20. Established a domain committee charged with advancing, assessing and tracking Interprofessional Simulation Education (IPSE) TALUS—”Teaching and Learning Using Simulation” Created a matrix of common “core” content/skill areas for multiple professions Matched these skills with the inventory of simulation technology available Piloted the first Interprofessional Skills Simulation Workshop with 30 nursing, PA and medical students Healthcare Simulation (TALUS) Accomplishments

21. Healthcare Simulation (TALUS) Next Steps Work with the Simulation Center (opens in June) to –inventory existing activities where interprofessional learning could enhance simulation –create shared, interprofessional courses using simulation Align with centers who share similar goals - Center for Patient Safety - Center for Medication Safety

22. Assessment

23. Assessment Activities Baseline data being collected regarding incoming and graduating student, and faculty/staff attitudes toward interprofessional collaboration: –Readiness for Interprofessional Learning (RIPLS) –Interdisciplinary Education Perception Scale (IEPS)

24. Assessment Activities Team skills evaluation instrument Collecting C3 documentary record –Preliminary to analysis of communication strategies employed to promote collaboration across healthcare disciplines

25. Small Group Work