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 many medical residents displaced from their clinical practicum. APP fellowship faculty collaborated with the residency faculty to provide meaningful educational experiences for both the residents and APP Fellows.
Faculty and fellows met online weekly using Skype for Business to present live lectures provided by APPs, physicians, and residents in their area of expertise or interest. Asynchronous content was delivered through physician led podcasts, which were followed by case study interactive discussions. Prerecorded webinars and faculty recorded video presentations provided demonstration on procedural skills including suturing, incision and drainage, joint injection, and lesion removal. Fellows were provided with materials including simulated abscess and suture pads, to practice the procedural skills after watching the tutorial videos. Procedural competency was evaluated through a self-recorded video using an online platform, FlipGrid. Additionally, FlipGrid was innovatively used to continue mentoring and deliver modified simulation experiences. Every week the fellows would record a 2 minute video to discuss their highs and lows for the week. Faculty along with other fellows would respond with a video recording to continue the mentoring conversations that would typically occur in seat. Modified simulation scripts were recorded by Simulated Patients (SPs), viewed by the fellow, and followed with a real time question and answer case discussion requiring the fellow to determine a diagnosis and treatment plan. Weekly evaluations determined the IPE learning modalities enhanced fellows’ clinical knowledge and could be applied to future practice.
Disclosures:
In accordance with the Accreditation Council for Continuing Medical Education’s Standards for Commercial Support, adopted by the Joint Accreditors for Interprofessional Continuing Education, the National Center for Interprofessional Practice and Education has a conflict of interest policy that requires that all individuals involved in the development of activity content disclose their relevant financial relationships with commercial interests. All potential conflicts of interest that arise based upon these financial relationships are resolved prior to the educational activity.
Elizabeth Tanner, Lisa Pierce, Meghan Weber, Brad Stoecker, Lisa Hiley, Ruth Metzger, Gabriela Mustata Wilson
declare no vested interest in or affiliation with any commercial interest offering financial support for this interprofessional continuing education activity, or any affiliation with a commercial interest whose philosophy could potentially bias their presentation.
