Transcript Facilitator Training Session

Peter Colley – School of Pharmacy
Jennifer Cai – School of Dentistry
Asya Ofshteyn – School of Medicine
Maura Purcell – School of Nursing
Jessica Manley – School of Physical Therapy
SESSION OUTLINE
• Session Purpose and Relevance
• Session Agenda and Packets
• Facilitator Role
• Breakdown of Activities
• Group Discussion
• End of Day 2 Evaluations
• Longitudinal Projects
SESSION PURPOSE AND RELEVANCE
Day 3:
Day 2:
Longitudinal
Project
Meetings
Day 1:
and Online
• Gym, large groupCheck-ins
• Patient
Introduction
• Patient
Introduction
• Breakout
rooms, Small
Groups
• Patient Case
• Longitudinal
Project Due
SESSION PURPOSE AND RELEVANCE
• Day 2 Learning Objectives
1.
Listen actively to and elicit opinions from members of the
interprofessional team in a patient-centered fashion.
2.
Work with other health professional students to create a care
plan for a patient.
3.
Communicate information, one’s professional identity, and
opinions in a manner that is patient-centered, not discipline
specific and engages the interprofessional team.
4.
Describe how other health professional school curricula
complement and differ from each other, in relation to how
these professions will work together on an interdisciplinary
team post-graduation.
SESSION AGENDA
1:10 pm
Arrival, Introductions and Attendance
1:15 pm
Roles and Responsibilities Activity
1:25 pm
Discussion Time – School Curricula
1:40 pm
Patient Case: Irene Eagan
2:00 pm
Observer 1 Report (mid-case)
2:05 pm
Continue Case, new observer
2:40 pm
Wrap-up and Discussion, Observer 2 Report
2:50 pm
End of Day 2 Evaluations
3:00 pm
Dismissal, Rooms available until 4pm for
longitudinal Project meetings, if desired.
ROLE OF THE FACILITATOR
• Guide discussion, do not lead
• Pick a student to observe group dynamics
• Shift the frame of the discussion and conversation to keep
students on task
• Bring in expertise and personal experience, when needed
• Prompt the students to brainstorm about their questions,
instead of straight answering them
• Keep the group on topic, table discussions for time at the end
• Keep track of timing for the activities
• Take attendance, collect all evaluations, return both to
coordinators at Medical Sciences Lobby table at the end of the
session
ACTIVITY BREAKDOWN
1. Introductions: 5 minutes
 Have students introduce themselves and school
 Introduce yourself and a brief background
 Description of Session Purpose
o
o
o

Teamwork, discovery of overlap in training
Students will not be “mini” doctors, pharmacists, etc.,
Team of healthcare professional students
Choose or ask for an observer
o
o
Will observe group dynamics, report notes and
suggestions to improve half way through session.
Switch observers for second half
ACTIVITY BREAKDOWN
2. Roles and Responsibilities Activity: 10 minutes
 Students completed individually before arriving
 Allow 2 minutes for students to complete if they
have not done so already
 Students compare answers as a group
 Brief discussion on how these roles may change
based on the setting, training/certification of the
professional, state and federal laws, time
ROLES AND RESPONSIBILITIES SURVEY
x
x
x
x
x
x
x
x
x
x
x
x
x
x
5
3
x
5
2
Discussion Time – School Curricula
3. Discussion Time – School Curricula: 15 minutes
• Use the Roles/Responsibilities activity as a
springboard to discuss what types of subjects they
learn in their programs.
• Discussion can include:
 What courses they have taken, are currently
taking, and are look forward to taking later on
 What happens after graduation?
• Make sure at least 1 member from each school
present has a chance to talk
ACTIVITY BREAKDOWN
4. Patient Case – Irene P. Hendricks-Eagan: 55 minutes
• Same patient as seen on Day 1; 3 months later
• Mrs. Eagan presents to the Dental Clinic for tooth
pain and swelling, referred to primary care after
drainage of an abscess
• Students given PMH, FH, SH, Allergies, Medications,
brief description of Day 1 history
• Several discussion items
ACTIVITY BREAKDOWN
4. Patient Case – Irene P. Hendricks-Eagan: 55 minutes
• Based on the patient record above, please prioritize in
order of importance all of your concerns for Mrs. Eagan.
These can include health and socioeconomic concerns.
• For each of the conditions or health concerns listed
above, do you think that any one profession should be
the main profession to manage treatment and/or
perform counseling? Do you think any health
concerns/conditions should be managed by all of the
health professions? Which ones? Why or why not?
ACTIVITY BREAKDOWN
4. Patient Case – Irene P. Hendricks-Eagan: 55 minutes
• There are some holes in Mrs. Eagan’s patient
profile above. What information would you like to
get from the patient? What lab values will you need
to obtain for her visit with primary care?
• As a group, develop a rough patient care plan
regarding 3 to 4 of the health concerns you listed
above.
ACTIVITY BREAKDOWN
4. Patient Case – Irene P. Hendricks-Eagan: 55 minutes
• Brainstorm how the curriculum at your institution
would need to change in order to prepare students
to work with this patient as a team.
• What are some barriers to interprofessional
collaboration in this patient case? How can you
overcome these barriers? What barriers does
interprofessional education have at your institution?
ACTIVITY BREAKDOWN
4. Patient Case – Irene P. Hendricks-Eagan: 55 minutes
In your teams, take a few minutes to discuss these issues:
• Based on the patient record above, please prioritize in
order of importance all of your concerns for Mrs. Eagan.
These can include health and socioeconomic concerns
• Brainstorm how the curriculum at your institution would
need to change in order to prepare students to work with
this patient as a team.
• What are some barriers to interprofessional
collaboration in this patient case? How can you
overcome these barriers? What barriers does
interprofessional education have at your institution?
ACTIVITY BREAKDOWN
5. Wrap-up, Discussion and Team Debrief
• Have students complete team debrief
• Report from second Observer
• Important elements from the patient care plan
END OF DAY 2 EVALUATIONS
• VERY IMPORTANT!
• Have EACH student complete (anonymously) the End
of Day 2 Evaluation
• Collect the evaluations and attendance
DISMISSAL AND LONGITUDINAL PROJECTS
• Students and Facilitators are dismissed at 3:00pm
• Rooms are reserved until 4:00pm to give students
time to meet with their groups about their Longitudinal
projects
QUESTIONS?