4/25/2020

IPE at EVMS

Jeffrey A. Johnson, DHSc Associate Dean and Associate Professor School of Health Professions Eastern Virginia Medical School

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Background

Eastern Virginia Medical School

    Established 1973 in Norfolk, Virginia.

School of Medicine: 600 students.

School of Health Professions (SHP): 670 students in 12 diverse graduate programs.

500 FT faculty.

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IPE: A Rolling Start

   Planning began in 2012 to launch IPE course.

Direction from Dean of SHP; faculty and student input.

1-credit course launched Sept, 2014 with ~190 students:  Physician Assistant (90), Surgical Assistant (20), Public Health (45), Medical (10), Art Therapy & Counseling (17), Biomedical Sciences (5), Clinical Psychology (3) 4/25/2020 4

IPE Defined

“When students from two or more disciplines learn about, from and with each other to enable effective collaboration and improve health outcomes.”  World Health Organization 4/25/2020 5

Course Competency Domains*

    Values and Ethics Roles and Responsibilities Communication Teams and Teamwork *Adapted from Core Competencies for Interprofessional Collaborative Practice, May 2011.

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Values and Ethics

“Work with individuals of other professions to maintain a climate of mutual respect and shared values.” 7

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Roles and Responsibilities

“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 populations served.” 8

Communication

“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.” 4/25/2020 9

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Teams and Teamwork

“Apply relationship-building values and the 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.” 10

Course Structure

     Students view brief videos about EVMS educational programs; pass short quiz.

Survey about understanding of IPE.

Six 2-hour sessions conducted during academic year; lecture, case studies, small groups of 10.

Evaluations of each session and course.

Pass/Fail.

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Class Formats

   Full cohort lectures plus Q&A.

Case study presentation, small groups of 10, group responses to discussion questions.

Flipped class; small groups followed by full cohort discussion.

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Topics and Cases

      TeamSTEPPS.

Diabetes.

Cancer.

Alzheimer’s Disease.

Sexual Assault and STIs.

Emergency Preparedness.

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Small Groups

  10 students per group, with as much diversity as we could manage.

 Typical group included 5 PA students, 1 ATC student, 1 SA student; some groups also had 1 student each from programs in medicine, clinical psychology student, and biomedical sciences. Prepared faculty facilitator guide.

 Summarize 14

Student Feedback

      Valued content expertise of presenters.

Liked hearing from patient and caregiver in the class about Alzheimer’s Disease.

Thought expert panel allowed greater input for the various disciplines in the class about sexual assault.

Appreciated faculty effort to tweak the course throughout the year based on student feedback.

Thought that 2-hour classes were too long at the end of a day already filled with classes.

Mixed feelings about how well the course helped students understand other disciplines.

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Student Comments

   “I thought the videos were extremely helpful with increasing my understanding of other professions, but I did not find the reading helpful for the information presented in class.” “As one of the mental health professions, I felt very distanced and disregarded and did not feel embraced as a part of a team interested in providing total care of the patient.” All of the examples used by the instructor were clinically based and did not correspond to the MPH tracks as we have studied them.” 4/25/2020 16

Student Comments

   “Make it more interactive.” “I felt that the presenter aimed the information, including the provided case studies, references and examples only at medical students, addressing the class as if we were all going to be doctors.” “You could do this class online using prerecorded lectures.” 4/25/2020 17

Assessment/Evaluation

   Students completed a pre- and post- TEAM STEPPS measure attitudes about IPE.

TM Attitudes Questionnaire adapted from a validated tool* to Identify qualitative themes emerging from student comments.

Focus groups with students and faculty to refine topics and structure of each class, and promote CQI.

4/25/2020 *Baker, DP, Krokos, KJ, & Amodeo, AM (2007). TeamSTEPPS TM Teamwork Attitudes Questionnaire, American Institutes for Research.

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Future Plans

     Expand course to include 150 M2 students.

Discontinue use of small groups because of logistical limitations and lack of group disciplinary diversity (i.e., 70% will be MD or PA students).

Shorter classes (~90 minutes); greater use of Blackboard.

Additional case studies structured around types of health professionals who interact most frequently.

Greater focus on the four competency domains.

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Please Insert Your Insightful Suggestions Here!

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