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
Promoting IPE Activities
Throughout an IPPE Curriculum
Gina Baugh, PharmD
Clinical Associate Professor
Director of IPPE
WVU School of Pharmacy
[email protected]
For questions…
Gina Baugh, Pharm.D.
Clinical Associate Professor
Director of IPPE
WVU School of Pharmacy
[email protected]
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
[email protected]
For questions…
Erica Ottis, Pharm.D., BCPS
Clinical Assistant Professor
UMKC School of Pharmacy at MU
[email protected]
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
[email protected]
IPE Pilots
• 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 - 2013
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 - 2013
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 - 2013
Feedback
• Obtained by 16 question survey to participating students
and faculty (both nursing and pharmacy)
– 66% survey response rate
Number of Survey Participants
Nursing faculty
Pharmacy faculty
Junior nursing student
Senior nursing student
P3 pharmacy student
P2 pharmacy student
P1 pharmacy student
Number of Survey
Participants
0
5
10
15
20
Auburn IPE Program - 2013
% of Participants
Survey Question
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
4
16
78
9
15
Do you feel this IP experience helped improve your communication abilities
with patients and care givers? (n=67)
73
9
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
9
9
70
18
12
Do you feel this IP experience helped improve your communication abilities
with other health care professionals? (n=68)
As a result of this IP experience, do you feel that you better understand the
roles/responsibilities of the other discipline? (n=66)
Feedback
• 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 - 2013
Opportunities for Improvement
• Scheduling patient visits
• Clearer delineation of expectations
• Enhanced feelings of inclusion within
established disciplinary teams
Auburn IPE Program - 2013
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 - 2013
Questions?
InterProfessional Education
at WesternU
Jim Scott, PharmD
Associate Dean for Experiential & Professional Affairs
Western University College of Pharmacy
[email protected]
IPE – Institutional Level
• Vice Provost hired to start and oversee
IPE Program - 2007
– One faculty level person to manage day-today operations
– Several full-time administrative staff for
support
WesternU IPE Program - 2013
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 - 2013
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 - 2013
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 - 2013
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 - 2013
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 e-mail
• Several cases throughout the year
• Most of the work is reviewed by the IPE office
and not general faculty/preceptors
WesternU IPE Program - 2013
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 - 2013
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 - 2013
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 - 2013
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 - 2013
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 - 2013
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 - 2013
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 - 2013
Questions?
Thank You
Gina Baugh, PharmD
Erica Ottis, PharmD, BCPS
Margaret Williamson, PharmD
Jim Scott, PharmD
This presentation can be found
on the AACP website at…
http://www.aacp.org/GOVERNANCE/SECTIONS/EXP
ERIENTIALEDUCATION/Pages/ExperientialEducation
WebinarSeries.aspx
Please complete the program evaluation:
https://www.surveymonkey.com/s/GW6ZHYZ