Transcript Opportunities for Inter-professional Education Among 3rd

SESSION OBJECTIVES
Learners will be able to:
•
Describe the regional clinical campuses of the Medical College
of Georgia at GRU and College of Pharmacy at the University of
Georgia.
•
List core competencies for inter-professional collaborative
practice.
•
List and describe activities and techniques useful in providing
IPE for 3rd and 4th year medical and pharmacy students at
clinical regional campuses.
•
Identify IPE activities for allied health students, particularly
nurses, that can be included in those designed for medical and
pharmacy students.
Resources for Regional Clinical Campuses
Iqbal Kahn, Ph.D.
Assistant Dean, Medical College of Georgia
Georgia Regents University
INTERPROFESSIONAL EDUCATION
A. Establishing a Clinical Campus
>
Workforce predictions have influenced the expansion of
Medical Schools throughout the history of US Medical
Education.
>
In the 60’s and 70’s federal policies and subsidies were
available for the expansion of medical school
growth.
> No such subsidies are available under current economic
conditions.
INTERPROFESSIONAL EDUCATION
A. Establishing Clinical Campus
>
Academic Institutions have provided the
funds needed OR found creative ideas to increase class size.
>
In 2003, American Association of Medical
Colleges ( AAMC) , predicted a nationwide shortage
of physicians by 2020.
>
A similar shortage was predicted by American
Association of Colleges of Pharmacy (AACP).
>
The nursing profession has always seen shortage of RNs.
RN prediction is in line with Physicians and Pharmacists.
INTERPROFESSIONAL EDUCATION
A. Establishing Clinical Campuses
> Medical College of Georgia, established in 1823, the 13 th oldest medical
school in the country, increased its class size from 190 to 230 in 2010, totaling
920 students . Main campus is in Augusta, a partnership campus in Athens.
1828 Flag ship
3 clinical campuses: Albany, Savannah and Rome
> UGA College of Pharmacy, established, in 1903 has a class of 145
students. Main campus is in Athens; clinical campuses are in
Augusta. Albany and Savannah.
1903 Flag ship
> College of Nursing in Augusta is 80 years old has 909 students with
a campus in Athens.
INTERPROFESSIONAL EDUCATION
B. What is a Clinical Campus:
A clinical campus is a partnership established
between an Academic Institution and a Community based
Hospital where third and fourth year Medical and Pharm. D
students receive their clinical training.
Southeast Georgia Clinical Campus
St. Joseph’s/Candler Health
System, Savannah
Northwest Georgia Clinical Campus
INTER-PROFESSIONAL EDUCATION
C. Challenges and Opportunities:
Partnering with a community hospital is like finding a spouse.
>
Mutual Respect ( goes a long way)
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Mutual benefits ( win-win situation)
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Mutual investment (my money is mine, your money is mine, too)
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Academic Institution benefits from EXCELLENT clinical training.
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Community Hospitals benefits by being affiliated with an academic
institution
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Students benefit by having intensive, hands on training
>
Community benefits by generating new blood to come set up their
practices in the community.
INTER-PROFESSIONAL EDUCATION
C. Challenges and Opportunities:
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Having 3rd and 4th year MD students, Pharm. D. students
and Nursing students under one roof, without doubt, will create an
environment of mutual respect.
>
Better understanding of each others knowledge and skills.
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Creating an environment of learning together
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Great opportunities to LEARN, TEACH and LIVE together.
IN MY OPINION IT CREATES AN AWARD WINNING OPPORTUNITY
FOR EVERY ONE INVOLVED.
Core Competencies For Interprofessional
Collaborative Practice
Kathryn R. Martin, Ph.D.
Associate Dean, Medical College of Georgia
Georgia Regents University
ACCREDITATION STANDARDS
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The Liaison Committee on Medical Education (LCME) standard:
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“The faculty of a medical school ensure that the core curriculum of the medical education
program prepares medical students to function collaboratively on health care teams that
include health professionals from other disciplines as they provide coordinated services to
patients.”
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The American College of Pharmacy Education (ACPE) standard:
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“The curriculum must prepare all students to provide entry level patient-centered care in a
variety of practice settings as a contributing member of an inter-professional team. In the
aggregate, team exposure must include prescribers, as well as other health
professionals.”
JUSTIFICATION OF STANDARDS
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~ 10,000 prescription medications
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~ 1/3 of adults in US take 5 or more prescription drugs
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Harm experienced by patients as a result of exposure to a medication constitutes adverse
drug effects (ADEs):
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~700,000 ED visits per year
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~100,000 hospitalizations per year
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~Affects 5% of hospitalized patients
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One of the most common causes of patient errors
• -- Agency for Healthcare Research and Quality (psnet.ahrq.gov)
ACADEMIC IPE COLLABORATIVE EXERCISE
BETWEEN MEDICAL AND PHARMACY STUDENTS
• Teams of M3 and P3 students
• ~6-8 students per group
• Teams randomly assigned, based on geographical campus location
• Teams can meet:
• In person (preferred)
• Google Hangout/Facetime
• By phone
IPE EXERCISE, FROM THE M3 STUDENTS
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M3 students select one current patient record – patient must be taking at least 3
prescription drugs
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M3 students succinctly present patient to P3 students.
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Presentation must include:
• Pertinent history
• Physical examination upon admission
• Test results
• Diagnosis
• Routine and PRN prescriptions
IPE EXERCISE -- PHARMACY STUDENTS
• Discuss drug mechanism of action, metabolism and excretion of each
prescription
• Assess the appropriateness of current prescriptions on the basis of health
condition, individuals and therapeutic goals of each prescription
• Determine if there are better Rx options
• Evaluate the effectiveness, safety and affordability of each Rx
• Provide evidence that the prescriptions reduce morbidity and/or mortality
• Provide costs of each prescription and determine if a less expensive option
is available
IPE EXERCISE: M3 AND P3 STUDENTS
TOGETHER…
• List the most common and life threatening side effects of each Rx
• Assess prescription-taking behaviors and compliance with each prescription
• Identify medication-related problems and evaluation the need for intervention
• Evaluate prescriptions for interactions with each other or other commons
prescriptions
• Identify any pharmacogenetic considerations
• Identify two additional knowledge gaps relevant to the patient
• Identify, analyze, and synthesize information relative to knowledge gaps
• Evaluate credibility of information
• Describe approach to gathering the information
• Provide feedback to each other on the process of gathering information
IPE EXERCISE TIMELINE…
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January-February: Submit 1 exercise
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March-April: Submit 1 exercise
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August-October 15: Submit 1 exercise
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October 16-December: Submit 1 exercise
Activities and Techniques Useful for IPE
Ray R. Maddox, Pharm.D.
Assistant Dean, College of Pharmacy
University of Georgia
INTERPROFESSIONAL EDUCATION
“Occasions when students from two or more professions learn with, from
and about each other to improve collaboration and the quality of care.”
Freeth et al. Effective inter-professional education: development, delivery, and
evaluation. Blackwell Publishing. Oxford, UK, 2005.
Learning with, from and about each other in any context is a professional
socialization process
Regional clinical campuses present a unique opportunity for the
development of inter-professional education. These campuses
are the best example of “real world” practice settings for all
students.
IPE LEARNING ACTIVITIES
FOR GRU & UGA STUDENTS
• Didactic
• Research
• Clinical
• Social
• Service activities
DIDACTIC ACTIVITIES
• Didactic/small group education on timely drug therapy topics
• M-3/P-3 drug therapy exercise
• Joint quarterly medical grand rounds
• Joint quarterly journal club
CLINICAL ACTIVITIES
• Co-precepting at the bedside and in the ambulatory care/community settings
• Patient care training where students work alongside one another to provide
timely state of the art care in both inpatient and outpatient settings
SERVICE ACTIVITIES
• Community outreach – programs where students address specific needs
within the community:
• MedBank
• St. Mary’s Community Center
• Good Samaritan Clinic
• Brown Bag Clinics
RESEARCH-RELATED ACTIVITIES
• Some students have interest in participating in clinical research
• Significant opportunity with clinical faculty for involvement
• Pharmacy encourages student participation
• Professional meetings with forums for presentation of student research
• Pharmacy/medical student research collaboration is valuable
SOCIAL ACTIVITIES
• Socialization of disciplines through use of shared leisure and classroom
space
• Integration of disciplines to foster a team approach to delivery of healthcare
• Early curricular integration of teaching activities
FOSTERING IPE AMONG ALL
HEALTHCARE DISCIPLINES
• Colleges of Medicine, Pharmacy, Dentistry and Nursing have initiated
development of various IPE programs at the State level.
• Initiatives in SE Georgia can be done with programs at Armstrong State
and Georgia Southern Universities.
• Other regional campuses can follow suit.
SUMMARY
• IPE in Georgia’s state-funded health discipline schools can enhance
the care of its citizens.
• Young practitioners can collaborate and use their professional
expertise and knowledge to the benefit of each other.
• Regional campuses provide a unique environment for this type of
clinical education.