Transcript Teleteaching - Armstrong State University
Teleteaching:
A Rehabilitation Medicine Innovation in Inter-professional Education
Elizabeth W. Crampsey MS, OTR/L, BCPR Amy Litterini, PT, DPT
Learning Objectives
• Gain understanding about Teleteaching concept and its application • Discuss application of Teleteaching as an IPE opportunity for PT 501 (Foundations of PT Practice) Adults) and OT 515 (Biopsychosocial Dimensions of • Creatively problem solve concepts related to Teleteaching and how it might apply to attendees setting
MMC & UNE Collaborative Partnership
Collaborative Efforts
PATIENT NEEDS FACULTY NEEDS class sizes •Clinical placement challenges •Acute care exposure •Meaningful simulation •Limited faculty comfort level •Want to train critical thinkers STUDENT NEEDS •Want hands on learning •Want experiential learning opportunities •Want to be critical thinkers STAFF NEEDS •Recruitment •Retention •Engagement •Current •Productivity standards, challenges to be off-site •Want future colleagues to be critical thinkers
Other Benefits for the Partnership
• Guest lectures • Inter-professional patient interviewing for OT/PT students • PT students 4 hour neuro observations, 2 hour cardiopulmonary observations • PT complex case management co faculty
What is Teleteaching?
The
live
video streaming provides a
real time, two-way interaction between
the university
students
,
faculty
on campus; as well as the
patient, family and therapists
at the hospital, over encrypted internet video conferencing technology, allowing for a
simultaneous clinical experience.
Overarching Aims
• Allows for a blend of student learning and clinical teaching opportunities in a virtual context • Allows for insight and exposure into the fast-paced, specialized, highly technical setting that is acute care • Allows the hospital clinician(s), faculty, students and patients to all be stakeholders in the experience • Embed acute inpatient care sessions into the classroom to bolster traditional learning methods with real-life experiences • Provide a shared student learning experience
Other Drivers
• In our geographical area, opportunities in acute care/intensive care are limited • Teleteaching helpful to further class discussion and deepen clinical reasoning • Students see a wide range of realities in their fieldwork and clinical opportunities • Patient safety, infection control, large class sizes
Technology: Campus
Wireless Microphone HD Webcam Projector
Technology: Hospital
2010 cart 2012 cart
The Academic View
UNE students, faculty participating in Teleteaching session. Patient with SCI in ICU
The Hospital View
Stroke patient medical floor TBI patient neuro step down unit
Inter-professional Opportunity
It provides an inter-professional experience among academic students and acute care staff, which is parallel to the “ real-world ” of this setting.
Logistics
• Mixed 50 OT students (2 nd PT students (1 st semester) semester) and 60 • Introductions • Opportunity to discuss pre-conceived plan of care and be on level footing for the case Teleteaching PPT for Sept 12 2014 Therapist Communication Form For UNEMMC Teleteaching Case Worksheet teleteaching • Participate in teleteaching session
Session
• Medical Equipment, lines and tubes • Cognitive screening • Therapeutic exercise • Bed mobility • Standing attempts • Use of mechanical lift to chair • ADL participation, light grooming tasks • Question/answer • Debrief with therapists
Myth Busters
• Opportunity for discipline to correct, or expand • Opportunity to discuss common misconceptions • Opportunity for opposite discipline to explain the other’s role
Occupational Therapists
We help people find jobs.
It’s Black and White
Upper Body is OT Lower Body is PT
Happy to nip this one in the bud!
PT works on muscles and mobility OT works on FUNCTION But Not on FUNCTION
How To Video RE: Teleteaching
University of New England Center for the Enrichment of Teaching and Learning Link to http://www.une.edu/cetl/resources I https://www.youtube.com/watch?v=5mg4yKZ4LR
Discussion
1. Do you think teleteaching might have been a beneficial strategy for you to learn? 2. What mechanisms are in place at your facility to interface with students? Is it too much? Not enough? 3. Do you think that a concept based on teleteaching would have application in your setting? 4. What would be some of the barriers?
5. Who would be most supportive of such an endeavor? 6. What infrastructure is in place to support it?
Core Competencies for Interprofessional Collaborative Practice (http://www.aacn.nche.edu/education-resources/ipecreport.pdf)
Work with individuals of other professions to maintain a climate of mutual respect and shared values.
• VE4. Respect the unique cultures, values, role/responsibilities, and expertise of other professions.
• VE5. Work in cooperation with those who receive care, those who provide care, and others who contribute to or support the delivery of prevention and health services.
Core Competencies for Interprofessional Collaborative Practice (http://www.aacn.nche.edu/education-resources/ipecreport.pdf)
Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patients and the populations served.
• RR1. Communicate one’s roles and responsibilities clearly to patients, families, and other professionals.
• RR4. Explain the roles and responsibilities of other care providers and how the team works together to provide care.
Core Competencies for Interprofessional Collaborative Practice (http://www.aacn.nche.edu/education-resources/ipecreport.pdf)
Communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease.
• CC2. Express one’s knowledge and opinions to team members involved in patient care with confidence, clarity, and respect, working to ensure common understanding of information and treatment and care decisions.
• CC4. Listen actively, and encourage ideas and opinions of other team members.
Core Competencies for Interprofessional Collaborative Practice (http://www.aacn.nche.edu/education-resources/ipecreport.pdf)
Apply relationship-building values and principles of team dynamics to perform effectively in different team roles to plan and deliver patient-/population-centered care that is safe, timely, efficient, effective, and equitable.
• TT3. Engage other health professionals- appropriate to the specific care situation- in shared patient centered problem-solving.
• TT4. Integrate the knowledge and experience of other professions- appropriate to the specific care situation- to inform care decisions, while respecting patient and community values and priorities/preferences for care.