Nexus Summit Lightning Talks

View grouped by tracks

 

Lightning Talks at the Summit include two experiences, a recorded presentation available for viewing, and live discussion sessions organized around thematic tracks with 3-5 presentation teams during the live Summit.

How Lightning Talks Are Organized

The Lightning Talks below are grouped according to date, time, and track or sub-track. Please preview the recordings for all of the Lightning Talks scheduled during the live discussion you plan to attend. You can find the recorded presentation on each Lightning Talk page by clicking on the name of the Lightning Talk.

Adding Sessions to My Summit Schedule

To find the Zoom link for the Lightning Talk Live Discussions, click on the name of the Lightning Talk you’d like to attend. From the individual Lightning Talk page, you can add the session to My Summit Schedule. Log into the Zoom session from My Summit Schedule page on August 6, 13, or 20.

Interprofessional Continuing Education Credits

Interprofessional Continuing Education is available for both recorded presentations and live discussions. CE will be awarded for viewing all the Lightning Talk recorded presentations in a track/sub-track grouping - not individually - in order to prepare for the live discussions. You must preview all Lightning Talks within the grouping in order to claim CE credit.

When you have viewed all the recorded presentations in a track/sub-track grouping, click here to fill out a short Evaluation and CE Attendance Form to claim your credit.

Displaying 1 - 110 of 110
Thursday, August 6, 2020, 1:15 pm - 2:15 pm EDT
Online, Virtual and Technology

Adapting Face-to-Face

During this lightning video, the presenters will discuss the development and deployment of an interprofessional transition of care case from the emergency department to an assisted living facility, involving pharmacy, physical therapy and occupational therapy students in an online video 170-minute classroom session. Highlights will encompass the evolution of the case development and educational delivery from face-to-face to an online format. The discussion will also cover a description of the…
Melanie Dodd — Deborah Doerfler — Jessica Salazar
Thursday, August 6, 2020, 1:15 pm - 2:15 pm EDT
In St. Louis University’s (SLU’s) Interprofessional (IP) Community practicum course, teams of six undergraduate students from different health professions (e.g., athletic training, nursing, occupational therapy, physical therapy) collaborate with local non-profit organizations, each of which serves under-resourced communities, over the course of a semester to develop and implement a health or wellness project focused on addressing their community partner’s goals. Class time is divided between…
Jessica Barreca — Rachel Rauvola
Thursday, August 6, 2020, 1:15 pm - 2:15 pm EDT
Background/Aims The Interprofessional Team Training (ITT) Planning Team was challenged with meeting the accreditation requirement for interprofessional education for three health sciences schools. Our task was to train students from the School of Medicine, School of Nursing, and School of Public Health. This included 7 preclinical disciplines from Anesthesiologist Assistant (AA), Bachelor of Science in Nursing (BSN), Doctor of Medicine (MD), Doctor of Physical Therapy (DPT), Genetic Counselor…
Beth Davis — Douglas Ander — Jeannie Weston
Thursday, August 6, 2020, 1:15 pm - 2:15 pm EDT
Interprofessional Learning in Practice

Acute Care - ICU

Introduction: Every year in the United States, more than 5.7 million patients are admitted to the intensive care unit (ICU), of which 25-50% develop ICU-acquired weakness (ICU-AW), defined as new onset weakness that occurs during critical illness. Patients with ICU-AW have worse outcomes including increased mortality, longer hospitalizations, worse quality of life years after they leave the ICU, and greater healthcare costs. Early mobilization is a low-risk strategy associated with improvement…
Danny Harris — Lisa Daniels — Kathy Lee Bishop — Jennifer Sharp — Caroline Coleman — Katherine Nugent — Douglas Ander
Thursday, August 6, 2020, 1:15 pm - 2:15 pm EDT
Integrated collaborations among diverse providers within the intensive care unit can mitigate the challenges and experiences of health disparities among patients, their families and the provider teams that support them under medical duress. A code blue, the hospital emergency code that indicates a medical emergency, can be a profoundly stressful and traumatizing experience for a patient’s family or loved ones. These stressful and anxious experiences can be amplified if they arise from any…
Fernando Ona — Samuel Lowe — Steven Bingaman
Thursday, August 6, 2020, 1:15 pm - 2:15 pm EDT
With pressures to improve hospital efficiency, reduce length of stay and decrease readmissions, effective communication among care teams is more important than ever. Improved physician-nurse communication is associated with improved patient experience, outcomes, and staff engagement. Communication on surgical units poses unique challenges due to early rounding by the resident team and difficulty communicating with them while in the OR.   To combat these challenges, we implemented an “MD/APP-…
Chase Corvin — Anastasia Pozdnyakova — Vanessa Buie — Kelli Yukon — Allison Norenberg — Kimisha Cassidy — Iliana Staneva — Kevin Roggin — Ross Milner — Vineet Arora
Thursday, August 6, 2020, 1:15 pm - 2:15 pm EDT
Improving compliance with venous thromboembolism (VTE) risk stratification processes in perioperative patients requires a team approach and a formidable clinical learning environment (CLE). Using interprofessional (IP) teamwork and quality improvement (QI) training within an inpatient surgical setting, Surgery Residents (SR), and Acute Care Nurse Practitioner (ACNP) students can collaborate and become team leaders in clinical improvements. While participating in an individually-tailored and…
Beth Quatrara — Beth Turrentine
Thursday, August 6, 2020, 1:15 pm - 2:15 pm EDT
The project objective is to develop an inter-professional learning experience within the acute care setting built around IPEC competencies. The project has three aims: 1) develop an inter-professional learning experience around care transitions within the acute care setting, 2) evaluate the impact on perceptions of teamwork and professional role formation among nursing and medical students, and 3) assess facilitators and barriers within the clinical setting to sustained implementation with…
Bethany Robertson — Amisha Metha — Jessica Star — Meredith Lora — Shirly Kooran — Ann Willingham
Thursday, August 6, 2020, 1:15 pm - 2:15 pm EDT
Thursday, August 6, 2020, 2:30 pm - 3:30 pm EDT
Interprofessional Learning in Practice

Taking Care of the Health Professional

Professional Wellness has been a hot topic across professions for a decade, and recent events such as the COVID-19 pandemic and rising racial tensions have made self-care all that much more important. Further, a wholistic approach to patient care that includes a wellness assessment and key strategies to improve wellness can improve patient care quality and experience, prevent illness and injury, and promote wellbeing. As such, there is an opportunity to intermingle a critical professionalism…
Wendy Ward — Kathryn (Kat) Neill
Thursday, August 6, 2020, 2:30 pm - 3:30 pm EDT
Every day, mounting COVID-19 deaths in the U. S. are publicly recorded and privately grieved. However, less visible losses are unaccounted for, including those of frontline workers caring for the sick and dying; the unexpectedly unemployed; people charged with making morally and ethically impossible decisions; and innumerable others vicariously witnessing the “cruel capriciousness” of the pandemic. In myriad ways we are connected to uncertain grief our lives changed forever, not knowing what…
Shelley Cohen Konrad
Thursday, August 6, 2020, 2:30 pm - 3:30 pm EDT
The University of Wisconsin-Madison Interprofessional Continuing Education Partnership (ICEP) conducts annual evaluation survey of participants of educational activities offered through the ICEP program. This survey was established four years ago and we continue to explore how to use the data in most impactful way to inform development of future interprofessional activities.   We analyzed the results of 2019 survey focusing on responses to four questions that addressed composition of…
Barbara Anderson — Marianna Shershneva — James DeMuth
Thursday, August 6, 2020, 2:30 pm - 3:30 pm EDT
To contribute toward the advancement of better care, value and education in practice and community settings, CEPO organizes CE/CME activities that align with our parent organization, DHA. Co-creating and improving optimal outcomes for health, well-being, experience, and readiness are goals of the DHA Strategy Map that CEPO also strives to execute.   Interprofessional education (IPE) collaboration remains a high priority of the 14-person CEPO Interprofessional CE/CME Team. This priority is…
Lolita O'Donnell — LaDonna King
Thursday, August 6, 2020, 2:30 pm - 3:30 pm EDT
The Covid -19 pandemic presents unique challenges in development of programs for interprofessional faculty education that also provide needed support of our health care workers. Two weeks after our community required physical distancing, our interprofessional academy, Duke AHEAD started two programs that ultimately not only offered practical faculty development, but also served the unexpected benefit of supporting our faculty and staff. With over 700 members in Duke AHEAD, the virtual platform…
Diana McNeill
Thursday, August 6, 2020, 2:30 pm - 3:30 pm EDT
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
Interprofessional Oral Health

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The Commission on Dental Accreditation standards require that dental and dental hygiene learners participate in interprofessional education (IPE) during their academic training. IPE is an integral step towards developing practitioners who understand their own roles, the roles of other health professionals, and who can effectively communicate and collaborate with other providers. An initial step in the acquisition and application of IPE is for students to perceive it as relevant. Learners who…
Kelly Lockeman — Tina Gunaldo — Tricia Barker — Sharon Lanning — Michelle McGregor — Jessica Owens
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
The oral health examination is proposed to be essential to medical education and a Healthy People 2020 indicator, though not routinely taught. The schools of medicine and dentistry implemented the Head, Ears, Nose, Oral health, Throat (HENOT) and Cranial Nerve (CN) Interprofessional Education (IPE) Activity with the aim to assess medical and dental student perceptions of the effectiveness of an IPE experience and attitudes toward integrating oral and cranial nerve examinations into the…
Sadie Trammell Velasquez — David Ojeda Diaz — Diane Ferguson — Debbie Chang — Jeff Jackson — Arthur Shaw — Cristina Grijalva
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
The University of Florida Care One clinic provides interprofessionally-coordinated health services for medically complex individuals who are frequent utilizers of the institution’s emergency department. In the Fall of 2019, the clinic added dental screening services to address patients’ oral health needs. With dental faculty supervision, dental students provide a comprehensive oral exam and referral to services as feasible; they work with pharmacy and medical students, nurses and a social…
Jayne-Marie Raponi — Erik Black — Amy Blue — Micaela Gibbs — Kiran Lukose
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
The project involved interprofessional training through use of video learning modules to occupational therapy (OT) students and community health workers (CHW) to support oral health outcomes for young children and their families. The OT students and CHW rated their knowledge of oral health and team member roles and perceptions of the roles of interprofessional team members working with children and families on oral health prevention and management prior to the onset of the project and at…
Stephanie de Sam Lazaro — Adele Della Torre — Brekke Hudelson — Rachel McPherson
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
Social determinants of health (SDOH) impact overall health, well-being, and quality of life. Poverty lowers educational levels and limits access to healthcare which can result in increased health disparities. A systematic review has suggested that a combination of oral health education and promotion programs is more effective than oral health education alone. While most children have access to dental care through SCHIP, many are still experiencing a higher level of dental caries despite sealant…
Adelita Cantu — Rebekah Salt — Georgiana Gross
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
Online, Virtual and Technology

Covid-19: Adapting Experiential Learning

Interprofessional Education (IPE) was integrated into one post graduate transition to practice program, also known as Advanced Practice Provider (APP) Fellowship, for Advanced Practice Registered Nurses (APRNs) and Physician Assistants (PAs) fellows. The program, led by a faculty of APRNs and a physician, was challenged to transition traditional in-seat curriculum to e-learning platforms during the COVID-19 Pandemic. The stay-at-home orders also disrupted local medical school curriculum leaving…
Lisa Pierce — Meghan Weber — Brad Stoecker
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
GROW-Rochester is an interprofessional developmental screening program for children 12 months-5 years of age offered within child care, early education, pediatric and other accessible community-based settings for the purposes of identifying young children’s developmental needs in the areas of: hearing, vision, dental health, speech-language, cognitive, and social-emotional development. Interprofessional collaborative practice and partnership serve as the foundation for this preventive…
Lisa Hiley
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
Some problems that once forced people out of their homes and into assisted living can now be overcome with “smart home” technology that automates tasks, responds to voice commands, controls devices, and more. In this interprofessional simulation, students and elders/disabled investigated what types of technology might best help people live independently. As a result, students were able to: • Gain a greater understanding of the everyday challenges faced by clients who are aging or who live with…
Ruth Metzger — Gabriela Mustata Wilson
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
Interprofessional Leadership and Mentoring

Interprofessional Leadership and Mentoring - Session 1

The purpose of this lightning talk is to discuss the need for statewide interprofessional education to improve team based health care delivery, facilitate partnership across the health professional schools, strengthen the relationship between state health professions educators and the North Carolina (NC) AHEC program; and share best practices and lessons learned from efforts to be inclusive, gain buy-in, develop structure, and preserve momentum for advancing IPE. With approximately 60 health…
Jill Forcina — Meg Zomorodi — Mitch Heflin — Paige Brown — Stephen Charles — Kae Livsey
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
The success of our programming has been tied to the support of our institutional leadership. As a comprehensive academic health center with almost thirty participating programs, reliance on grassroots programming led by IPE champions was not sustainable. It was only with the support of our Chief Academic Officer that our interprofessional programming significantly matured. Improvements seen include establishment of the Office of Interdisciplinary Programs under the Vice Provost, access to…
Valerie Williams — Margaret Robinson — Denise Bender — Melissa Craft — Christi Barbee — Angela Harnden — Ruby Sharif-Sandel — Sarah Cable
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
The complexity and unpredictability of health care today requires that we take a close look at leadership training and ask: How well are we preparing students and current practitioners to lead interprofessional teams and optimize team performance? Leading interprofessional healthcare teams is a unique and challenging undertaking. It requires navigating across diverse cultures and mediating through age-old hierarchies. Keeping team members focused on common goals and working toward high quality…
Gerri Lamb — Nina Karamehmedovic — Yvonne Price — Jody Thompson
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
The Interprofessional Education Exchange (iPEX) project provides training and mentoring in the development of interprofessional palliative education in oncology to select faculty teams from institutions across the nation. Eight teams are selected annually based on a competitive application process. Each team must have representatives from at least three disciplines. Disciplines represented have included chaplaincy, medicine, music therapy, nursing, nutrition, occupational therapy, optometry,…
Barbara Head — Mark Pfeifer — Tara Schapmire
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
This session will provide an overview of the Relational Leadership Institute (RLI), an interprofessional, intergenerational leadership program currently held at Oregon Health & Science University, the University of North Carolina at Chapel Hill, and University of Utah, and developed in partnership with Primary Care Progress. Launched in 2017, RLI engages healthcare professionals and learners at various stages of practice and training in a program combining traditional didactics, small group…
Sarah Smithson
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
Interprofessional Learning in Practice

Learning in Ambulatory Practice Group 1

Collaboration between nursing and business faculty, clinical practice staff, and a graduate business student led to the formation of a business model for primary care (PC). This model demonstrates that optimizing practice in the interprofessional clinical learning environment has a direct positive impact on patient care. Primary care practice challenges include fragmented and duplicated services and insufficient care coordination resulting in increased cost and decreased quality. Registered…
Tracy Kinner — Constance Swenty — Marilyn Ostendorf — Ryan Butler — Sam Coward
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
Effective interprofessional (IP) experiences in the clinical learning environment are needed to enhance student competence in communication and collaboration. This talk will describe a core set of activities and assessment developed to optimize the learning and application of team-based skills in the clinical environment. A team of IP faculty developed a comprehensive model for IP teams in the clinical learning environment called ILEAP (Interprofessional Learning Experiences and Practice).…
Catherine Demko — Ellen Luebbers
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
The Centre for interprofessional work-place learning (TVEPS) in Bergen, Norway, offers interprofessional workplace learning for students from health and social welfare professions from the University of Bergen and Western Norway University of Applied Sciences. TVEPS practice will now be compulsory for all health and social welfare professions students in Bergen �" expanding from 200 to 1000 students pr year.   In TVEPS we send interprofessional student groups with 4-5 students, one from each…
Ane Johannessen — Sissel J Brenna — Gunhild Agdesteen — Elin Christine Gundersen — Reidun Lisbet Skeide Kjome — Anders Bærheim
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
In line with the Quadruple Aim, optimal health care should utilize an integrated approach addressing both physical and behavioral health. Integrated care is best provided interprofessionally where a team of clinicians work together to provide patient centered care. This presentation will report on the development and refinement of a graduate training model to enable healthcare professionals to deliver effective integrated care interprofessionally. This model was developed through a four year…
Elizabeth Kalb — Kathy Riedford
Thursday, August 13, 2020, 1:15 pm - 2:15 pm EDT
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
Patients, Clients, People

Patients, Clients, People - Session 1

Camp Maverick: Rec N’ Read is a collaborative, interprofessional practice in which multiple health and educational disciplines work together to provide recreation and literacy support to youth regardless of socioeconomic status or disability across a variety of clinical service models. This is a full day, summer camp designed to increase literacy skills in elementary-aged youth through literacy and recreation activities. We also use Camp as training for interprofessional practice and education…
Brooke Burk — Megan Mahowald
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
Complexity of the healthcare system continues to grow, in part due to the multifaceted approaches among various health professionals, the need for preventative and health management efforts, and an increased emphasis on clinical and community-based services. Breakdown in communication can have negative implications on health outcomes. The public seeks highly coordinated and effective healthcare teams who communicate to provide the best possible outcomes responsive to critical health issues.…
Whitney Lucas Molitor — Allison Naber — Tracy Cleveland — Carissa Regnerus — Sabina Kupershmidt — Kory Zimney — Chelsea Wesner
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
Through a collaboration with our community's Early Intervention (EI) Program, the MGH Institute of Health Professions (IHP) created a new weekly parent-toddler group which incorporated the disciplines of physical therapy (PT), occupational therapy (OT), and speech-language pathology (SLP). Graduate students collaborated with EI teachers in planning and implementing group and caregiver activities, including sharing developmental information with caregivers. Students had the opportunity to…
Jennifer Mackey — Cathy Leslie — Elise Townsend
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
The University of Oklahoma Mothers’ Health Initiative (OUMI) was established in 2019 as an opportunity to better serve pregnant and nursing mothers in the community using an interprofessional approach. A secondary aim of this project was to provide real-time learning for interprofessional student teams of one student each from nursing, dental hygiene and nutritional sciences. Each week, the teams provided patient education for pregnant women and/or women with small children during their women’s…
Kathrin Eliot — Karen Luce — Donna Wood — Kathryn Konrad
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
The Farm Show, an event that highlights agricultural equipment and products, provided an opportunity for interprofessional education and collaboration with a rural healthcare focus on serving the farming community. The Farm Show experience was comprised of three learning opportunities. A pre-event meeting allowed students and faculty from medicine, nursing, occupational therapy, physical therapy, and communication disorders to learn with, from, and about one another through exploration of their…
Allison Naber — Susan Anderson
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
Student-Led and Engaged Interprofessional Collaboration

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The Center for Interprofessional Health Education (CIHE) was created in 2010 with student groups emerging as part of the co-curricular offerings early on. CIHE student groups offer a place where the passions and interests of the students are put in the spot light. Extracurricular organizations are often a place for students to learn and experience things that may not be included in their professional curriculum. In this way, student groups are a vital supplement to professional programs. In…
Shelley Ferrin — Neil Horsley — Rachael Stone
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
The University of Texas Health Science Center at San Antonio is committed to advancing interprofessional education (IPE). This effort is best demonstrated through our Quality Enhancement Plan (QEP), Linking Interprofessional Networks for Collaboration (LINC). The QEP involves all schools (dentistry, graduate biomedical sciences, health professions, medicine, and nursing) and is required for institutional accreditation. The primary goals of the QEP include increasing campus-wide IPE knowledge…
Moshtagh Farokhi — Jeff Lacy — Irene Chapa — Sean Garcia — Michael Geelhoed — Le'Keisha Johnson — Janna Lesser — Melanie Stone — Heidi Worabo — Joseph Zorek
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
Small groups of IP learners (completing clerkship/clinical/field experiences) participate in monthly student-run care conferences discussing Neurology Intensive Care Unit patients. Learners formulate priority lists, ask clarifying questions, and discuss profession-specific perspectives to determine additional information and interventions necessary for successful discharge. Immediately following the care conference, students provide feedback regarding what was learned and indicate one…
Sol De Jesus — Kelly Karpa — Indira Purushothaman — Tanya Shaw
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
The New Orleans Adolescent Reproductive Health Project is a community service project that provides free comprehensive reproductive health education to adolescents in the local New Orleans community. The organization operates as an interprofessional student-run entity, where different professions such as nursing, medicine, PhD, and public health collaborate to achieve a common goal. The academic programs are brought together through the assistance of the Interprofessional Student Alliance (IPSA…
Judston Robinson — Elizabeth Brew — Ryan Pasternak
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
Interprofessional Learning in Practice

Team Response to COVID-19

In response to experiential rotation disruptions caused by "stay at home" orders related to COVID 19, an interprofessional team of faculty representing medicine, pharmacy, public health and clinical administration came together and quickly designed and launched an interprofessional rotation. This interprofessional rotation offered participants the opportunity to engage in local and regional preparedness and healthcare delivery elements for COVID-19. An interprofessional co-hort of 19 learners…
Stephanie Kiser — Benjamin Gilmer — Tamarie Macon — Bryan Hodge — Rachel Bemis
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
Introduction: Early in the COVID-19 pandemic, one of the largest employers in the state requested support from a University in the Southwest United States to create a drive-through COVID-19 testing process for their essential employees, A novel interprofessional team emerged within 24 hours. Members included nursing, laboratory scientists, supply logistics, security, traffic control, information technology, and occupational and environmental health.   Methods: Four inaugural team members…
Katherine Kenny
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
In response to the COVID-19 pandemic, USF Health’s Center for Advanced Medical Learning & Simulation (CAMLS) partnered with a local hospital (Level 1 Trauma Center) to provide urgent trainings and critical support to interprofessional healthcare teams in the Tampa Bay community. As a Level 1 Trauma Center, the hospital’s multidisciplinary team of physicians, specialty surgeons, nurses and other healthcare specialists are onsite 24/7, and had to be prepared to not only treat patients with…
Colleen Reiner — Haru Okuda — Phillip Wortham
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
In response to the first positive case of COVID-19 in the state, an academic health center, instituted a 1-800 COVID-19 Hotline. The hotline provided rapid access to a health screening algorithm via a telehealth platform to assist the statewide community in understanding when they should access the health care system to seek testing or care for COVID-19 symptoms and where they could access these resources. Faculty and staff from the Office of Clinical Informatics and Internal Medicine (Division…
Kathryn (Kat) Neill — Kristen Sterba — Joseph Sanford — Kevin Sexton
Thursday, August 13, 2020, 2:30 pm - 3:30 pm EDT
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
Patients, Clients, People

Patients, Clients, People - Session 2

Since the 1989 publication of ‘A Strengths Perspective for Social Work Practice,’ the strengths perspective has supported the intrinsic strengths of people and society, while challenging the problem-focused approach to human behavior and influence of the medical model upon the development of professions. This presentation reviews the evolution of interprofessional practice and education and role of the patient voice through a strengths perspective lens. It proposes a new model of Strengths-…
Teri Kennedy
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
Discuss selected theme(s): It is vitally important for patients to have a voice in their care and share their opinions. We sought to understand the patient experience of watching and directly participating in prelicensure interprofessional medical training and if they viewed this participation as beneficial in their care or conversely, as discomfiting.   Detail how the Lightning Talk represents an interprofessional initiative: The Duke Interprofessional Education (IPE) Experience allows…
Kathleen Waite — Erin Leiman
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
Purpose: The purpose of this study was to explore the relationship between self-management (SM) behaviors, family support (FS) , patient perceptions of interprofessional collaborative (IPC) teamwork, health-related quality of life (HRQoL), glycemic stability (SRBG), and patients with diabetic foot ulceration (DFU). Significance: With over 30 million Americans living with diabetes and half of those not participating in education related to their condition, there is a need to improve…
Lorie Sigmon
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
Substance Abuse Prevention

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This presentation aligns with the theme of Centering IPE around people/patient, families, caregivers and communities because it addresses a global health problem that affects people in all walks of life - the opioid epidemic - and seeks to prepare health professions students with an understanding of the complex nature of the opioid use disorder, its impact on individuals, patients, families and the community, and solutions to this crisis in order to improve outcomes. This IPE activity was…
Cindy Hadenfeldt — Jenny Jessen — Heather Naylor — Sara Banzhaf — Kate Martens-Stricklett
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
This Lightning Talk session will focus on the process and benefits of establishing a university-community partnership to address the opioid epidemic. The Indiana University Interprofessional Practice and Education Center and the Ball State University College of Health, in collaboration, hosted the Delaware County Substance Use Disorder Symposium. The symposium focused on an interdisciplinary, interprofessional and collaborative approach to the prevention of substance use disorder, detection,…
Lori Porter — Jean Marie Place — Jonel Thaller — Dane Minnick — Alex Buchanan — Jodi Miller
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
Due to the COVID-19 pandemic Lincoln Memorial University DeBusk College of Osteopathic Medicine’s 3rd Opioid Education Symposium, focusing on Adverse Childhood Experiences (ACEs), was converted to an online format including a pre-event interprofessional networking activity for students. The ultimate goal of the symposium was to provide a vehicle for students and community members to explore multiple perspectives on the impact of ACEs on the opioid crisis. This was accomplished by connecting…
Sherry Jimenez — Jeremy Buchanan
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
Interprofessional Leadership and Mentoring

Interprofessional Leadership and Mentoring - Session 2

A standard model of leadership for interprofessional engagement, whether educational or practice based, has not been well defined. Various models of leadership have been suggested as the prototype for interprofessional engagement including transformational, collaborative, shared, collective, and team-based leadership. Servant leadership has been suggested as an appropriate model for interprofessional engagement by some; however, this model has been less widely explored as a viable model. This…
Alicia Williams — Amy Johnson — Brian Cross
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
This Lightning Talk will highlight several projects related to improving patient care and providing better education to students through interprofessional practice. These projects were recognized through either interprofessional practice or interprofessional research grant awards.   Faculty and clinicians at health sciences center campuses often engage in interprofessional practice daily as part of their practices. However, they often do not recognize these practices as interprofessional. In…
Sheryl Buckner
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
In 2009, The University of North Texas Health Science Center (UNTHSC) at Fort Worth, Texas, created the Seniors Assisting in Geriatric Education (SAGE) program. The goals of the program were to strengthen healthcare students’ skill in the care of older adults through experiential education, to increase interprofessional collaboration, and to engage with older adults in the community. Program outcomes have included expansion to a partnering institution, Texas Christian University (TCU), with…
Traci Butler Carroll — D. Lynn Jackson — Janet Lieto — Brandy Schwarz — Jennifer Watson
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
Interprofessional Learning in Practice

Learning in Ambulatory Practice Group 1

Although different models may exist, successful models of primary care share basic core principles and values including: person and family-centered, continuous, comprehensive and equitable, team-based and collaborative, coordinated and integrated, accessible and high value. Occupational therapists (OT) have a unique understanding of the impact of roles, habits, and routines on health and wellness and are well prepared to contribute added-value to interprofessional collaborative teams in primary…
Brooke Salzman — Tracey Earland — Amy Cunningham
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
INTRODUCTION: COVID 19 affects vulnerable populations in residential care facilities disproportionately than the general public. Crossroads Inc., a residential substance use treatment center serving the Medicaid population needed to take quick, decisive action to keep staff, residents and the academic and recovery community safe. This behavioral health Accelerating Interprofessional Practice into Community Settings grant recipient successfully mitigated sequelae of the virus, meeting the…
Liz Harrell — Chris Riley — Lee Pioske — Tammy Wilson — Joe Peterson — Jorge Lomas — Dan Williams — Candace Stillman
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
Introduction: Early in the COVID-19 crisis, a large Southwestern utility company reached out to surrounding education and research partners for help. Their community of employees are essential to the power supply for a significant portion of the southwestern US, positioning them at the center of this newly formed community of care. An interprofessional team from nursing, laboratory science, environmental health and safety, IT support, security, and site operations quickly mobilized to design…
Heidi Sanborn — Natalie Heywood
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
As per accreditation mandates for many professions, interprofessional education (IPE) has become an important effort for many institutions. Over the past few years, greater attention has been placed on interprofessional learning in practice (LIP) to effectively equip health profession students with the collaborative skills needed to achieve the Quadruple Aim. The Interprofessional Teaching Clinic (IPTC) is one such long-standing LIP opportunity that has afforded students from seven different…
Ashley Crowl — Stephen Jernigan — Hannah Maxfield — Laurel Witt
Thursday, August 20, 2020, 1:15 pm - 2:15 pm EDT
Thursday, August 20, 2020, 2:30 pm - 3:30 pm EDT
Patients, Clients, People

Patients, Clients, People - Session 3

This project deepened learning opportunities for preceptors and students in nontraditional IPE community-based settings by focusing on IPE and how it can promote better outcomes for population health and social determinants of health affecting clients/ patients and families of their organizations. The institute sought to combine classroom instruction, networking, information sharing, community-based project assignments, and supportive mentorship with the aim of developing community-based IPE…
Sheila Cardente-Capece — Jim Ryczek
Thursday, August 20, 2020, 2:30 pm - 3:30 pm EDT
Despite national efforts to establish patient-centered medical homes (PCMH), 57.3% of children with special health care needs are receiving care that does not meet medical home criteria. Project DOCC, a national curriculum designed by parents of children with disability or chronic disease, has shown documented strengths in medical resident learner education of children with special health care needs from the parent perspectives for over a decade. Because of the importance of PCMH and the need…
Gina Baugh
Thursday, August 20, 2020, 2:30 pm - 3:30 pm EDT
During a four year period, ECU Physicians created a framework for improving communication skills between all clinical team members and with the patients and family members that they serve .In collaboration with the Department of Quality and Analytics, we found ways to improve the patient satisfaction scores from surveys completed by clinic patients. We divided our study into three phases: Phase one focused on provider-patient communication. Phase two focused on the Patient Access Service Staff…
Pamela Hopkins — Jennifer Thompson
Thursday, August 20, 2020, 2:30 pm - 3:30 pm EDT
Online, Virtual and Technology

Pre-COVID-19 Online, Virtual and Technology-facilitated Learning

Research and practice wisdom demonstrate that health outcomes require more than simply prescribing the right medication for a disease. A wide variety of patient, family, caregiver, and community factors ranging from medication costs to high risk home situations may hinder desired outcomes and even lead to premature death. A pilot project was developed by health professions faculty from two schools to teach social determinants of health outcomes. Programs involved included pharmacy (PharmD),…
Anita Airee — Paula Miksa — Kay Paris — Katie Kiser — Jennifer Savage — Kellee Harper-Hanigan — Jeremy Buchanan — Sherry Jimenez — Gina DeFranco — Stephen Noe
Thursday, August 20, 2020, 2:30 pm - 3:30 pm EDT
Telehealth increases health care value and access to care. Its adoption has been accelerated due to COVID-19, impacting practicing clinicians and health professions learners. The abrupt transition to online learning spurred the rapid development of a telehealth simulation with standardized patients for 273 student learners from medicine, nursing, pharmacy and social work enrolled in a longitudinal, 2-semester interprofessional education (IPE) foundations curriculum. The telehealth simulation…
Veronica Young — John Luk — Barbara Jones — Kenny Nguyen — Michael Akwari
Thursday, August 20, 2020, 2:30 pm - 3:30 pm EDT
Health care professionals’ education is available using technology that allows learning to occur virtually. In the online environment, learners may not live in the same location, which is challenging for interprofessional education. As an academic health science center that includes five colleges, three of our colleges offer graduate and undergraduate programs 100% online. To meet accreditation standards with online education, innovation is key. In order to meet the needs of online programs, an…
Alicia Williams — Florence Weierbach — Kate Beatty — Kristen McHenry — Brian Cross
Thursday, August 20, 2020, 2:30 pm - 3:30 pm EDT
Interprofessional Leadership and Mentoring

Interprofessional Leadership and Mentoring - Session 2

The COVID-19 pandemic brought impromptu consequences for all aspects of academic healthcare, including interprofessional (IP) collaborative practice. At Duke Health, leadership across the campus provided support to establish a Center for Interprofessional Education and Care (IPEC). A leadership team composed of representatives from medicine, nursing, PA, and PT programs, was hired in January 2020 to launch the Center and conduct a strategic planning process. This planned inaugural process…
Amy Pastva — Erin Leiman — Nicholas Hudak — Margory Molloy — Mitch Heflin
Thursday, August 20, 2020, 2:30 pm - 3:30 pm EDT
As a newly appointed IPE Coordinator within my college I had two primary goals: first, expand the integration of IPE themes and competencies within courses that I am teaching, and second, develop an actionable plan to expand the IPE program within the College of Optometry in collaboration with other health professions programs at UMSL and within the St. Louis region. The AIHC Mentoring Program enabled me to step back and engage in ongoing discussions of what I wanted to create. It allowed me…
Casey Hamm — David Pole
Thursday, August 20, 2020, 2:30 pm - 3:30 pm EDT
The IMPACT Practice Center (IPC), a pro bono clinic with five uniprofessional centers providing student clinical experiences, operates with a collaborative goal of integrating interprofessional education in an evolving collaborative practice environment. The IPC opened in the Fall of 2017 with each center moving its clinical activities to a new shared space and modified its organizational structure in 2019 adding a part-time IPC Director to the existing Directors of the five uniprofessional…
Laura Plummer — Mary Knab — Mary Riotte — Jane Baldwin — Amanda Worek — Rachel Pittmann — Kathryn Sabo — Mary Hildebrand — Amanda Mack — Angela Cruz
Thursday, August 20, 2020, 2:30 pm - 3:30 pm EDT
Thursday, October 1, 2020, 12:00 pm - 1:00 pm EDT
The Longitudinal IPE Curriculum

Early Curriculum/Preparing for Longitudinal Program

In order to address the social, biological and psychological risks to older adults aging in place, a multidisciplinary approach to support successful aging is needed. Furthermore, students in various disciplinary programs can develop knowledge and skills to address the needs of older adults that cross professional silos. This presentation will describe an interprofessional initiative that aimed to: (1) support older adults and caregivers to access resources to enhance health and well-being and…
Andrea Zakrajsek — Sandy Pernecky — Darlene Bellers — Cassandra Barragan
Thursday, October 1, 2020, 12:00 pm - 1:00 pm EDT
Students matriculate into Physician Assistant (PA) and Doctor of Physical Therapy (DPT) programs with varied healthcare experience, resulting in the differing levels of confidence during didactic and clinical year phases. A tiered didactic and simulation-based learning opportunity for PA and DPT students was developed with the aim of increasing student confidence around inpatient lines, tubes, and drains and collaboration among disciplines. In turn, the increase in confidence may imply benefits…
Meredith Baker-Rush — Ziemowit Mazur — Laura Friedman
Thursday, October 1, 2020, 12:00 pm - 1:00 pm EDT
The purpose of this presentation is to describe a pilot project designed to improve student preparation for working together in the interprofessional clinical environment. When patients and families report that their care seems disorganized, it is often due to inefficiency resulting from an unfamiliarity with what each member can contribute. Often, this apparent inefficiency is really a reflection of the team's lack of familiarity with the scope and depth of each other's professional practice.…
Denise Bender — Jessica Tsotsoros — Loren Stein — Sheri Wainscott
Thursday, October 1, 2020, 12:00 pm - 1:00 pm EDT
When interprofessional education became an accreditation standard for medical schools, our medical school’s initial response was to find areas and topics in the medical student curriculum where students from other professions could join in. As a result, our IPE curriculum became a hodgepodge of one-off sessions that were focused on medical content rather than IPE competencies. Furthermore, different interprofessional students from various programs would meet for each session and then part ways…
Erica Chou
Thursday, October 1, 2020, 12:00 pm - 1:00 pm EDT
Thursday, October 1, 2020, 1:05 pm - 2:05 pm EDT
The Longitudinal IPE Curriculum

Early Curriculum/Preparing for Longitudinal Program

Purpose: The purpose of the session is to optimize course development through a multifaceted interprofessional approach. Authors responded to a call for proposals related to global curricular engagement in higher education, receiving a grant for course development and delivery. The authors designed a course addressing interprofessional global health competencies. Authors defined the term interprofessional broadly, proposing a big tent encompassing many professions that are internal and external…
Nancy Krusen — Shaun Horak
Thursday, October 1, 2020, 1:05 pm - 2:05 pm EDT
The Campbell University Office of IPE (CUIPE) hosts four major IPE events each academic year, for which space is reserved on the academic calendar of the Campbell University College of Pharmacy & Health Sciences. Each event is attended by all CPHS students along with different classes within CUSOM, the Campbell University School of Osteopathic Medicine. The IPE Office’s mission states that they seek to “ultimately create an integrated continuum balancing curriculum and team-based care,” and…
Paige Brown — Marisa Vaskalis
Thursday, October 1, 2020, 1:05 pm - 2:05 pm EDT
The Creighton University IPE curriculum is a distributed model in which each health science students must complete 3 IPE Passport activities before graduation. Some activities are embedded in the curriculum while others are menu-based. One challenge of this distributed model is that there are variables that cannot be controlled by the IPE Center. Examples include student illness on the day an IPE activity or a student failing to complete a mandatory portion of the activity. Because these…
Kimberly Beran-Shepler — Kathleen Packard
Thursday, October 1, 2020, 1:05 pm - 2:05 pm EDT
Tuesday, October 6, 2020, 12:00 pm - 1:00 pm EDT
Faculty/Preceptor Development

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Interprofessional education within large health science centers involves teams of interprofessional facilitators co-facilitating events where two or more learners from different professions learn about, from and with each other. To accomplish this, a bank of engaged faculty trained to co-facilitate these IPE learning events is needed. A training and certification process for faculty to build their facilitation skills for IPE events was created. This process included interprofessional team-based…
Wendy Ward — Kathryn (Kat) Neill
Tuesday, October 6, 2020, 12:00 pm - 1:00 pm EDT
The Quality Enhancement Plan (QEP), Linking Interprofessional Networks for Collaboration (LINC), is a requirement for institutional accreditation designed to advance interprofessional education (IPE) at the University of Texas Health Science Center at San Antonio (UT Health San Antonio). All five schools (dentistry, graduate biomedical sciences, health professions, medicine, and nursing) are actively engaged in achieving QEP goals: to integrate IPE activities into programs’ curricula and to…
Lark Ford — Rebecca Ajtai — Emme Lopez — Braulio Amezaga — Leticia Bland — James Cleveland — Diane Ferguson — Kelly Lemke — Wesley Richardson — Daniel Saenz — Sadie Trammell Velasquez — Joseph Zorek
Tuesday, October 6, 2020, 12:00 pm - 1:00 pm EDT
Although interprofessional education (IPE) is an essential component to building effective interprofessional practices, gaps remain in identifying effective measures to assess student learning and skill development in classroom-based IPE activities. Further, a literature gap exists regarding best practices on assessing student achievement of the Interprofessional Education Collaborative (IPEC) Core Competencies. As programs implement didactic IPE activities, more information is needed on…
Jackie Zeeman — Philip Rodgers
Tuesday, October 6, 2020, 12:00 pm - 1:00 pm EDT
Tuesday, October 6, 2020, 1:05 pm - 2:05 pm EDT
Faculty/Preceptor Development

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Background: Faculty face time constraints and, in some cases, limited training and experience that can hinder their efforts to publish scholarly research. Nevertheless, the 2015 IOM report was a “call to action” for more robust research and scholarship to advance the interprofessional education (IPE) field. In response, an IPE center at a health sciences university collaborated with two writing professionals to pilot a yearlong manuscript-writing program to increase publishing productivity and…
Pamela Walter — Jennifer Wilson — Shoshana Sicks — Elena Umland
Tuesday, October 6, 2020, 1:05 pm - 2:05 pm EDT
There is national concern that Interprofessional collaborative care team models are hard to find. Health professions students moving into the clinical environment may not experience the interprofessional collaboration they had been preparing for through Interprofessional education. A national emphasis is placed on the development of the clinical learning environments to include overt examples of highly collaborative interprofessional teamwork. Many preceptors have not have trained in the…
Cynthia Carroll — David Farmer — Brandy Schwarz
Tuesday, October 6, 2020, 1:05 pm - 2:05 pm EDT
Faculty development programs improve teaching skills and the learning environment. Likewise, interprofessional faculty development programs have been implemented to improve interprofessional education and collaboration. This presentation will outline interprofessional faculty development programs identified through a literature search that result in scholarly activity (discovery, integration, application, teaching) thus aligning with tenure and promotion criteria at most US institutions.…
C. Kim Stokes
Tuesday, October 6, 2020, 1:05 pm - 2:05 pm EDT
Thursday, October 8, 2020, 1:05 pm - 2:05 pm EDT
Simulations

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Simulation-based education (SBE) has been used to augment and/or partially substitute clinical learning as it provides a controlled setting with natural, realistic, and relevant practice experiences, without risk of injurious patient consequences. Interprofessional SBE (IP-SBE) provides a platform for students to learn about, from, and with one another to develop and practice interprofessional collaborative (IPC) competencies. However, socio-historical hierarchies that are predominant in…
Kelly Lackie — Kathryn Hayward — Shannan Grant — Caitlyn Ayn — Peter Stilwell — Cynthia Andrews — Noel Pendergast — David Persaud — Shauna Houk — Marion Brown
Thursday, October 8, 2020, 1:05 pm - 2:05 pm EDT
The COVID 19 pandemic has presented many challenges to delivery of educational content but has also presented a unique opportunity to grow education in the virtual environment. This presentation will discuss the growth of virtual interprofessional simulation and will focus on debriefing techniques to aid faculty in getting the most “bang for their buck” out of their events. Discussion will include debriefing techniques particularly suited for the virtual environment, learner engagement,…
Adam Hoffman — Gina Baugh
Thursday, October 8, 2020, 1:05 pm - 2:05 pm EDT
On March 13th, 2020 an academic health center suspended onsite classes due to the first confirmed case of COVID-19 in the state. Faculty across 5 colleges (Nursing, Medicine, Public Health, Pharmacy, Health Professions) and the graduate school rapidly implemented alternative methods of instruction to complete coursework for the spring semester. The campus also delivers a 3-phase (exposure, immersion, competence) interprofessional education (IPE) curriculum that is a graduation requirement.…
Kathryn (Kat) Neill — Jared Gowen — Kristen Sterba — Layla Simmons — Megan Lane
Thursday, October 8, 2020, 1:05 pm - 2:05 pm EDT
Medical providers demonstrate weight bias (WB) to varying degrees, which negatively impacts quality of care and patient outcomes. WB is defined as the “negative weight-related attitudes, beliefs, assumptions and judgments toward individuals who are overweight and obese.” There are few established WB healthcare training programs. The objective of this study was to provide an interprofessional education (IPE) simulation activity, comparing its impact to a traditional style lecture on students’…
Kathryn (Kat) Neill — Natalie Cannon — Kate Ross — Heather Trudeau — Jing Jin — Tiffany Huitt
Thursday, October 8, 2020, 1:05 pm - 2:05 pm EDT
Tuesday, October 13, 2020, 12:00 pm - 1:00 pm EDT
Social Science of IPE

Social Science of IPE - Session 1

An important component in developing collaborative practice skills is the evolution of an interprofessional identity.1 Breaking down barriers where students are asked to reflect and dialogue on their stereotypes is fundamental in developing an interprofessional identity. The challenge for educators is to understand what perceptions exist, so that appropriate and meaningful IPE experiences can be developed. There are three quantitative instruments commonly used in interprofessional research to…
Tina Gunaldo — Jessica Patrick-Esteve
Tuesday, October 13, 2020, 12:00 pm - 1:00 pm EDT
Effective interprofessional teamwork and collaboration are essential to optimize quality and safety of care provision and health outcomes. Evidence suggests even before entering professional programs, students form stereotypical impressions of professional groups, which can set them in opposition to one another. An educational escape room experience was created based on the authors’ research which showed students interested in health professional careers are often socialized to consider the…
Sheri Price — Kelly Lackie — Noel Pendergast — Jeff LeBrun
Tuesday, October 13, 2020, 12:00 pm - 1:00 pm EDT
Interprofessional education (IPE) is a key component in health professions education to prepare students for practice. Breaking down barriers and stereotypes about other professions early in a student’s education is important to future team-readiness. While we know that it is important to expose students to IPE early in their curriculum, it can be challenging to identify activities for early program students who have a variety of clinical experiences and expectations. In this “Meet Your…
Philip Rodgers — Meg Zomorodi — Sarah Smithson — Madeline Neal
Tuesday, October 13, 2020, 12:00 pm - 1:00 pm EDT
Student peer facilitation is an invaluable active learning approach in interprofessional education that positively influences student engagement and learning, as well as enhances communication and teamwork skills among future health care providers. Evidence shows that student facilitators are more attuned to the needs and experiences of their peers and that when students make personal connections to support each other they are more receptive to learning. Exposing students to peer facilitators…
Midge Hobbs — Mary Knab — Alisa Bjorkman — Regina Doherty
Tuesday, October 13, 2020, 12:00 pm - 1:00 pm EDT
Tuesday, October 13, 2020, 1:05 pm - 2:05 pm EDT
Social Science of IPE

Social Science of IPE - Session 2

PURPOSE The Interprofessional Training in Empathy, Affect, & Mindfulness (I-TEAM™) is a semester-long interprofessional program that engages health profession students in various “workouts” to cultivate and enhance the attributes and practices associated with the empathic experience, patient-and colleague-centeredness, team-based skills, overall well-being and presence, and fundamental communication skills. I-TEAM™ represents an innovative and engaging method of cultivating (inter)…
Barret Michalec
Tuesday, October 13, 2020, 1:05 pm - 2:05 pm EDT
Strong interprofessional relations have been espoused as a keystone for effective care and healthy workplaces. However, emerging evidence suggests that the cultural and historical manner in which health professional students have been socialized may impact future collaboration and respectful interprofessional relations. The aim of this CIHR- funded longitudinal study is to understand the process of formal professional socialization over time and how we can better prepare health professional…
Sheri Price
Tuesday, October 13, 2020, 1:05 pm - 2:05 pm EDT
This presentation describes a teaching module created to intentionally engage entry-level occupational and physical therapy students in examining the impact of their beliefs and attitudes on communication with each other and with their future patients. The module addresses the uncomfortable issues of conscious and unconscious bias, the impact of privilege, and communication barriers that can derail teams. This module was added to a course that was already taught by an interprofessional faculty…
Denise Bender — Mary Isaacson — Lynn Jeffries — Jessica Tsotsoros — Jeffery Cooper
Tuesday, October 13, 2020, 1:05 pm - 2:05 pm EDT
In traditional clinical learning environments (CLEs), providers work alongside one another with noted power differentials. The Boston University Community Health Alliance of Medical Professionals (BU CHAMPs) equips the next generation of providers with core interprofessional skills including communication, roles and responsibilities, and teamwork to address siloed clinical training and reduce health disparities for underserved populations experiencing chronic disease and social stressors. With…
Heather Miselis — Anika Kumar
Tuesday, October 13, 2020, 1:05 pm - 2:05 pm EDT
Thursday, October 15, 2020, 1:05 pm - 2:05 pm EDT
Accreditation Considerations

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The Health Professions Accreditors Collaborative (HPAC) and National Center for Interprofessional Practice and Education released a consensus guidance on developing high quality interprofessional education (IPE) in 2019. Stressing the importance of IPE, institutional leaders with responsibility for accreditation and IPE were advised to create systematic IPE approaches to facilitate institution-wide collaboration. Leaders responsible for planning and implementing IPE were encouraged to develop…
Deborah Conway — Sara Gill — David Henzi — Cynthia O'Neal — Timothy Raabe — Adriana Segura — Joseph Zorek
Thursday, October 15, 2020, 1:05 pm - 2:05 pm EDT
The Fitzhugh Mullan Institute for Health Workforce Equity at the George Washington University conducted a formal investigation of accreditation standards of eight accrediting bodies for schools in dentistry, medicine, undergraduate and graduate nursing, physician assistant studies, and pharmacy to assess the extent and scope of social mission content in written accreditation documents. Social mission, as defined by the Beyond Flexner Alliance, is the “contribution of a school in its mission,…
Sonal Batra — Julie Orban
Thursday, October 15, 2020, 1:05 pm - 2:05 pm EDT
Tuesday, October 20, 2020, 11:00 am - 12:00 pm EDT
The Longitudinal IPE Curriculum

Experiential Learning in Curriculum

The COVID-19 pandemic has created an opportunity to intermingle real-life crisis decision-making with team skill building using IPE methodology. During this online, IPE competence workshop, students from colleges of medicine, nursing, pharmacy, public health, and health professions created proposals to address needs in the time of COVID-19, focusing on family life, vulnerable populations, societal wellness, and supply chain. In order to stimulate better understanding of system-based…
Wendy Ward — Kathryn (Kat) Neill — Leonie DeClerk — D. Micah Hester
Tuesday, October 20, 2020, 11:00 am - 12:00 pm EDT
Hotspotting is the identification and engagement of the highest utilizing, highest cost patients, whose unmet complex health and social needs land them repeatedly in emergency departments and hospitals. Coined ‘Super-utilizers’, these individuals receive services that are not only costly, but often fragmented and ineffective. Student Hotspotting, pioneered by the Camden Coalition of Healthcare Providers in 2014, trains the next generation of health professionals to work in interprofessional…
Brooke Salzman — Lauren Hersh — Tracey Earland — Megan Joyce
Tuesday, October 20, 2020, 11:00 am - 12:00 pm EDT
Saint Louis University (SLU) integrated IPE learning into baccalaureate Nursing and Health Sciences programs in 2006 as aConcentration in IP Practice, and Minor in IP Practice in 2011. SLU IPE has consistently focused on IPP to advance the Triple Aim,and now the Quadruple Aim. This initiative expands the professions, faculty, learners and community partners involved to addressbig-topic issues in our community, regionally, and nationally. SLU has recently approved a new Core Curriculum framework…
David Pole — Anthony Breitbach — Kristine L'Ecuyer — Beth Barrett
Tuesday, October 20, 2020, 11:00 am - 12:00 pm EDT
COVID-19 required innovative approaches to educating health professions students who could no longer attend in-person classes or clinical rotations. Interprofessional education (IPE) activities were similarly impacted. To replace an in-person IPE activity slated for this spring, nursing and medical students with similar levels of clinical experience came together to attend a synchronous virtual session focused on discharge planning. Twenty-eight nursing students and eleven medical students…
Bethany Robertson — Carrie McDermott — Jessica Star — Linda Orkin Lewin — Nathan Spell
Tuesday, October 20, 2020, 11:00 am - 12:00 pm EDT
Tuesday, October 20, 2020, 12:05 pm - 1:05 pm EDT
The Longitudinal IPE Curriculum

Tracking Systems for IPE

The health science schools at the University of Michigan (U-M) have devoted considerable effort towards developing interprofessional education (IPE) offerings administered through the U-M Center for IPE to enable our student learners to learn about, from, and with each other so they are better prepared to achieve the quadruple aims in healthcare. As the number of IPE offerings has expanded, it has become increasingly challenging to manage information about our IPE offerings such as the type of…
Gundy Sweet — Dan Fischer — Mark Fitzgerald — Melissa Gross — Audrey Halim — Vani Patterson — Kate Weber
Tuesday, October 20, 2020, 12:05 pm - 1:05 pm EDT
Focus groups were conducted with alumni/ae of Saint Louis University’s health professions programs that participated in interprofessional education (IPE) curriculum. The purpose of the study was to assess the impact of longitudinal IPE on clinical practice behaviors and experiences across multiple health professions (occupational therapy, physical therapy, pharmacy, and medicine. Because IPE can occur at various time points across health professions education and training, this project was…
Jessica Barreca — Katie Sniffen — Rachel Rauvola
Tuesday, October 20, 2020, 12:05 pm - 1:05 pm EDT
This Lightning Talk best addresses the theme of Evaluation, Assessment and the Use of Informatics in IPE.  The Medical University of South Carolina (MUSC) offers students and faculty across six colleges many opportunities to engage in interprofessional education initiatives. Students are provided opportunities to participate in required interprofessional coursework, elective courses, Interprofessional Day events, case competitions, Research Day, shadowing experiences, simulation exercises, and…
Kimberly Kascak — Dusti Annan — Jeffrey Borckardt
Tuesday, October 20, 2020, 12:05 pm - 1:05 pm EDT
Thursday, October 22, 2020, 11:00 am - 12:00 pm EDT
Assessment/Evaluation and Big Data

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Much attention has focused on the development of standardized instruments to assess competencies for collaborative practice in interprofessional education (IPE). However, standardized scales provide limited meaningful feedback to enhance student interprofessional learning. To address this issue, a single-point rubric was developed to support the provision of structured narrative feedback to students in competency-based assessments (CBAs). This research aims to 1) develop and pilot a single-…
Iris Chao — Sharla King — Chad Gotch — Mary Roduta Roberts
Thursday, October 22, 2020, 11:00 am - 12:00 pm EDT
Self-reported assessment tools are commonly used in IPE to measure change in student attitudes and/or perceptions. Real time pre-tests measurements are subject to ‘response-shift bias’. A response-shift bias occurs when there is a change in the participant’s understanding of the content, therefore changing the participant’s standard of measurement (Howard and Dailey, J. Appl. Psychol. 64, 144; 1979). The Student Perceptions of Interprofessional Clinical Education - Revised 2 (SPICE-R2) tool is…
Kari Brisolara — Donald Mercante — Tina Gunaldo — Sonia Gasparini
Thursday, October 22, 2020, 11:00 am - 12:00 pm EDT
A substantial number of interprofessional learning experiences have been developed using didactic formats, yet students often find these experiences artificial and the impacts of these experiences often dissipate once learners enter the clinical environment.1-5 There is consensus that IPE should be integrated into clinical education settings or other experiential contexts.5 This session will highlight a recent, nationally-implemented educational intervention that situates IPE within the…
Jennifer Taylor — Sarah Goletz — Danielle Bruno
Thursday, October 22, 2020, 11:00 am - 12:00 pm EDT
Thursday, October 22, 2020, 12:05 pm - 1:05 pm EDT
Assessment/Evaluation and Big Data

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This talk presents a model for assessing the efficacy of interprofessional education (IPE) pedagogies across post-professional students’ degree pathways. The model includes initial assessment benchmarks, course-based installations, mid-program assessments, and final assessment benchmarks at graduation. Examples of signature IPE assignments and assessment tools will be shared, alongside an overall glimpse of the curriculum mapping across programs that supports the model. Connections will be made…
Karen Snyder — Jordan Utley — Judi Schack-Dugre — Robin Dennison
Thursday, October 22, 2020, 12:05 pm - 1:05 pm EDT
Background/AimsInterprofessional education has a significant impact on learners' attitudes, skills and behaviors towards teamwork. There is also evidence that IPE can improve clinical outcomes. Our ability to modify attitudes to teamwork using short educational interventions is limited. This is useful since many programs struggle with enough curricular time for comprehensive IPE programming. Our hypothesis was that first-year student attitudes towards teamwork would improve with our half-day…
Beth Davis — Douglas Ander — Jeannie Weston
Thursday, October 22, 2020, 12:05 pm - 1:05 pm EDT
Healthcare is a complex and dynamic industry. It is often disjointed and fragmented as care is provided in a siloed manner. At the center of the healthcare industry, patients and their families often find the healthcare system difficult to navigate in order to effectively manage their own care. Through team-based care, healthcare teams can partner with patients and their families to coordinate care, collaborate on treatment plans and ultimately improve the outcomes for patients and their…
Kristen Will
Thursday, October 22, 2020, 12:05 pm - 1:05 pm EDT
California Baptist University’s (CBU) health profession programs recognize the international call for integration of interprofessional education competencies to prepare students for collaborative practice. Called2Collaborate, CBU’s IPE leadership team, engage, educate and mentor faculty to integrate interprofessional curricula, learning experiences and learning assessments across health-related disciplines at California Baptist University and in the community. One proposed approach to improving…
Dayna Herrera — Jolene Dickert — Bryan Ness — Heather Ontiveros — Marshare Penny — Lisa Bursch — Nicole Macdonald
Thursday, October 22, 2020, 12:05 pm - 1:05 pm EDT
Thursday, October 22, 2020, 1:15 pm - 2:15 pm EDT
Assessment/Evaluation and Big Data

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The presentation describes efficient and effective computational methods to evaluate an interprofessional education program. Methods from natural language processing were used to assess common themes that emerged from the text of PowerPoint presentations that teams of interprofessional students created as a part of an advocacy project.  Over 700 students from nine different health professions programs across the university are grouped into teams of five to six students, and work with a…
Nethra Ankam — Anne Mitchell — Richard Hass — Aniekan Ukanna — Sarah Dallas
Thursday, October 22, 2020, 1:15 pm - 2:15 pm EDT
Tools for measuring outcomes of interprofessional education (IPE) have been criticized as having weak evidence for validity. The purpose of this study was to compare previous validity evidence for three commonly used self-report tools with data from 684 learners at four U.S. universities to better understand how these measures perform across contexts and learner levels. The research team consisted of faculty representing athletic training, dentistry, dental hygiene, dietetics, medicine, nursing…
Kelly Lockeman — Anthony Breitbach — Kathrin Eliot — Tina Gunaldo — Sharon Lanning — Amanda Goumas — Virginia Kettenbach — Bernice Mills — Karen Pardue
Thursday, October 22, 2020, 1:15 pm - 2:15 pm EDT
It can be challenging to effectively evaluate large-scale, interprofessional activities across multiple programs. 2019 USF Health hosted its Annual Interprofessional Education Day to promote collaboration across health disciplines. USF Health Interprofessional Education Day included professionals from 8 different programs (athletic training, nursing, MD, public health, pharmacy, physician assistant, physical therapy, and behavioral and community sciences). By including such a diversity of…
Nancy Ramirez — Haru Okuda — Colleen Reiner
Thursday, October 22, 2020, 1:15 pm - 2:15 pm EDT
The proposed session addresses the evaluation of learners utilizing survey research methodology common in interprofessional education. The collection of beliefs, attitudes, and behaviors using the pre-post survey methodology may be a flawed approach to assessing the impact of interprofessional education, thereby adding to the inconsistent findings in the literature to date. Interprofessional education has yet to be widely adopted by health professions educators and health systems, as the…
Jordan Utley — Judi Schack-Dugre — Karen Snyder — Robin Dennison — Meredith Parry
Thursday, October 22, 2020, 1:15 pm - 2:15 pm EDT
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Keywords

Presenter/Author