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OHSU Interprofessional Initiative

2012 – March 2016 Overview Report

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TABLE OF CONTENTS

Letter from the Provost ............................................................................................................. 2

Building a Collaborative Culture ........................................................................................... 3

Executive Summary ............................................................................................................... 3

SPACES: Building Interprofessional Learning Environments .................................. 4

The Collaborative Life Sciences Building (CLSB) OHSU American Health Association Training Center VirtuOHSU Simulation and Surgical Training Center Interprofessional Clinical Training Sites

CURRICULUM: Developing and Implementing IPE ....................................................... 4

IPE Foundations ............................................................................................................................ 4 IPE “Intermediate” Curriculum ................................................................................................ 7 Interprofessional Clinical Curriculum .................................................................................. 9

OHSU Campus for Rural Health ........................................................................................................ 10

NATIONAL RECOGNITION ..................................................................................................... 10

OHSU Nexus Innovation Incubators ............................................................................ 10

“ACE” Project “EHR and User Training” Project “I-CAN” Project

OHSU Interprofessional Research and Scholarship .............................................. 12

LOOKING FORWARD: IPI 2016-2018 Priorities ........................................................... 12

Additional OHSU IPI Notables ........................................................................................ 12

APPENDIX 1: OHSU IP Publications, Presentations, and Grants ........................... 14

Scholarly Publications ..............................................................................................................14 Oral Presentations .......................................................................................................................18 Poster Presentations .................................................................................................................21 Grants ..............................................................................................................................................22

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A Letter from the Provost

Dear Colleagues and Friends, I’m excited to share with you this report and to provide an update on the progress and accomplishments of the OHSU Interprofessional Initiative. Since we launched the Interprofessional Initiative in May 2012, interprofessional education and collaborative practice have evolved from concepts to culture changers. Why are we so deeply committed to interprofessional practice and education? Because we believe—and a growing body of evidence supports—that team-based, collaborative care will result in more effective and safer care for patients, lower healthcare costs, and better outcomes for populations. That’s why collaboration and educating a clinical and scientific workforce that addresses the health of populations in an interprofessional environment are goals of OHSU’s strategic plan, Vision 2020. And that’s why interprofessional education is one of OHSU’s four “core themes” for our institutional accreditation. Over the past few years, we have implemented a dynamic interprofessional curriculum that begins with new student orientation bringing students from all programs together. The new interprofessional curriculum is grounded in the “Foundations of Patient Safety and Interprofessional Practice” course for early learners from all of OHSU’s clinical programs. The “Foundations” course spans three terms and each year involves nearly 600 health professions students and 100 faculty facilitators. Other new courses bring together students from the Schools of Dentistry, Medicine and Nursing and the College of Pharmacy continue to be developed. OHSU faculty are working with clinical and community environments that include OHSU learners to strengthen delivery of team-based care to better model interprofessional teamwork and to improve patient experience. Effective interprofessional collaboration requires us to break down educational silos and align values, skills and resources to work together. This alignment promises to prepare all our learners to provide care and promote health within our changing healthcare system. Our task is both to ensure quality interprofessional training and to measure the impact of interprofessional education on collaborative practice and patient outcomes. Thank you for being a part of this exciting transformation in health education and care! Sincerely,

Jeannette Mladenovic, MD, MBA, MACP Executive Vice President and Provost

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OHSU Interprofessional Initiative: 2012–March 2016 Report

Building a Collaborative Culture Executive Summary OHSU is committed to preparing a workforce to meet Oregon’s evolving health care needs. Over the past three years, OHSU has successfully launched a dynamic Interprofessional Initiative (IPI) that is helping transform health education and delivery. Interprofessional practice and education help us meet “Triple Aim” goals:

1. Improve the patient experience of care, including quality and satisfaction

2. Improve the health of populations 3. Reduce the per capita cost of health care.

OHSU is working collaboratively across our schools and programs, within our clinical enterprise, and with community partners to build a model for team-based, patient/family-centered care. Interprofessional practice and education can improve the quality and safety of our healthcare system. Through collaboration we can learn better, provide better care, and create a more supportive environment for learners, providers, and patients alike. OHSU’s strategic plan, Vision 2020 (updated in 2013) includes goals and strategies that provide the bedrock for the Interprofessional Initiative. The evolving interprofessional curriculum development helps us fulfill our goals by developing and supporting an interprofessional faculty, and helping clinical sites—both within OHSU and throughout the state—develop effective collaborative practices that model teamwork for all learners.

Why is interprofessional practice and education an OHSU priority? Accreditation standards for all OHSU professional programs now require

interprofessional experiences and demonstrated competence IPE is one of OHSU’s four “core theme indicators” for the Northwest Commission on Colleges

and Universities (NWCCU) Collaboration with the National Center for Interprofessional Practice and Education (Nexus)

to demonstrate the impact of IPE on the Triple Aim Commitment to educating a collaborative practice-ready workforce

What are some of IPI accomplishments since it was launched in May 2012? Faculty-led structure for IPI implementation Interprofessional curriculum Three nationally recognized OHSU Nexus Innovation Incubator projects OHSU Graduation Core Competencies A common academic calendar, orientation, and shared time for IPE OHSU Curriculum Committee Interprofessional OHSU Campus for Rural Health

Interprofessional Education (IPE): When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.

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Building Interprofessional Learning Environments New and improved facilities support OHSU’s commitment to interprofessional practice and education. Following are just a few examples:

Collaborative Life Sciences Building (CLSB) OHSU South Waterfront 500,000-square-foot facility Students from OHSU, Portland State

University, and Oregon State University Educational hub for OHSU students in the dental, medical, nursing, pharmacy,

physician assistant, and other health professions programs 20,000-square-foot interprofessional simulation center Training and evaluation spaces for teams in OHSU hospitals and clinics, students,

and community providers OHSU American Heart Association Training Center /CLSB Simulation Center

Pediatric acute lifesaving (PALS), basic lifesaving (BLS), acute care lifesaving (ACLS), and other lifesaving training for faculty, staff, students and community providers

VirtuOHSU Simulation and Surgical Training Center /Marquam Hill Space for individual and team training for all levels of OHSU learners, including

students, hospital personnel, residents and faculty, and the community Collaborative Clinical Training Sites /Throughout Oregon

New and enhanced clinical settings that model collaboration and teamwork for OHSU learners, including in rural settings

Curriculum Development The OHSU Curriculum Committee was created to review, approve, and evaluate all courses that include learners from two or more professions. The OHSU Curriculum Committee includes all members of the IPI steering committee, faculty from each of the school’s curriculum committee(s), and student representatives. It streamlines the course approval process for interprofessional and multiprofessional courses, ensures that courses align with university policy, and that they meet criteria for academic rigor. The OHSU Curriculum Committee approves all courses for inclusion in the OHSU IPI curriculum.

Three Legs of the IPI Curriculum “Foundations of Patient Safety and Interprofessional Practice” In 2013 the IPI steering committee, building on a year of work by four faculty-led taskforces, developed a pilot four-session IPE series: “Foundations of Interprofessional Practice and Research.” In 2014, this pilot evolved into a one-credit IPE course, “Foundations of Patient Safety and Interprofessional Practice.” “Foundations” is a case-based, active-learning course that spans the academic year. It is preceded by an introductory IPE session (and very popular social event!) held during OHSU’s August orientation. To date, more than 2,000 students and 250 faculty have participated in Foundations.

To learn together interprofessionally, we must come together in shared learning environments.

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Learning objectives: Communication, collaboration, professionalism, ethics and

values, teamwork, and patient safety and quality improvement.

Students: Nearly 600 students in programs of medicine, dentistry, physician assistant,

pharmacy, medical physics, nutrition, radiation therapy, and undergraduate and

graduate nursing.

Format: Three half-day sessions each term plus two intersessions for completing team

projects and Institute for Healthcare Improvement (IHI) patient safety modules.

Students learn in interprofessional groups of 12 (and in smaller teams of 3-4 for

intersession work and presentations) and are guided by two interprofessional faculty

facilitators.

Location: Until recently, the “Foundations” course has only been offered in Portland.

Effective spring 2016, it is being offered in Klamath Falls for students from Ashland

and Klamath Falls, and includes nursing and OIT health professions students.

Foundations Course Directors: Judith Baggs, PhD, RN, and David Bearden, PharmD.

IPE “Foundations” The following tables show number of students by school/program and number of faculty

facilitators for AY2013-14 “Foundations” pilot; AY2014-15 “Foundations” course plus the

August introductory session; and AY2015-16 “Foundations” course plus the August

introductory session, “Professionalism and Professional Identity: Exploring Shared

Commitments.”

IPE Foundations Pilot (no course credit)/AY2013-14

NUMBER OF STUDENTS/SCHOOL-PROGRAM Aug Oct Jan Apr

Dentistry 75 75 75 75

MD Program 132 137 137 137

Nursing 64 171 171 171

Nutrition 22 22 22 22

PA 40 40 40 40

Pharmacy 0 16 16 16

Radiation Therapy 9 9 9 2

SOM Graduate Studies (MS/PhD) 0 35 35 35 Total Students 342 594 594 594

NUMBER OF FACILITATORS/SCHOOL-PROGRAM Aug Oct Jan Apr

Dentistry 16 10 10 12

MD Program 22 23 38 31

Nursing 19 27 28 30

Nutrition 4 4 0 4

PA 7 7 5 3

Pharmacy 5 10 10 12

Radiation Therapy 0 0 0 0

SOM Graduate Studies (MS/PhD) 9 9 5 2 OHSU hosp/clinics/research 1 3 11 3 Other 5 5 5 3 Total Facilitators 68 101 112 100

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Foundations of Patient Safety & Interprofessional Practice/AY2014-15

NUMBER OF STUDENTS/SCHOOL-PROGRAM Aug Oct Jan Apr

Dentistry 76 76 76 76

Medicine (UME) 142 142 142 142

Nursing 44 169 169 169

Nutrition 16 16 16 16

PA 42 42 42 42

Pharmacy 0 81 81 81

Radiation Therapy 8 8 8 8

Medical Physics/Other 0 3 3 3 Total Students 328 537 537 537 NUMBER OF FACILITATORS/SCHOOL-PROGRAM Aug Oct Jan Apr

Dentistry 11 6 5 6

Medicine 25 32 32 28

Nursing 16 26 31 32

Nutrition 3 0 1 1

PA 3 3 2 1

Pharmacy 6 16 15 9

Radiation Therapy 0 0 0 0

Other (Lib, Adm, ONPRC, OHSUHS) 7 9 8 10 Total Facilitators 65 94 93 87

Foundations of Patient Safety & Interprofessional Practice/AY2015-16 NUMBER OF STUDENTS/SCHOOL-PROGRAM Aug Oct Jan Apr

Dentistry 75 75 75 75

MD Program 148 147 146 146

Nursing 59 208 206 204

Nutrition 17 15 15 15

PA 42 42 42 42

Pharmacy 0 79 79 79

Radiation Therapy 8 12 12 12

Medical Physics PhysPhy

0 5 5 5 Total Students 349 583 580 578

NUMBER OF FACILITATORS/SCHOOL-PROGRAM Aug Oct Jan Apr

Dentistry 12 13 12 13

Medicine 21 29 28 32

Nursing 16 32 33 26

Nutrition 2 1 2 1

PA 1 1 1 1

Pharmacy 2 6 6 7

Radiation Therapy 0 1 1 1

Clinical/Hospital Unit 0 4 4 5

Other (Lib, Adm, ONPRC, OHSUHS, Ethics) 8 9 8 9

Total Facilitators 62 96 95 95

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UNI and IPE courses: “Intermediate Curriculum” Pockets of interprofessional courses and experiences have been ongoing at OHSU (e.g., Center for Ethics, Geriatric Education, and Global Health Center). The “intermediate curriculum” includes required and elective courses, simulation, and “multiprofessional” courses (designated as UNI) that bring together students from two or more programs to learn together. Following is enrollment to date: UNI Courses (“University” courses) Foundations of Clinical Anatomy (FOCA) Course Directors/Summer 2014: William Cameron, MD; Sylvia Nelsen, PhD; Gary Ciment, PhD; Steven Matsumoto, PhD Course Directors/Summer 2015: William Cameron, MD; Sylvia Nelsen, PhD; Gary Ciment, PhD, Steven Matsumoto, PhD; Cameron Walker, PhD

NUMBER OF STUDENTS/SCHOOL-PROGRAM Summer 2014 Summer 2015

Dentistry 76 76

PA Program 42 42

Radiation 8 7

Antibiotics & Public Health Course Directors: Jessina McGregor, PhD, College of Pharmacy; Pat Kenney-Moore, MS, PA-C, Physician Assistant Program

NUMBER OF STUDENTS/SCHOOL-PROGRAM Aug Oct Jan Apr

Pharmacy 13 6 13 13

PA Program 22 23 23 23

Writing and Publishing in the Health Sciences Course Directors: Hill Taylor, PhD, School of Nursing; Jackie Wirz, PhD, OHSU Library

NUMBER OF STUDENTS/SCHOOL-PROGRAM Sp15 F15 W15 Sp16

Nursing (graduate) 1 0 N/A N/A

Basic Science (MS, PhD) 8 8 N/A N/A

Conversations in Global Health Course Directors: Jay Kravitz, MD, MPH, OHSU Global; Diane Stadler, PhD, Dietetics & Nutrition

NUMBER OF STUDENTS & FACULTY/SCHOOL-PROGRAM Fall 2015

Nursing (undergraduate & graduate) 0

Medicine 6

Nutrition 4

Epidemiology 2

Primary Health Care and Health Disparities 1

Environmental Systems and Human Health 0

Dentistry 3

Physician Assistant 1

No Major 0

Total 17

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IPE Courses Foundations of Patient Safety and Interprofessional Practice—Klamath Falls (First offered spring 2016) Course Directors: Joanne Noone, PhD, RN, CNE, Associate Professor, Associate Dean, SON Ashland Campus; Deborah Messecar, PhD, MPH, AGCNS-BC, RN, Program Director, Master of Nursing in Nursing Education

NUMBER OF STUDENTS/SCHOOL-PROGRAM Apr 2016

Nursing--OHSU SON Ashland & Klamath Falls 16

Vascular Technology/BS--OIT 16

Respiratory Care/BS--OIT 14

Radiology Science/BS--OIT 17

Total Students OHSU: 16 OIT: 47

NUMBER OF FACILITATORS/SCHOOL-PROGRAM Apr 2016

Nursing—OHSU SON Ashland & Klamath Falls 6

Vascular Technology/BS--OIT 2

Respiratory Care/BS--OIT 2

Radiology Science/BS--OIT 2

Total Faculty OHSU: 6 OIT: 6

Interprofessional Community Health and Education Exchange (iCHEE)

NUMBER OF STUDENTS & FACULTY/SCHOOL-PROGRAM Fall 2014

Winter 2014

Spring 2015

Fall 2015

Nursing (undergraduate & graduate) 3 3 1

Medicine 3 1 2

Nutrition 1 1 2

Epidemiology 2

Primary Health Care and Health Disparities 1 1 1

Dentistry 5 1

Total 12 6 6 3

Narrative Competence for Health Professionals (class size cap of 12 students) Course Directors: Elizabeth Lahti, MD; Martha Driessnack, PhD, PNP

NUMBER OF STUDENTS & FACULTY/SCHOOL-PROGRAM Fall 2013

Fall 2014

Fall 2015

Nursing (undergraduate & graduate) 7 1

Medicine 1 4 1

Basic Science Graduate (MS, PhD) 1

Informatics 1

Nutrition 2 1 1

Faculty (train the trainer) 1 1 4

Total 6 13 7

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Pain Management, the Interprofessional Approach Course Directors: Helen Turner, DNP, PCNS, Pediatrics; Susan Ingram Osborn, PhD Neurological Surgery This IPE course has not yet been taught. OHSU Rural Community-based Project AY 2015-16 Course Directors: Jackilan Shannon, PhD, RD, MPH; Joyce Hollander-Rodriquez, MD (Regional Associate Dean, Klamath Falls); Carla D. McKelvey, MD, MPH (Regional Associate Dean, Coos Bay) Klamath Falls:

NUMBER OF STUDENTS/SCHOOL-PROGRAM Oct Jan Apr

Dentistry 4 4 3

MD Program 0 2 2

Nursing 0 0 2

Nutrition 0 0 0

PA 3* 3 3

Pharmacy 1 1 1

Total 8 10 11

(*5 PA started but 2 withdrew.)

Coos Bay: NUMBER OF STUDENTS/SCHOOL-PROGRAM Oct Jan Apr

Dentistry 2 8 2

MD Program 4 8 14

Nursing 1 2 2

Nutrition 0 0 0

PA 2 6 2

Pharmacy 1 1 0

Total 10 25 10

Interprofessional Clinical Curriculum The IPI is identifying and helping to develop clinical sites where students can observe and meaningfully participate in interprofessional collaborative practice in clinical and community settings. In the IPI clinical curriculum, classroom learning is integrated with real-life clinical experiences. To participate as part of coordinated care teams in clinical and community health care environments, students need to observe and participate in collaborative practice (CP). The IPI has a goal to assess and enhance clinical education sites for IPECP, both within the OHSU Health System and in community hospitals and clinics across the state. Efforts to ensure that learners are collaborative practice-ready at graduation are frustrated if students are placed in clinical settings that reinforce traditional siloed approaches to patient care. OHSU is growing its capacity to provide clinical sites that host OHSU learners with tools to help them assess and enhance their level of “teamness.” Faculty development

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facilitators help providers and clinic staff to improve their team’s effectiveness as well as how to engage students as productive contributors to the team. This outreach also helps to develop clinical education “IPECP site champions” who help create and sustain site-specific programs. Partnership with clinical sites throughout the state is mutually valuable: OHSU students learn in more collaborative clinical settings, and facilitators learn from clinical settings about successful methods for achieving desired outcomes, problem-solving collaboratively, and meeting community needs.

OHSU Campus for Rural Health The OHSU Campus for Rural Health is an interprofessional learning laboratory that focuses on the special challenges and rewards rural and frontier practice can provide for OHSU students and faculty, and for the clinicians within these communities. The Rural Campus, designed as a hub-and-spoke model, was launched in October 2015. The “hub” of the Rural Campus is Klamath Falls; Coos Bay and the surrounding area is a second site and opened simultaneously. Already about 75 students have participated in Rural Campus clinical rotations and in the Community-based Project IPE course. In this course, interprofessional student teams engage with community partners, OHSU faculty leaders, and local clinicians in the development, implementation and evaluation of a community-identified project that addresses a local health issue(s). Students completing their rural rotation hand-off the project to incoming students or share completed work and plan next steps. This ensures coordination and minimizes any “downtime” so that an informed student team works on the community project until completed. Through this experience, students realize the value of

collaboration in a rural setting.

For some students, a rural rotation is an introduction to rural health and an opportunity to explore

this career option; for other students it is an opportunity to return to their communities as health

profession learners. The Campus for Rural Health is a great example of collaboration between OHSU and Oregon’s communities to improve access and quality of care, and sustainably address social determinants of health.

National Recognition OHSU Nexus Innovation Incubators In 2013 OHSU became an “innovation incubator” site for the National Center for Interprofessional Practice and Education (Nexus). This affiliation connects OHSU with the National Center, to IPECP resources and opportunities for collaboration, and helps enhance projects that are institutional priorities. Three ongoing OHSU projects and teams, each led by OHSU faculty, are Nexus Innovation Incubators and a growing part of the OHSU Interprofessional Initiative.

“Assessing and enhancing clinical education sites for IPECP” The “ACE” innovation incubator project has two parts:

1. The survey instrument. The Assessment for Collaborative Environments (ACE) for Interprofessional Education is a 15 items Likert-type survey that measures clinical teams’ role clarity, shared goals, effective communication, and organizational support.

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2. The intervention. In the project’s intervention phase, clinicians use the ACE survey and interactive sessions with OHSU IPECP faculty facilitators to develop site-specific programs aimed at enhancing internal team development and modeling collaborative practice to OHSU interprofessional learners.

The National Center has deemed the ACE survey instrument as “best in class,” and it is now being used in clinical sites across the country. Their data and those collected at clinical sites throughout Oregon are helping OHSU and Nexus measure the impact of IPE on Triple Aim goals.

“EHR design and user training to enhance collaborative care and patient outcomes” This Nexus incubator project assesses how interprofessional teams use information included in the patient electronic health record (EHR) in a simulated medical ICU setting. The project addresses data communication errors across all data domains and for all professional groups in interprofessional ICU rounds. The CLSB Interprofessional Education & Simulation Center creates a patient-centered virtual environment using EHRs, ICU cases, and an EHR “toolbox” for IPECP interactive team activities. This incubator project is highly scalable and has the potential to reduce medical error and to improve the quality of care—not only in all of OHSU’s ICUs, but also in intensive care units across the country. OHSU recently received a $2.5 million, 5-year grant from the Agency for Healthcare Research and Quality (AHRQ) to support this nationally innovative work.

The “I-CAN” Innovation Incubator Project The Interprofessional Care Access Network (I-CAN) project establishes and evaluates a model for collaborative practice and education that addresses the Triple Aim through care management of disadvantaged and underserved clients/patients and populations. I-CAN partners with community service agencies that serve the needs of neighborhood populations and that provide local access to health care. This type of partnership increases the capacity to improve outcomes for disadvantaged and underserved individuals. It also increases the capacity among health care providers and students for leading interprofessional teams that provide patient-centered and culturally effective health care. I-CAN data will be used to evaluate individual and project outcomes, identify individuals who benefit most from I-CAN, and estimate cost avoidance—including emergency department visits, emergency medical services call-outs, and hospitalizations—that are attributable to student team intervention.

The I-CAN project was implemented through a three-year grant from the Health Resources and Services Administration (HRSA) and is now a Nexus national model for the impact of collaborative practice on underserved populations. I-CAN has been implemented in the Old Town area of Portland, East Multnomah County, West Medford, and this year is being implemented in Klamath Falls.

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OHSU Interprofessional Research and Scholarship Since the inception of the Interprofessional Initiative in 2012, OHSU has earned a national reputation for innovation in IPECP. OHSU steering committee members, incubator team members, and IPECP faculty from all OHSU schools have been engaged in scholarly publication; presentations at local, state, national and international conferences; and writing grants to help support interprofessional efforts. OHSU has contributed more than 40 scholarly articles in peer-reviewed professional journals, made more than 50 presentations (with more forthcoming) at professional conferences, and earned grants for interprofessional programs. (See Appendices.)

Looking Forward: IPI 2016 – 2018 Priorities Through the Interprofessional Initiative, OHSU is building one of the strongest interprofessional education programs in the country. We have already overcome complex logistical barriers, built one of the most progressive settings for collaborative education anywhere in the world, and have deeply engaged our administrators, faculty, students, community partners, and patients in creating a culture of safety and collaboration. The work ahead includes: Expand the OHSU IPECP curriculum to include additional health professions learners and new

IPE and UNI courses.

Provide faculty development and support for interprofessional faculty.

Partner within OHSU and across the state to align resources that enhance

collaborative, team-based approaches to care, education, and community outreach.

Develop assessment and evaluation tools, including assessment of the OHSU

Graduation Core Competencies.

Secure new grants and continued support for developing the Campus for Rural Health.

Additional OHSU Interprofessional Initiative Notables The OHSU Interprofessional Innovation has been recognized in a number of regional and national communication venues. The OHSU Nexus innovation incubator projects and IPECP programs, projects and publications have been widely included on the National Center for Interprofessional Practice and Education website and in its various communications (https://nexusipe.org). The I-CAN project has had coverage in Portland neighborhood newspapers (e.g., The Skanner, March 2013) and local meetings. In addition:

I-CAN has been featured on the American Association of Colleges of Nursing (AACN) website

An article about the I-CAN project was published in the Winter 2013 OHSU School of Nursing Connections Newsletter

I-CAN Portland launch event in March 2013 received coverage from OHSU Media and KOIN News

I-CAN launch event in Medford in October 2013 was covered by KOBI news and KMVU news stations. Watch it now

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An article in the spring 2014 issue of Bridges, the OHSU School of Medicine alumni magazine, included an article entitled “Interprofessional education takes off.” The OHSU IPE website is visited daily by IPECP leaders across institutions worldwide and the by those seeking additional information about interprofessional collaboration and resources. http://www.ohsu.edu/xd/education/student-services/about-us/provost/interprofessional-educatio-ipe.cfm

An addition, OHSU students from across professional schools and programs participated in professional conferences and meetings, provided poster and oral presentations, case conferences, and other efforts specific to IPECP. For example, in 2015 OHSU hosted the Institute for Healthcare Improvement (IHI) student regional conference.

The following appendices provide additional information about OHSU interprofessional publications, presentations, and grants.

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APPENDIX 1 OHSU Interprofessional Publications, Presentations, and Grants (updated 3/2016)

Appendix 1a: Scholarly Publications (OHSU authors’ names are bolded)

Baggs, J.G. (2015). Collaborative care and interprofessional education: A 30-year research

journey. Communicating Nursing Research, 48, 1-17. Baggs, J.G., Schmitt, M.H., Mushlin, A.I., Mitchell, P.H., Eldredge, D.H., Oakes, D., &

Hutson, A.D. (1999). The association between nurse-physician collaboration and patient outcomes in three intensive care units. Critical Care Medicine, 27, 1992-1998.

Baggs, J.G., Schmitt, M.H., Mushlin, A.I., Eldredge, D.H., Oakes, D., & Hutson, A.D. (1997). Nurse-physician collaboration and satisfaction with the decision-making process in three critical care units. American Journal of Critical Care, 6, 393-399.

Baggs, J.G., Norton, S.A., Schmitt, M.H., & Sellers, C.R. (2004). The dying patient in the ICU: Role of the interdisciplinary team. Critical Care Clinics of North America, 20, 525-40.

Baggs, J.G. (1993). Collaborative interdisciplinary bioethical decision making in intensive care units. Nursing Outlook, 41, 108-112.

Baggs, J.G., & Schmitt, M.H. (1988). Collaboration between nurses and physicians. Image: Journal of Nursing Scholarship, 20, 145-149.

Barnard, D. (2015) Joining the healing community: Images and narratives to promote interprofessional professionalism. Journal of Allied Health. 44(4): 244-248.

Barnard, D. (2016) Vulnerability and trustworthiness: Polestars of professionalism in Health Care. Cambridge Quarterly of Healthcare Ethics, 25:288-300.

Bitton, A., Pereira, A.G., Smith, C.S., Babbott, S.F., Bowen, J.L. (2013). The EFECT framework for interprofessional education in the patient centered medicine home. Healthcare; 1:63-68.

Bosslet, G.T., Pope, T.M., Rubenfeld, G.D., Lo, B., Truog, R.D., Rushton, C.H., Curtis, R.J., Ford, D.W., Osborne, M., Misak, C., Au, D.H., Azoulay, E., Brody, B., Fahy, B.G., Hall, J.B., Kesecioglu, J., Kon, A.A., Lindell, K.O., and Douglas B. White, D.B. An official ATS/AACN/ACCP/ESICM/SCCM policy statement responding to requests for potentially inappropriate treatments in intensive care units. Am J Respir Crit Care Med 2015; 191: 1318-1330.

Bowen, J.L., Hirsh, D., Aagaard, E., Kaminetzky, C.P., Smith, M., Hardman, J., Chheda, S. 2015). Advancing educational continuity in primary care residencies: An opportunity for patient-centered medical homes. Academic Medicine; 90:587-93.

Carney, P.A., Palmer, R.T., Fuqua Miller, M., Thayer, E.K., Estroff, S.E., Litzelman, D.K., Biagioli, F.E., Teal, C.R., Lambros, A., Hatt, W.J., Satterfield, J.M. (2015) Assessment tools for behavioral and social science competencies in health care: A systematic review. Academic Medicine. (In Press).

Carney, P.A., Eiff, M.P., Green, L.A., Carraccio, C., Smith, D.G., Pugno, P.A., Iobst, W., McGuinness, G., Jones, S.M., Tucker, L., Holmboe, E. (2015)Transforming primary care residency training: A collaborative faculty development initiative among family medicine, internal medicine, and pediatric residencies. Academic Medicine. 90(8):1054-60.

Carney, P.A., Waller, E., Eiff, M.P., Dexter, E., Marino, M., Saultz, J.W., Jones, S., Green, L. (2015) Evolution of team training in family medicine and its impact on team-based practice post-graduation. Family Medicine. (In revision.)

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Chang, A., Fernandez, H., Cayea, D., Chheda, S., Paniagua, M., Eckstrom, E., Day, H. (2014). Complexity in graduate medical education: A collaborative education agenda for internal medicine and geriatrics. Journal of Geriatric Internal Medicine. 014;29(6):940-6: DOI: 10.1007/s11606-013-2752-2.

Chang, A. Bowen, J.L., Buranosky, R.A., Frankel, R.M., Ghosh, N., Rosenblum, M.J., Thompson, S., Green, M.L. (2013). Transforming primary care training—patient-centered medical home entrustable professional activities for internal medicine residents. Journal of General Internal Medicine; 28:801-9.

Clay, M.H., Sikon, A.L., Lypson, M.L., Gomez, A., Kennedy-Malone, L., Bussey-Jones, J., Bowen, J.L. (2013). Perspective: Teaching while learning while practicing: Reframing faculty development for the patient-centered medical home. Academic Medicine, 2013; 88:1215-1219.

Eckstrom, E. (2014). Getting your staff on board. Geriatric Care by Design: A Clinician's Handbook to Meet the Needs of Older Adults through Environmental and Practice Redesign. Second Edition. Chicago, Ill: American Medical Association. (Book chapter)

Eiff, M.P., Waller, E., Dostal, J., Douglas, A.B., Fogarty, C.T., Krasovich, S., Lindbloom, E., Webb, A., Pugno, P., Green, L. Carney, P.A. (2012) Faculty development needs in residency re-design: A report from the Preparing Personal Physicians for Practice (P4). Family Medicine. 44(6): 387-395.

Eiff, M.P., Green, L.A., Holmboe, E., McDonald, F., Klink, K., Gary Smith, D., Carraccio, C., Harding, R., Dexter, E., Marino, M., Jones, S., Carney, P.A. (2015). Catalyzing clinical and educational transformation in primary care: Outcomes from a partnership among family medicine, internal medicine, and pediatrics. Academic Medicine. (In Press).

Fauteux, N. (2013). Campus spotlight—OHSU. (Interview Boyd, J. and Stewart, J. regarding IPI.) ADEA CCI Liaison Ledger. Online publication Aug 19, 2013. http://www.adea.org/Blog.aspx?blogid=20741&season=Fall&blogyear=2013

Gilman, S.C., Chokshi, D.A., Bowen, J.L., Rugen, K.W., Cox, M. (2014). Connecting the dots: Health professions education and delivery system redesign. Academic Medicine; 89:1113-6.

Gold, J.A., Tutsch, A., Gorsuch, A., Mohan, V. (2016 anticipated) Integrating the electronic health record into high-fidelity, interprofessional ICU simulations: A case study. In Press Journal of Interprofessional Care.

Gordon, M.A., Lasater, K., Brunett, P., Dieckmann, N. (2015). Interprofessional education: Finding a place to start. Nurse Educator, 40(5), 249-53. doi: 10.1097/NNE.0000000000000164.

Kozakowski, S.M., Eiff, M.P., Green, L.A., Pugno, P.A., Waller, E., Jones, S., Fetter, G., Carney, P.A. (2015) Five key leadership actions needed to redesign family medicine residencies. Journal of Graduate Medical Education. 7(2):187-191.

Leasure, E., Jones, R.R., Meade L.B., Sanger, M.J., Thomas, K.G., Tilden, V.P., Bowen, J.L., Warm, E.J. (2013). There is no “I” in teamwork in the patient entered medical home: Defining teamwork competencies for academic practice. Academic Medicine; 88:585-92.

Lee, P.T., Friedberg, M.W., Bowen, J.L., Day, S.C., Kilo, C.M., Sinsky, C.A. (2013). Training tomorrow’s comprehensive primary care internists: A way forward for internal medicine education. Journal of Graduate Medical Education; 5:187-191.

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Leep Hunderfund, A.N., Dyrbye, L.N., Starr, S.R., Mandrekar, J., Naessens, J.M., Tilburt, J.C., George, P.G., Baxley, E.G., Gonzalo, J.D., Moriates, C., Goold, S.D., Carney, P.A., Miller B.M., Grethlein, S.J., Fancher, T.L., Reed, D.A. (2015) Role modeling and regional healthcare intensity: A multisite survey of US medical student attitudes and experiences with cost conscious care. Academic Medicine (In Press).

Mejicano, G.C. (2015). Beyond shared content: What does interprofessional education imply and require? 40th Annual Conference of the Alliance for Continuing Education in the Health Professions. Grapevine, Texas. (Abstract)

Mitchell, E., Cook, M., Boyd J. (2015). Faculty training and development. ACS Principles and Practice for Simulation and Surgical Education Research. ACS Principles and Practice for Simulation and Surgical Education Research (1 ed., Vol. 1, pp. 190-202). Chicago, IL: American College of Surgeons. (Book chapter).

Mohan, V, Gold, J.A. (2014). Collaborative intelligent case design model to facilitate simulated testing of clinical cognitive load. WISH Conference Proceedings.

Mohan V, Gold JA. (2015). Intelligent simulation model to facilitate EHR training. AMIA Conference Proceedings. (In Press)

OHSU Foundation. (2015) I-CAN, OHSU interprofessional care access network. (White Paper).

Osborne, M.L., Fields, S.A. Training physicians for the future U.S. Health Care System. UK Future Hospital Journal (ed: Tim Evans) 2014; 1: 56-61.

Palmer, V.S., Mazumder, R., Spencer, P.S. (2014). Interprofessional global health education in a cosmopolitan community of North America: The iCHEE experience. (Innovation Report). Academic Medicine, Vol. 89, No. 8, 1149-2014.

Patel, M.S., Arron, M.J., Sinsky, T., Greed, E., Baker, D., Bowen, J.L., Day, S.C. (2013). Estimating the staffing infrastructure for a patient-centered medical home. American Journal of Managed Care; 19:509-516.

Quinn, J. R., Schmitt, M., Baggs, J.G., Norton, S. A., Dombeck, M. T., Sellers, C. R. (2012). Family member informal roles in end-of-life decision making in adult ICUs. American Journal of Critical Care, 21, 43-51. doi: 10.4037, PMID:22210699, PMC3615559.

Rugen, K.W., Watts, S.A., Janson, S.L., Angelo, L.A., Nash, M., Zapatka, S.A., Brienza, R., Gilman, S.C., Bowen, J.L., Saxe, J.A. (2014) Veterans Affairs centers of excellence in primary care education: Transforming nurse practitioner education. Nursing Outlook; 62:78-88.

Sakata, K.K., Stephenson, L., Mulanax, A., Bierman, J., McGrath, K., Scholl, G., McDougal, A., Bearden, D., Mohan, V., Gold, J.A. (2015) Interprofessional differences in electronic health records (EHR) use and error recognition in critically ill patients. American Thoracic Society; 2015:A3706 (Abstract)

Sakata, K.K., Stephenson, L., Mulanax, A, Bierman, J., McGrath, K., Scholl, G,, McDougal, A., Bearden, D.T., Mohan, V., Gold, J.A. (2015) Interprofessional differences in electronic health records use and recognition of safety issues in critically ill patients. (In Revision) Journal of Interprofessional Care.

Schmidt, M.H. & Tilden, V.P. (2012). Editorial: Interprofessional education: The tides of change redux. Nursing Outlook, 60(4), 167-169.

Stewart, J.C.B., Stewart, D.C.L., Ostrogorosky, T.L., Boyd, J. (2015). Emerging new approaches to dental education. Proceedings 40th Annual Meeting of the Association for Dental Education in Europe (ADEE). European Journal of Dental Education. 19 e8–e35. (Abstract)

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Stilp, C., Palmer, R. “Learning by Doing: The Combined Medical-PA Student Rural Rotation (Med-PARR).” Short Report submitted for publication to the Journal of Interprofessional Care, December 2015

Stilp, C. Where No Doctor Has Gone Before by Robert Huish. Journal of Interprofessional Care, on-line blog. June 2015. (Book Review)

Tilden, V.P., Elizabeth Eckstrom, E., Dieckmann, N.F. (2015) The ACE-15: Development of the assessment for collaborative environments (ACE-15): A tool to measure perceptions of interprofessional “teamness.” Journal of Interprofessional Practice. (In-Press) DOI: 10.3109/13561820.2015.1137891

Stock, R., Mahoney, E., Carney, P.A. (2013). Measuring team development in clinical care settings. Family Medicine. 45(10): 691-700.

West, C., Graham, L., Palmer RT, Fuqua Miller, M., Thayer, E.K., Stuber, M.L., Awdishu, L., Umoren, R.A., Wamsley, M.A., Nelson, E.A., Joo, P.A., Tysinger, J.W., George, P., Carney, P.A. Implementation of Interprofessional Education (IPE) in 16 U.S. Medical Schools: Common Practices, Barriers and Facilitators. Journal of Interprofessional Education & Practice (In Review).

Wros, P., Mathews, L.R., Voss, H., Bookman, N. (2015). An academic-practice model to improve the health of underserved neighborhoods. Family Community Health Vol. 38(2), 195–203.

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Appendix 1b: Oral Presentations at Professional Conferences/Meetings Sellers, C.R., Baggs, J. G., & Norton, S. A. (2012, Oct.). Ethnographic exemplars of end-of-life

decision making in adult ICUs. Qualitative Health Research, Montreal, Canada. Baggs, J. G. Assessment and evaluation in IPE: Collaboration and satisfaction about care

decisions (CSACD). National Center for Interprofessional Practice and Education. Webinar August 2014.

Baggs, J., Schmitt, M. H., Prendergast, T. J., Norton, S. A., Sellers, C. R., & Quinn, J. R. (2012, March). Who is attending? End-of-life decision making in the ICU. Annual Assembly of the American Academy of Hospice and Palliative Medicine and Hospice and Palliative Nurses Association. Denver, CO.

Baggs, J. G. Collaborative care and interprofessional education: A 30-year research journey. Distinguished Research Lectureship. Western Institute of Nursing Annual Conference, Albuquerque, NM, April 2015.

Barnard, D. Vulnerability and trustworthiness: Polestars of professionalism in health care. Academy of Professionalism in Health Care, Louisville, KY, May, 2015.

Bradley, K. (2014, November). Interprofessional education teams in vulnerable communities: The evaluation challenge. Oral session presented at the 142nd Annual Meeting and Expo of the American Public Health Association, New Orleans, LA.

Bradley, K., & Wros, P. (2014, October). Reducing Health Disparities in Underserved Neighborhoods through the Interprofessional Care Access Network (I-CAN). Oral session presented at the 70th Annual Conference of the Oregon Public Health Association, Corvallis, OR.

Bradley, K., Mathews, L.R., Voss, H., & Wros, P. (2014, June). I-CAN: Educating Nursing Students for Emerging Roles in Health Care. Oral session presented at the 2014 Conference of the National Nursing Centers Consortium, Alexandria, VA.

Eiff, M.P. The PCFDI: A novel interdisciplinary learning community approach to catalyze clinical and educational redesign in primary care. Presented at 2015 Annual ACGME Educational Conference - Feb 26 – March 1, 2015

Eiff, M.P. The primary care faculty development initiative (PCFDI): Preparing the primary care Workforce together. Presented at 11th Annual AAMC Health Workforce Research Conference, May 1, 2015.

Gold, J.A. Collaborating to fund and advance research. AAMC National Conference, November 2015, Baltimore.

Gold, J.A. Collaborating to fund and advance knowledge. AAMC Webinar 2015: Gold, J.A. 2014-AAMC National Conference: Moving from Knowledge to Health System

Change Gold, J.A. Collaborating to Fund and Advance Research. 2014-AAMC National Conference

2014, Chicago IL. Gold, J.A. EHR safety and simulation. AAMC Quality Improvement Meeting 2014, Chicago. Hanyok, L., E. Eckstrom, E., R. Brienza, R., M. Wamsley, M., V. Tilden, V. Interprofessional

education and practice: Best practices and successful innovations. Workshop presented at the Society for General Internal Medicine Conference, April 23, 2015, Toronto, Canada.

Lasater, K., Gordon, M.A., Mathews, L.R., & Brunett, P. (2013). IPE collaboration intensive: Planning, preparing, evaluating. Podium. National League of Nursing Summit. Washington D.C.

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Mathews, L. R., & Voss, H. (2014, September). Innovative interprofessional clinical experiences for nursing students in the community: Faculty in residence creating change. Oral session presented at the 2014 Education Summit of the National League for Nursing, Phoenix, AZ.

Mathews, L.R., Beckett, A., Gröndal, K., & Knuth, S. (2014). I-CAN: Clients, partners, and outcomes. Oregon Public Health Association Annual Conference. Corvallis, OR.

Mathews, L. R., & Voss, H. (2014, November). Interprofessional education in public health nursing: A neighborhood clinical experience model. Oral session presented at the 142nd Annual Meeting and Expo of the American Public Health Association, New Orleans, LA.

Mathews, L.R. & Voss, H. (2014). Emerging trends in clinical education. OHSU SON Summit. Portland, OR.

Mathews, L.R. (2013). Interprofessional Education and Collaborative Practice (IPE-CP). School of Nursing, Osaka Jikei College Visiting Scholars Presentation, October 17, 2013.

Mathews, L.R. (2013). The I-CAN Project: Potential Implications for Nursing and Health. Podium. Public Health Nursing Conference, Portland, OR

Mejicano, G. Making the case for interprofessional education: OHSU case study. American Medical Association Section on Medical Schools Annual Meeting, November 2014, Chicago, IL.

Mejicano, G. Beyond shared content: What does interprofessional education imply and require? American Nurses Credentialing Center Annual Symposium on Continuing Nursing Education, 2015. Las Vegas, NV.

Mitchell E. Evaluating the Quality of Interdisciplinary Teamwork in the Operating Room. 2015 Surgical Education Week, Seattle, WA. April 24, 2015. (Workshop)

Palmer, R., Stilp, C. Learning IPE by doing: The combined MD-PA rural rotation. Society of Teachers of Family Medicine (STFM) Medical Student Education Conference. January, 2016. Phoenix, AZ.

Stewart, D.C.L. & Stewart, J.C.B. All together now: Realizing IPE at academic health centers. ADEA Leading Conversations Webinar Series. August 18, 2015. http://www.adea.org/ahcIPE/

Stewart, J.C.B. (2013). Core competencies for interprofessional collaborative practice.” Fall IPEC Institute: Interprofessional Education: Building a Framework for Collaboration’ October, 2013, Chicago IL.

Stewart, J.C.B. (2014). Theory burst #2: Core competencies for interprofessional collaborative practice. Spring IPEC Institute: Interprofessional Education: Building a Framework for Collaboration, May, 2014, Herndon, VA.

Stewart, J.C.B. (2014). The core competencies for interprofessional collaborative practice. First Annual Interprofessional Education Symposium, Texas A & M University Health Science Center, College Station, TX, September 2014.

Stewart, J., Stewart D., Boyd J. and Mladenovic J.: Oregon Health & Science University interprofessional initiative. ADEA Commission on Change and Innovation in Dental Education, Summer 2013 Liaisons Meeting, Portland, OR, June 2013. (Workshop)

Tilden, V., E. Eckstrom, E. The ACE-15: An assessment tool for clinical practice readiness for IPE. Presented at the American Medical Association Accelerating Change in Medical Education Consortium Meeting, April 14, 2015, Portland, OR.

Tilden V., Eckstrom, E. Team assessment: The ACE-15. Presented at the Evaluation Workshop, Nexus Innovations Network Annual Meeting, National Center for Interprofessional Practice and Education, August 5, 2015, Minneapolis, MN.

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Tilden, V., Eckstrom, E. The process of developing and validating a tool. Success Stories Panel presenter, Nexus Innovations Network Annual Meeting, National Center for Interprofessional Practice and Education, August 6, 2015, Minneapolis, MN.

Voss, H., & Mathews, L.R. (2014, November). Faculty in residence: Emerging roles for collaborative academic practice in public health nursing. Oral session presented at the 142nd Annual Meeting and Expo of the American Public Health Association, New Orleans, LA.

Voss, H., Mathews, L.R. (2012). Student service learning impact on health: an academic/community collaborative partnership to improve health outcomes. Podium. Oregon Public Health Association Annual Conference, Corvallis, OR.

Wros, P., Mathews, L.R., Boyd, J., Osborne, M., Bookman, N. The interprofessional care access network: Coming to a neighborhood near you! Collaborating Across Borders V, Roanoke, VA, October 2, 2015. (Presentation/Workshop)

Wros, P., Mathews, L.R., Voss, H., & Bookman, N. (2013, October). The I-CAN Project: Working together towards improving health outcomes for underserved people in Oregon’s neighborhoods. Panel discussion presented at the 69th Annual Conference of the Oregon Public Health Association, Corvallis, OR.

Wros, P., & Mathews, L.R. (2015, May). Interprofessional Care Access Network: Partnering to promote social justice within Oregon. Panel session presented at the 25th Annual Kinsman Bioethics Conference, Portland, OR.

Wros, P., Mathews, L.R., Devoe, M., Ramirez, J., Mason, J., Morin, P., … Osborne, M. (2015, April). Clinical education and community outreach in underserved neighborhoods: The Interprofessional Care Access Network (I-CAN). Oral session presented at the 2015 Spring Quadruple Aim Symposium of the Oregon Primary Care Association, Portland, OR.

Wros, P. (2015, April). Interprofessional service learning: Overcoming professional silos. Oral session presented at the Beyond Flexner 2015 conference, Albuquerque, NM. Bookman, N. (2014, November). Employing mobile technology for a collaborative neighborhood IPE project serving vulnerable populations. Oral session presented at the 142nd Annual Meeting and Expo of the American Public Health Association, New Orleans, LA.

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Appendix 1c: Poster Presentations at Professional Conferences and Meetings Archer, S., Beiers-Jones, K., Doyle, B., Voss, F., & Voss, H., Wros, P., Mathews, L.R., et al.

(2015). Clinical nursing interventions that target Triple Aim goals by addressing social determinants of health through interprofessional academic-practice partnerships. OCNE Summit, Eugene, OR.

Archer, S., Beiers-Jones, K., Doyle, B., Voss, F., Voss, H. … Mason, J. (2015, May). Clinical nursing innovations that target Triple Aim goals by addressing social determinants of health through interprofessional academic-practice partnerships. Poster session presented at the 2015 Annual Research Week of Oregon Health & Science University, Portland, OR.

Barnard, D. Joining the Healing Community: Images and Narratives to Promote Interprofessional Professionalism. All Together Better Health VII. June 2014. Pittsburgh.

Bookman, N., Wros, P., Mathews, L. R., Voss, H., Bradley, K., Ostrogorsky, T. … Mason, J. (2015, May). Targeting Triple Aim goals by addressing social determinants of health through interprofessional academic-practice partnerships. Poster session presented at the 2015 Annual Research Week of Oregon Health & Science University, Portland, OR.

Bradley, K. & Mathews, L.R. (2015). Interprofessional Care Access Network: Partnering to promote social justice in within Oregon. 8th Annual Nursing Research Showcase. Portland, OR.

Mason, J., Bookman, N., Boyd, J., Bradley, K., Devoe, M., Mathews, L.R., Wros, P., et al. (2014, November). Integration of dental students into interprofessional clinical experiences with a disadvantaged population. Poster session presented at the 142nd Annual Meeting and Expo of the American Public Health Association, New Orleans, LA.

Southmayd, M., Stansfield, K., Darrow, G., Bookman, N., Wros, P., Mathews, L. R. … Mason, J. (2015, May). Targeting Triple Aim goals by addressing social determinants of health through interprofessional academic-practice partnerships. Poster session presented at the 2015 Southern Oregon Arts & Research Conference of Southern Oregon University, Ashland, OR.

Stewart, J.C.B., Stewart, D.C.L., Ostrogorosky, T.L., Boyd, J. Interprofessional education: Preparing a collaborative health professions workforce. Association for Dental Education in Europe Annual Session. August 27-30, 2014. Riga, Latvia.

Voss, H., Mathews, L.R. (2013). Undergraduate clinical education innovations: measuring health outcomes. Poster presentation. OHSU Research Week, Portland, OR.

Voss, H., Mathews, L.R. (2013). Undergraduate clinical education innovations: measuring health outcomes. Poster presentation. SOAR, Ashland, OR.

Wros, P., Boyd, J., Ostrogorsky, T., Mathews, L.R., Voss, H., Beckett, A., Ramirez, J., et.al. (2014, June). Interprofessional Care Access Network (I-CAN): Clinical Education in Underserved Neighborhoods. Poster session presented at the 7th International Conference on Interprofessional Practice and Education, Pittsburgh, PA.

Wros, P., Mathews, L. R., Voss, H., Beckett, A., Bookman, N., Boyd, J. Ramirez, J., et.al. (2014, May). Interprofessional Care Access Network (I-CAN): Neighborhood Collaboratives for Academic Practice Partnerships. Poster session presented at the 13th International Conference of the Community-Campus Partnerships for Health, Chicago, IL.

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Appendix 1d: Grants (Federal and Foundation) 1. Electronic Health Record Simulation to Improve Communication and Reduce Errors in the ICU Donaghue Foundation/AAMC PI. Jeffrey Gold, Dates of Project 10/1/13-09/30/16 Annual Direct Costs-$90,000 2. EHR Solutions for Accurate Reporting of Data on Interprofessional ICU Rounds NIH/AHRQ R01 PI: Jeffrey A. Gold (7/1/15-6/30/20) Annual Direct Costs: $326,120 (final NOGA pending with DC) 3. Interprofessional Care Access Network (I-CAN) HRSA Amount: $1,485,394 PI: Peggy Wros, PhD, RN, Years: 7/1/2012 – 6/30/2015 4. Integrating Patient Centered EHR and HIT Curriculum into BSS Medical Education NIH (NCI) (R-25 Supplement) to R25CA158571-01A Amount: $597,842 Co-PIs: Patricia Carney, PhD; Frances Biagioli, MD Years: 2012-2016 5. Development of the ACE-15 tool for assessment of clinical practice readiness for IPE.” National Center for Interprofessional Practice and Education Co-PIs: Virginia Tilden, PhD, RN & Elizabeth Eckstrom, MD, MPH Amount: $10,000 Years: 2014 - 2017