parallel processes in interprofessional education from ... · pdf filefrom campus to...

Parallel Processes in Interprofessional Education

From Campus to Community

Introductions of the presenters Sally McCormack Tutt PT, DPT, MPH Physical Therapy Elizabeth Crampsey MS, OTR/L, BCPR Occupational Therapy Kelli S. Fox MSW, LCSW, CCS, LADC Social Work Nancy Jo Ross PhD, RN Nursing Kris Hall MFA UNE IPEC Other contributors to this project Jan Froehlich MS, OTR/L Occupational Therapy Kira Rodriguez, MHS Research Associate Heather McNeil UNE IPEC Valerie Jones LMSW Social Work Shelley Cohen Konrad PhD, LCSW, FNAP UNE IPEC & Social Work

Interprofessional Faculty

Campuses in Biddeford and Portland, Maine and Tangier, Morocco

Pre-Sessions Assignments • Students asked to complete voluntary

Communication and Interprofessional Socialization and Valuing Scale (ISVS) pretest

• Develop your elevator pitch with uniprofessional group (completed in class prior to the first Interprofessional Education IPE session)

• Review IPE competencies and article on Problem Based Learning

Parallel Processes Outline

Caucasian male 45-year old Height: 6’4” Weight: 811.8 lbs Past Medical History: • Hypothyroidism • Morbid Obesity • Suspected Undiagnosed Sleep

Apnea Chief complaints: • Rash • Shortness of breath • Right leg cellulitis

Case Information “Jim”

https://.vip.townnews.com/wcfcourier.com/content/tncms/assets/v3/editorial/9/fa/9fa88b02-7859-56de-a52a-ea8a38f9980bloximages.chicago20/9fa88b02-7859-56de-a52a-ea8a38f99800.image.jpg

Skin Issues • Right Lower Extremity Cellulitis (bacterial skin infection)

• Vasculitic Rash (blood vessels reacting to an inflammatory process):

chest spreading to upper and lower extremities & back with ulcerated lesions

• Excoriated (abraded, “rubbed raw”) asymmetric abdominal pannus (tissue hanging over other organs) weeping serous fluid

• Left pre-tibial ulcer


Social Issues • Lives with elderly mother and aunt • Receives home health services

Per patient report: • Several months ago he was able to shovel his

porch, grocery shop, and climb several steps • Enjoys chopping wood, fishing and shopping • Disabled for 5 years


IPE Team Focus

• Mobility • Better baseline info • Patient education • Assure goals of patient being

addressed • Additional time/resources

Session 1 (1 hour) • Rec’d assignments for IP groups • Introductions (with elevator pitch) • Outlined 7-steps of PBL • Introduced cases (2) • Group discussions about case assigned • IP teams arrange meeting time between

sessions 1 & 3 (Session 2)


OT NRS

SW

PT

Patient

Session 2 (in their IP teams) • IP team meets at least 1 time prior to

Session 3

• Use 7-steps of PBL to: •Identify problem list •Discuss possible care plan


Session 3 (1 hour) Debrief about teamwork •What worked? •What could have been better? •What will you do different in a team next time?

Clinical Community Panel • Introduced team members •Discussed the case •Discussed their teamwork - good and bad


Post-Sessions Assignment • Students asked to complete

Communication and ISVS-post-test (Voluntary for students to complete)


7 Steps of Problem-Based Learning

1. Clarification of terms and condition 2. Formulate a problem statement 3. Brainstorm 4. Categorize and structure

brainstorming 5. Formulate learning objectives 6. Self-study 7. Post-discussion

*Schmidt, H. G., Loyens, S. M. M., van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91. doi:10.1080/00461520701263350

IPE Small Group

Stakeholders for Developing Meaningful Interprofessional Educational Experiences

• Educational Institution • Faculty • Student • Clinical Institution

IPE Small Group Instructions

• Introductions

• Which stakeholder are you for the small group?

• Choose a barrier to developing IPE experiences from the

handout or one from your own experience

• Use the 7 steps of PBL to discuss the barriers and

brainstorm solutions

IPE Small Group Overcoming Barriers

What is your team’s top strategy to overcoming the barrier? Consider: • Stakeholders • Infrastructure in place • Infrastructure barriers • Time • Other

7 Steps of Problem-Based Learning

1. Clarification of terms and condition 2. Formulate a problem statement 3. Brainstorm 4. Categorize and structure

brainstorming 5. Formulate learning objectives 6. Self-study 7. Post-discussion

*Schmidt, H. G., Loyens, S. M. M., van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91. doi:10.1080/00461520701263350

IPE Small Group

Debrief • What are the concerns your team

identified and/or discussed?

• What solutions emerged and how did the team decide on these?

• Who were the most essential stakeholders in the solutions proposed?

IPE Small Group

Team Experience Debrief • What went well in the team discussion?

• Were there team challenges?

• Were all members of the team able to

contribute to the discussion?

Pre-Post Survey Response Rate by Health Profession

Health Profession Surveys (linked) Attendees

Survey Response Rate

Social Work 8 11 72.7%

Occupational Therapy 26 53 49.1%

Nursing 5 14 35.7%

Physical Therapy 16 58 27.6%

TOTAL 55 136 40.4%

ISVS Total Score Changes Pre to Post

Mean N Std.

Deviation Std. Error Mean ISVS9A Total Score Pre

47.75 53 6.13 .84

ISVS9B Total Score Post

49.81 53 7.94 1.09

ISVSA Pre-Test Ratings by Item

4.36

4.73

5.02

5.29

5.31

5.46

5.73

5.80

6.05

1 2 3 4 5 6 7

I have gained an enhanced perception of myself assomeone who engages in interprofessional practice.

I have gained an enhanced awareness of roles ofother professionals on a team

I feel comfortable in speaking out within the teamwhen others are not keeping the best interests of…

I feel comfortable in describing my professional role toanother team member

I am able to share and exchange ideas in a teamdiscussion.

I am comfortable engaging in shared decision makingwith clients

I feel comfortable in accepting responsibility delegatedto me within a team

I have gained an appreciation for the importance ofhaving the client and family as members of a team

I believe that the best decisions are made whenmembers openly share their views and ideas

1 = Not at All, 7=To a Very Great Extent

ISVS 9A (Pre-Test) Mean Ratings by Item

ISVSB Post-Test Ratings by Item

5.07

5.15

5.35

5.38

5.43

5.47

5.78

5.87

6.20

1 2 3 4 5 6 7

I have gained an enhanced awareness of my…

I feel comfortable being the leader in a team…

I see myself as preferring to work on an…

I have a better appreciation for the value in…

I have gained a better understanding of the …

I am able to negotiate more openly with…

I feel comfortable in clarifying misconceptions…

I feel comfortable in being accountable for…

I believe that it is important to work as a team

1 = Not at All, 7=To a Very Great Extent

ISVS 9B (Post-Test) Mean Ratings by Item

Communication Scale Total Score Changes – Pre to Post

Mean N Std. Deviation Std. Error

Mean Total Communication Score Pre (10 items)

77.98 54 8.74 1.19

Total Communication Score Post (10 items)

83.85 54 9.10 1.24

Lessons Learned at UNE

• Faculty committed to the IPE process and able to adapt and allow organic process to happen

• Huddle with all faculty at the beginning of sessions • Teams created ahead of time with multiple professions • More time for student discussion • Use the same pre and post test (ISVS) • Scheduling

• Classroom time to complete pre and post test • Different program class schedules • Space available for large class

• Team efforts beyond faculty – IPEC office, community clinical practitioners, Evaluator

Thoughts, Questions, Comments

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