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). The model activities
promote the development of collaborative skills through participation of students (typically early learners in year 1 or 2 of training)
from six professions, with the added goals of creating effective evaluation and positively impacting patient care. Student teams are
required to demonstrate knowledge about the patient population, meet with patients at their clinical site, summarize and track patient
interactions, complete team-based skills activities, provide patient information back to preceptors, and summarize their findings at the
end of their site rotation. Presenters will introduce the ILEAP Toolkit and model components of clinical site readiness, student
readiness, a directed onsite curriculum, team coach training and assessment/evaluation instruments. We will outline the incorporation
of the Direct Observation of Team Interactions (DOTI) instrument as a framework for learning, common language, and assessment of
team-focused behavioral skills. We will share unique components of our onsite curriculum which structures activities to foster the
practice of team-based skills during the team’s clinical time. An example of the daily team processes will be presented. Presenters will also share results from the mixed-methods data collection through lessons learned. Attendees will hear ideas on content and tools
to develop clinical IP experiences for interprofessional teams. We will focus on aligning the curriculum content and assessment goals
to document student accomplishment from the IP experience. Supported by the Josiah Macy Jr. Foundation.
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 Kalb, Kathy Riedford, Tracy Kinner, Constance Swenty, Marilyn Ostendorf, Ane Johannessen, Anders Baerheim, Catherine Demko, Ellen Luebbers
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.
