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Facilitator Guide for ICME Face-‐to-‐Face Activities/2hrs 20 min Betty Ballenger
Materials: PowerPoint presentation, 4 discipline specific videos, one team video, handouts of 1)case, 2)discipline specific for breakout, 3)Family meeting checklist 4)IDT form. Notebook for each team facilitator. Table numbers. Sign-‐in sheets with team assignment. Chart paper and markers for each team. Room set up: Table/chairs grouping for teams. Computer with video capabilities/large screen. 3 breakout rooms with video capabilities. Roles: Moderator keeps time and schedule/Administrative Large Group Facilitator leads large group/Faculty member/LG facilitator can play dual roles and also be team facilitator Team Facilitators lead interdisciplinary teams in groups of 6-‐8 students/one per team Discipline Specific Facilitators-‐team facilitators become discipline specific facilitators during the breakout sessions. See notebook for assignment. Intro/Welcome – Large Group—10 minutes Slide 1
Slide 2 Icebreaker-‐in Teams
Slide 3 & 4 Intro information-‐Large Group
• Moderator welcomes everyone and introduces faculty • Team facilitators check attendance to make sure students’
names are listed on evaluation form and students are sitting with assigned team
• Team facilitator leads team members in discussion 5 min
• Moderator reviews slides 3 & 4
PART 1—WHAT IS A TEAM?—15 minutes Slide 5—Large Group
Slide 6
Slide 7
• Large Group facilitator reviews what students learned from iCOPE on-‐line didactic modules about teams
• Large Group facilitator compares/contrasts differences between a Working Group and an Interdisciplinary Team
• Working Group is like pieces of a pie
• Large Group facilitator compares/contrasts differences between a Working Group and an Interdisciplinary Team
• Interdisciplinary Team is like hand that needs each digit to function
Slide 8 Discuss quote-‐Large Group/Teams
Slide 9—Large Group
PART 2—PATIENT CASE—20 minutes Slide 10 Read case-‐Teams
Slide 11 Team Assignment-‐Teams
• Large Group Facilitator reads Slide 9
5 min • Large Group facilitator reads this slide to large group with these instructions:
• Discuss this quote in with your team. After 5 minutes one person from each team should be ready to summarize their team’s discussion for the large group.
• Moderator will keep time and notify the Large Group facilitator • Large Group facilitator will ask for one person from each team
to present their team’s summary
• Moderator reads slide 10 and gives directions ! HANDOUT: Betty Ballenger case • Team facilitators pass out Betty Ballenger case from pocket in
notebook • Students read case
5 min
• Moderator will read slide 11 • Moderator will supply each team with chart paper and markers.
Each team’s chart paper will have a different dimension of care written at the top: physical, spiritual, psychosocial, or ethical/legal.
• Team facilitator will invite team to explore issues in more detail.
5 min
• Large Group Facilitator will call on reporter from each team to post their chart and share
• Large Group Facilitator leads processing using the following questions Questions:
-‐Is there overlap between the dimensions of care? -‐Can two disciplines address the same issue with a patient? -‐If so, how might two disciplines address the same issue with a patient/family? How would disciplines differ in their approaches to the same issue? -‐Do these issues address the total patient?
Summarize: -‐Is there any issue totally overlooked that you think is important to this patient’s care? -‐If so, what and who should address it? -‐Is there any one issue that stands out as the top priority for all disciplines?” -‐How would you approach the patient knowing what you know about the case?
10 min
Part 3—DISCIPLINE SPECIFIC VIDEOS—30 minutes Slide 12 Discipline Specific Video—Breakout rooms
After 30 minutes, students and faculty return to large group room and sit with original teams. BREAK time included. Note time on agenda for session to reconvene.
• Moderator will read Slide 12 for directions • A faculty member will go with each discipline group to their
breakout room to show the discipline specific video—all students will complete Communication Checklist.
• Students and faculty MOVE to assigned rooms • Discipline-‐specific handout and instructions provided in
facilitators’ notebook
30 min
After 30 minutes, students and faculty return to large group room and sit with original teams. BREAK time included. Note time on agenda for session to reconvene. Slide 13 Interdisciplinary Team Sharing-‐Teams
• Moderate reads Slide 13 • Team Facilitators lead team members in sharing the new
knowledge and insights gained from the interactions between their discipline and Ms. Ballenger. Strategize for family meeting if time permits.
• If the team does not have representation from every discipline, progress notes have been provided in the next section if needed.
15 min
Part 4—FAMILY MEETING—35 minutes Slide 14 Betty’s Family Meeting-‐Large group
Slide 15 Goals of Care Follow up—Teams
! HANDOUT: Family Meeting Behavioral Skills Checklist • Team facilitators pass out Family Meeting Checklist from
pocket in notebook and instructs students to review for completion during family meeting video
• Moderator introduces each member of the IDT in a still shot from the video and informs students that we are breaking into a meeting that is already in progress..
• Video shown • Team facilitators lead discussion of Family Meeting Behavioral
Skills Checklist (especially what team did well & what team could do better).
• Moderator directs attention to slide 15 • Team facilitators will lead teams in discussing questions from
slide 15 in preparation for developing plan of care
10 min
Part 5—CREATION OF INTERDISCIPLINARY PLAN OF CARE—20 minutes Slide 16 Teams create plan of care—Teams
• Moderator directs attention to Slide 16 and explains the use of handout
! HANDOUT: Interdisciplinary Plan of Care • Team facilitators pass out IDT form from pocket in notebook
and explain how it is to be used • Students will develop a Plan of Care similar to the one they
saw in the Phil Woods didactic module • Moderator will call time to end the plan of care session
20 min
Slide 17 Evaluate the Process-‐Teams
-‐What did your team do well? Poorly? -‐What discipline(s) took the lead? Was this appropriate? -‐Who wasn’t “at the table” in representing their discipline? -‐Was an effort made to involve all students in the discussion and planning? -‐Was there any disagreement/conflict in the team? How was that handled? -‐Did anyone feel or seem uncomfortable during the process? -‐Did anyone feel left out? -‐How did the process feel? -‐Are you satisfied with your product (the integrated plan of care)? Why or why not? -‐Is your plan truly interdisciplinary? -‐Is your plan patient-‐centered (reflective of the patient’s own goals)? -‐How does your plan “stack up” based on what you learned during your clinical rotation and by completing the modules? -‐Ask each team member to state one thing they learned during the process.
In as much as possible, have them do this self-‐evaluation. At the end of the discussion, you might add your comments if you feel it would be helpful to the team
Hopefully all students will have met the expectations of the ICME experience. If so, let the team know that all did well and have passed this segment. Praise the team if appropriate (or at least praise the effort). If a student did not meet expectations, ask them to stay and speak with you individually.
• Moderator directs attention to Slide 17 • Team facilitators use the questions below to help the team
process their work • Team facilitators share observations about the process and
acknowledges the students’ efforts
10 min
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