University of Virginia

Educating for Interprofessional Practice

John Owen EdD, MSc; Valentina Brashers MD, FACP, FNAPCoDirectors for UVA Interprofessional Education

UVA 4 Step Model: Educating for Interprofessional Practice

1. Clinically-relevant IPE based on Collaborative Care Best Practice Models (CCBPMs)

2. IPE required and integrated throughout the learning continuum

3. Longitudinal assessment of IPE competencies

4. Commitment to continued rigorous IPE research and dissemination of results

Step 1: Collaborative Care Best Practice Models (CCBPMs)

• Creates IPE simulations based on clinical guidelines for selected illness experiences, patient populations, and care settings

• Clearly defines measurable learning objectives and observable collaborative skills

• Integrates profession-specific skills alongside interprofessional competencies

• Establishes IPE as a core activity during clinicals/clerkships

Clerkships/Clinicals IPE Simulation Experiences Goals of Care/ End of

LifeRapid Response/

Critical IllnessChronic Progressive

IllnessTransitions in care for

the cognitively impaired

Illness experience

Cancer Sepsis Duchenne muscular dystrophy

Alzheimer’s disease

Guidelines

http://www.guideline.gov/content.aspx?id=15531&search=palliative+care#Section420

http://www.guideline.gov/content.aspx?id=12231&search=surviving+sepsis

http://www.guideline.gov/content.aspx?id=15645&search=muscular+dystrophy

http://www.guideline.gov/syntheses/synthesis.aspx?id=16414&search=alzheimer

Patient population

Adult Adult Pediatric Geriatric

Care setting Inpatient unit ICU Outpatient Hospital to home then home to assisted living

Target learnersRequired for all 3rd

year students (n=260)Required for all 3rd

year students (n=260)Required for all 3rd year

students (n=260)Required for all 3rd year

students (n=260)

IPCompetencies

CommunicationProfessionalismShared problem

solvingShared decision

making

CommunicationProfessionalismShared problem

solving

CommunicationProfessionalism

Shared problem solving

Shared decision making

Conflict Resolution

CommunicationProfessionalismShared problem

solvingShared decision

makingConflict Resolution

Introduction to Teams(roles, leadership, communication)

Written Team-Building Case(sharing of information, shared problem solving, shared decision making)

Simulation Case #1Post-op patient with deteriorating mental status and

fever (physical exam, CAM, labs, triage decisions;

active listening, shared problem solving, conflict resolution)

Simulation Case #2 Patient after transfer to ICU for sepsis

(Surviving Sepsis Guidelines - fluids, vasopressors, etc); active listening, shared problem solving,

conflict resolution)

4 medical and 2 nursing students 4 medical and 2 nursing students

View simulation remotely and discuss checklist of essential

behaviors

View simulation remotely and discuss checklist of essential

behaviors

Debrief

Rapid Response/ Critical Illness (Littlewood, Tullman, Wright)

Clinical Logs; Evaluations

Step 2: IPE required and integrated throughout the learning continuum

(Curricular map moves IPE from fringe to core)

Faculty/clinician IPE activities

• Project Team Meetings

• Faculty development for IPE facilitation

• Continuing interprofessional education (CIPE) for clinicians for team-based care and for precepting students

• Participation in conferences

• Consultants

• Focus groups

• Website resources (in progress)

Step 3: Longitudinal assessment of IPE competencies

• Pre- and Post-testing of all medical and nursing students before and after clinicals/clerkships

– Team Skills Scale (Hepburn, Tsukuda, and Fasser)

– Collaborative Behaviors Observational Assessment Tools (CBOATs)

– Interprofessional Teamwork Objective Structured Clinical Examinations (ITOSCEs)

• Commitment to Change assessments for CIPE

Step 4: Commitment to continued rigorous IPE research and dissemination of results

• Ensures that IPE projects are well designed and carefully evaluated with measurable outcomes

• Expands pool of involved faculty and clinicians

• Guides expansion into areas of need and innovation

• Leverages existing and new SOM, SON, and Health System research projects to support new clinical IPE grant proposals

Nursing Student RR ITOSCE

SUMMARYUVA 4 Step Model:

Educating for Interprofessional Practice

1. Clinically-relevant IPE based on Collaborative Care Best Practice Models (CCBPMs)

2. IPE required and integrated throughout the learning continuum

3. Longitudinal assessment of IPE competencies

4. Commitment to continued rigorous IPE research and dissemination of results