Transcript Draft Job Search Presentation

Problem-Based Learning in
Interprofessional Education
Saint Louis University
Center for Interprofessional Education and Research
Sheila A. Leander, R.N., Ph.D.
Coordinator, Accelerated BSN
Kris L’Ecuyer, R.N., Ph.D., C.N.L.
Coordinator Accelerated MSN
David Pole, M.P.H., Ph.D.(c)
Director, Center for Interprofessional
Education and Research
Learning Together for Tomorrow's Health Care
Session Objectives
At the end of the presentation you will be able
to:
1. Compare essential components of
Interprofessional Team Seminars
(IPTS)with problem based learning
strategies.
2. Describe a study of problem based learning
in IPTS at Saint Louis University.
3. Outline three recommendations from
the research.
Learning Together for Tomorrow's Health Care
Saint Louis University

Private, Catholic, Jesuit
university –
◦ “Men and women for
others” We promote
interdisciplinary work

IPE connects with our
mission of knowledge,
inquiry, communication,
leadership, service,
community building and
social justice
Learning Together for Tomorrow's Health Care
IPE at Saint Louis University
University President’s Challenge in 2005
Work together to
enhance quality of existing programs
provide a unique educational offering
President offered funding if courses
were developed
Faculty were stressed! How to add
to packed curricula?
Learning Together for Tomorrow's Health Care
Faculty and students
7 disciplines
Post baccalaureate,
Pre-licensure
College of Health Sciences School of Nursing
PT, OT, PA
School of Social Work
School of Medicine
College of Pharmacy
Learning Together for Tomorrow's Health Care
Interprofessional Team Seminar
Series (IPTS)
Goal: collaborative practice-ready workforce
through skill development, critical thinking
and problem solving in safe, faculty facilitated
small groups.
Seminars: 6 meetings per academic year
for the past 6 years. Groups of 15
students, mixed disciplines.
Learning Together for Tomorrow's Health Care
3 IPTS Learning Objectives
1. Communicate your professional role and
responsibilities clearly to patients, families and other
care professionals. Explain the roles and
responsibilities of other care providers and how you
will work together as a team to meet patient care
needs.
2. Understand the relationship between effective team
communication and improved patient safety/health
outcomes. Choose effective communication tools and
techniques to facilitate interactions that enhance
team function.
Learning Together for Tomorrow's Health Care
IPTS Learning Objectives (cont).
3. Demonstrate skills at effective interprofessional
team and patient-centered communications that
integrate the knowledge and experience of other
health professionals and patients to provide
appropriate care of the patient.
Learning Together for Tomorrow's Health Care
Problem Based Learning (PBL)
Student-centered teaching/learning method
Uses problems relevant to desired learning
outcomes
Encourages self-directed learning,
critical thinking, lifelong learning and
self-evolution (Rideout & Carpio, 2001; Savery, 2006).
Collaborative nature of PBL closely
correlates with IPTS teaching
methodologies.
Learning Together for Tomorrow's Health Care
Problem-Based Learning (PBL) in
Interprofessional Education
PBL Components
IPTS Components
Present applied problem to small
group of students
Groups of 13-15 students in 5 of the 7
disciplines, patient cases discussed
Facilitator provides supportive
guidance, conveys expectations,
enhances learning
45 faculty members are facilitators,
given a guide for each seminar, have
preparatory discussions
Structured discussion of problems
presented in the case
Case based structured discussions at
each seminar.
Students identify learning issues,
Students lead discussion, identify
questions they need more to be able to knowledge gaps in professions when
answer.
planning comprehensive patient care.
Students research learning issues and
share results
Learning Together for Tomorrow's Health Care
Brief discussion of clinical experiences
included in each seminar.
This study’s aim
Determine effectiveness of PBL methodology at
achieving the IPE seminar objectives for
accelerated nursing students.
Are students learning what we
think we are teaching
when we use PBL?
Learning Together for Tomorrow's Health Care
Methodology
Analysis of written assignments of BSN and
MSN accelerated nursing students
(ABSN and AMSN).
Qualitative content analysis of the required
critical reflection collected after session
five (of six).
Learning Together for Tomorrow's Health Care
Study Sample
Academic Year 2012-2013
88 nursing students
Selection of 20 reflections
from each program using
random fashion to balance
ABSN and AMSN. (N = 40).
Learning Together for Tomorrow's Health Care
Reflection assignment was the data
Students described a clinical situation in which
aspects of teamwork and collaboration related to
the learning objectives in their seminars.
“What, so what, now what” reflection structure
based on Kolb’s experiential learning theory.
(Eyler & Giles, 1999; Kolb, 1984 )
“What” the experience;
“So what” the reflection, conceptualization;
“Now what” the guide for future experiences.
Learning Together for Tomorrow's Health Care
Rigor and Process
IRB exempt
De-identified data
After students finished course
3 Researchers independently and together
analyzed 40 data documents
Deductive analysis produced codes related to
course objectives,
Inductive analysis produced themes about
knowledge, skills, and observations of
teamwork attributes.
Learning Together for Tomorrow's Health Care
Findings
200 coded phrases, 10 themes collapsed into
5 primary themes:
1. Identifying attributes of good or poor
teamwork in practice.
2. Articulating importance of effective
communication when providing health care.
3. Understanding roles and responsibilities or
other professions.
4. Expressing confidence to engage other
professions in practice.
5. Connecting PBL to practice.
Learning Together for Tomorrow's Health Care
Identifying attributes of good
or poor teamwork in practice
“One particular doctor took charge. He consulted
with the nurses and other doctors and gave very
clear instructions. He then discussed with the
pharmacist the dosages of the medications.
He provided clear instructions and then waited
for other members of the health care team to say
it back to ensure that there were no
misunderstandings.
In just a few minutes the patient was
intubated and the crisis was obverted.”
Learning Together for Tomorrow's Health Care
Articulating importance of effective
communication when providing
health care
“I was able to see how each member of the team
is kept up to date on the changes…
This is important
in terms of the care
of the patient
because if one person
of the team is unaware
of the changes made
in the plan of care.”
Learning Together for Tomorrow's Health Care
Understanding roles and
responsibilities of other professions
“IPTS helped me realize that it’s alright
not to have all the answers yourself.
We talked about the various professions and
how crucial it is for everyone to come together
in providing the patient with the best care
possible.”
Learning Together for Tomorrow's Health Care
Expressing confidence to engage
other professions in practice
“I become timid within groups of individuals
and IPTS helped me grow professionally.
I had to become comfortable speaking
out and advocating for my profession”.
Learning Together for Tomorrow's Health Care
Connecting PBL to practice.
“I have been in this situation in
the past during one of my rotations and I was
unsure as to how I should bring it up.
Being involved with IPTS group discussions has
given me a different perspective on how different
occupations handle different situations.”
Learning Together for Tomorrow's Health Care
Conclusions
PBL methodology is effective in preparing
nursing students for collaborative practice.
Primary themes were similar to results from
other studies; improving confidence,
problem-solving, critical thinking, team
work, leadership, communication &
collaboration skills in nursing students
(Ozturk et al., 2008; Vittrup & Davey, 2010; Williams et al., 2012;
Yoo & Park, 2014).
Skills correlate with IPE core competencies
collaborative decision-making, care
planning, and critical analysis (IPEC, 2011)
Learning Together for Tomorrow's Health Care
Discussion
Differ from research in which nursing students
found PBL only moderately effective, time
consuming and stressful (Yuan et al., 2011).
In our seminars, PBL was used to focus on
acquisition of team collaboration skills in
small group sessions.
This may have contributed to very little criticism
of PBL as stressful and time consuming.
Learning Together for Tomorrow's Health Care
Study Limitations
Data from written assignments subject to student
self-report.
Required assignment may have affected quality of
student entries.
Second degree students in accelerated curricula,
different from traditional students.
Data from one academic year, one school.
Learning Together for Tomorrow's Health Care
Recommendations
PBL should continue to be used in IPE with
accelerated second degree nursing students.
Development and validation of a tool to assess
skill acquisition in IPE using the PBL
strategy.
Investigate the role of the faculty facilitator and
their skill in PBL.
Explicit faculty development in PBL with
interprofessional students.
Learning Together for Tomorrow's Health Care
Interdisciplinary Journal of Problem
Based Learning
Volume 9, Issue 1 (2015)

The Use of PBL in an
Interprofessional Education Course
for Health Care Professional Students

http://docs.lib.purdue.edu/ijpbl/
Learning Together for Tomorrow's Health Care
Thanks for your attention!
References
Eyler, J. & Giles, D. (1999). Where’s the learning in service-learning? San
Francisco, CA: Jossey-Bass.
Interprofessional Education Collaborative (IPEC) Expert Panel. (2011). Core
competencies for interprofessional collaborative practice: Report of an expert
panel. Washington, D.C.: Interprofessional Education Collaborative.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and
development. Englewood Cliffs, N.J: Prentice-Hall.
Ozturk, C., Muslu, G. K., & Dicle, A. (2008). A comparison of problem-based and
traditional education on nursing students' critical thinking dispositions. Nurse
Education Today, 28(627-632). doi: 10.1016/j.nedt.2007.10.001
Rideout, L., & Carpio, B. (2001). The problem based learning model of nursing
education Transforming Nursing Education Through Problem Based
Learning. Toronto, Canada: Jones and Bartlett.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and
distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20.
doi: 10.7771/1541-5015.1002
Vittrup, A. -C., & Davey, A. (2010). Problem based learning - 'Bringing everything
together' - A strategy for graduate nurse programs. Nurse Education in
Practice, 10, 88-95. doi: 10.1016/j.nepr.2009.03.019
Williams, B., Spiers, J., Fisk, A., Richards, L., Gibson, B., Kabotoff, W., . . . Sculley,
A. (2012). The influence of an undergraduate problem/context based learning
program on evolving professional practice in nursing graduate practice. Nurse
Education Today, 32, 417-421. doi: 10.1016/j.nedt.2011.03.002
Yoo, M.-S., & Park, J.-H. (2014). Effect of case-based learning on the development
of graduate nurses' problem-solving ability. Nurse Education Today, 34, 47-51.
doi: 10.1016/j.nedt.2013.02.014
Yuan, H. B., Williams, B. A., Yin, L., Liu, M., Fang, J. B., & Pang, D. (2011).
Nursing student's views on the effectiveness of problem-based learning. Nurse
Education Today, 31, 577-581. doi: 10.1016/j.nedt.2010.10.009
Learning Together for Tomorrow's Health Care