Transcript Document

IPE at EVMS
Jeffrey A. Johnson, DHSc
Associate Dean and Associate Professor
School of Health Professions
Eastern Virginia Medical School
7/21/2015
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Background
Eastern Virginia Medical School
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Established 1973 in Norfolk, Virginia.
School of Medicine: 600 students.
School of Health Professions (SHP): 670 students in
12 diverse graduate programs.
500 FT faculty.
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IPE: A Rolling Start
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Planning began in 2012 to launch IPE course.
Direction from Dean of SHP; faculty and student input.
1-credit course launched Sept, 2014 with ~190 students:
 Physician Assistant (90), Surgical Assistant (20),
Public Health (45), Medical (10), Art Therapy &
Counseling (17), Biomedical Sciences (5), Clinical
Psychology (3)
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IPE Defined
“When students from two or more disciplines learn
about, from and with each other to enable effective
collaboration and improve health outcomes.”
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World Health Organization
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Course Competency Domains*
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Values and Ethics
Roles and Responsibilities
Communication
Teams and Teamwork
*Adapted from Core Competencies for Interprofessional Collaborative
Practice, May 2011.
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Values and Ethics
“Work with individuals of other professions
to maintain a climate of mutual respect
and shared values.”
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Roles and Responsibilities
“Use the knowledge of one’s own role and
those of other professions to appropriately
assess and address the healthcare needs
of the patients and populations served.”
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Communication
“Communicate with patients, families,
communities, and other health professionals
in a responsive and responsible manner that
supports a team approach to the maintenance
of health and the treatment of disease.”
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Teams and Teamwork
“Apply relationship-building values and the
principles of team dynamics to perform
effectively in different team roles to plan
and deliver patient/population-centered
care that is safe, timely, efficient, effective,
and equitable.”
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Course Structure
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Students view brief videos about EVMS educational
programs; pass short quiz.
Survey about understanding of IPE.
Six 2-hour sessions conducted during academic year;
lecture, case studies, small groups of 10.
Evaluations of each session and course.
Pass/Fail.
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Class Formats
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Full cohort lectures plus Q&A.
Case study presentation, small groups of 10,
group responses to discussion questions.
Flipped class; small groups followed by full cohort
discussion.
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Topics and Cases
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TeamSTEPPS.
Diabetes.
Cancer.
Alzheimer’s Disease.
Sexual Assault and STIs.
Emergency Preparedness.
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Small Groups
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10 students per group, with as much diversity as
we could manage.
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Prepared faculty facilitator guide.
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Typical group included 5 PA students, 1 ATC
student, 1 SA student; some groups also had 1
student each from programs in medicine, clinical
psychology student, and biomedical sciences.
Summarize
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Student Feedback
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Valued content expertise of presenters.
Liked hearing from patient and caregiver in the class
about Alzheimer’s Disease.
Thought expert panel allowed greater input for the
various disciplines in the class about sexual assault.
Appreciated faculty effort to tweak the course
throughout the year based on student feedback.
Thought that 2-hour classes were too long at the end of
a day already filled with classes.
Mixed feelings about how well the course helped
students understand other disciplines.
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Student Comments
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“I thought the videos were extremely helpful with increasing
my understanding of other professions, but I did not find the
reading helpful for the information presented in class.”
“As one of the mental health professions, I felt very distanced
and disregarded and did not feel embraced as a part of a
team interested in providing total care of the patient.”
All of the examples used by the instructor were clinically
based and did not correspond to the MPH tracks as we have
studied them.”
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Student Comments
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“Make it more interactive.”
“I felt that the presenter aimed the information, including
the provided case studies, references and examples only
at medical students, addressing the class as if we were all
going to be doctors.”
“You could do this class online using prerecorded lectures.”
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Assessment/Evaluation
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Students completed a pre- and post- TEAM STEPPSTM
Attitudes Questionnaire adapted from a validated tool* to
measure attitudes about IPE.
Identify qualitative themes emerging from student comments.
Focus groups with students and faculty to refine topics and
structure of each class, and promote CQI.
*Baker, DP, Krokos, KJ, & Amodeo, AM (2007). TeamSTEPPSTM Teamwork Attitudes
Questionnaire, American Institutes for Research.
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Future Plans
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Expand course to include 150 M2 students.
Discontinue use of small groups because of logistical
limitations and lack of group disciplinary diversity
(i.e., 70% will be MD or PA students).
Shorter classes (~90 minutes); greater use of Blackboard.
Additional case studies structured around types of health
professionals who interact most frequently.
Greater focus on the four competency domains.
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Please Insert
Your Insightful
Suggestions
Here!
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