Interprofessional Healthcare Education, Research & Practice

Community Faculty ConferenceMay 10, 2014

Dixiana Room 10:30-11:20

Objectives• Discuss the unique nature of learners’

transition in interprofessional collaboration skills when moving from classroom to practice.

• Describe blended learning as one way to scaffold learners as they move from classroom to clinical practice.

• Consider two examples of blended learning currently being implemented at the University of Kentucky to enable campus and community faculty to collaborate with learners during experiential learning.

Agenda• Discuss need for translation from classroom to

clinic• Describe blended learning as a potential

mechanism to facilitate translation• Consider and critique (using handout) two

examples• Discuss and compare each others’ perspectives

What do we mean by, ‘Interprofessional Education (IPE)?’

• IPE occurs when students from two or more health professions learn with, from and about each other with the objective of cultivating collaborative practice to provide patient-centered health care.

• The Core Curriculum is designed to start this process for all of our students.

Translation from classroom to clinic• Already established providing students

with opportunities to ‘learn by doing’ helps to ensure that the knowledge, skills and attitudes acquired will have a lasting impact on behavior (Tennant, 1997).

• That’s why we were here before IPE• As in traditional health professions

education, this also is key for IPE

Tennant M. (1997) Psychology and Adult Learning. Routledge, London

Challenges for IPE, especially during clinical years:• Time• Time• Time• TimeTherefore, perhaps blend online and traditional learning

Blended Learning: Potential tool for bridging two worlds

• An option for overcoming barriers - schedule conflicts and geographic dispersion (Solomon, 2010, Luke, 2009)

• Blended learning matched with interactive strategies such as discussion formats and case-based learning, can be more effective than face to face alone. (Campbell, 2008)

Overview

• Eight case-based, blended learning modules• Designed specifically to bridge the gap between

didactic, largely campus-based IPE and clinical integration of the knowledge, skills and attitudes needed for entry level interprofessional collaborative practice in early clinical training

• Generalizable and adaptable across institutions and across professions (SEC-IPE)

• Support achieving and assessing educational outcomes in the IPEC competency domains

Content• Collaborating to Improve Patient Safety and

Quality– Re-Introduction to Principles of Patient Safety– Barriers to Quality – Identifying and Proposing Solutions – Reporting and Responding

• Improving Transitions of Care (TOC)– Understanding the Context: A Team Approach to TOC– Teams, Teamwork and Health Literacy– TOC: Social and Cultural Determinants of Health– Tools and Teamwork to Support Effective TOC

Structure for both PS and TOC

• Individual preparation (e.g., readings)• Application (e.g., analyze case)• Teamwork (e.g., discuss and reach

consensus on case)• Practice-based Learning (self and

team evaluation of collaboration

• Collaborating to Improve Patient Safety and Quality– Module 1: Re-Introduction to Principles of Patient Safety

• Understanding medical error• Understanding unsafe acts• “To Err is Human”• Responding to and reporting errors• Importance of teamwork and communication• Analyze and discus fictitious cases

– Module 2: Barriers to Quality • “To Err is Human”• Understanding safety in Ambulatory Chronic Disease

(Sarker et al., 2009)• Analyze and discus fictitious cases

“Real-world” Application? (Modules 3 - 4)• Scan clinical environment • identify issues or situations and/or

contributing factors that impact the coordinated application of individual safety

• Present to team with justification • Team comes to consensus on a case to

analyze• Team Performs an analysis for final product

(Module 4)

• Improving Transitions of Care (TOC)– Module 1: Understanding the Context: A Team

Approach to TOC• Risks associated with adverse event during TOC• Vulnerable populations associated with increased

risk• Continuum of care in rural environment

– Module 2: Teams, Teamwork and Health Literacy• Implications of health literacy and communication• Identify patient from vulnerable population

and is preparing for TOC– Analyze and discuss and critique each

others’ cases

• “Real-world” Application? (Modules 3 - 4)– Module 3: TOC: Social and Cultural Determinants of Health

• Bias, social and cultural determinants of health• Determine ONE case from Module 2 to use as case

going foreword– Module 4:Tools and Teamwork to Support Effective TOC

• “Elements of Excellence in Transitions of Care: Transition of Care Checklist" by the National Transitions of Care Coalition

• Use knowledge gained thus far to develop TOC plan for the patient identified in Module 3– Describe transition– Identify special circumstances– Determine priorities for TOC– Collaborate to determine plan

Questions/Discussion

292 Biopharm Complex (College of Pharmacy)789 S. Limestone St. Lexington, KY 40536

859 323 2057Andrea Pfeifle, EdD, PT, Director andrea.pfeifle@uky.edu Phone 3.2057

Jim Ballard, MS, Associate Director james.ballard@uky.edu Phone 3.0023Project Coordinator: Madeline Aulisio, MPH

Administrative Assistant: Janet Joneshttp://www.uky.edu/ciherp/

Center for Interprofessional Healthcare Education, Research & Practice

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