Professional Poster

Open Education Resource: The Online IPE Lab Manual and Workbook

Thursday, August 6, 2020, 10:00 am - 10:00 am EDT

Background. This poster presents a Open Education Resource (OER) that sustains the material implemented in a foundational IPE course. The initial collection of material was developed by 14 interdisciplinary faculty teams. The framework for the content was based on the Interprofessional Education Collaborative (IPEC) sub-competencies of Values/Ethics, Roles/Responsibilities, Interprofessional Communication, and Teams/Teamwork as well as leadership, shared decision-making, conflict, and design thinking. The delivery of the course has evolved from in-person to "remote learning" during Covid-19. The Health Professions Accrediting Collaborative (HPAC) recommendations for quality IPE, in-person learning and collaborative learning (both synchronous and asynchronous) have been applied. The OER format has been chosen as the most effective strategy for no-cost sharing that would leverage available technology worldwide. An OER can be defined as, "...teaching, learning, and research materials in any medium-digital or otherwise-that reside in the public domain or have been released under an open license that permits no cost access, use, adaptation, and redistribution by others with no restrictions (Hewlett Foundations, 2019, p.2).

Design/Methodology - The project development process for this OER utilizes the Textbook Success Program by the Rebus Foundation.

Results - 1) Since the foundational IPE content was implemented, the concepts and objectives have remained constant. In contrast the resources, in-person learning, collaborative learning, and assessments have been revised in response to course evaluations by students and faculty teaching team feedback; 2) this OER is five chapters (Table 1. IPE and Student Learning Outcomes will be included); and 3) Meanwhile, as new resources have become available, they have been integrated into the OER: such as, modules from IPE Lab at CUNY and IHI, and videos from UCSF and PACER Civility Toolkit.

Conclusion - The NEXT STEPS are to disseminate the OER worldwide to healthcare programs to pre-licensure students as well as to organizations and individuals for the purpose of providing IPE to healthcare providers regardless of discipline or level of education using ScholarWorks@GVSU and/or similar platforms. Then, adapt the OER since OER are dynamic and evolving resources.

Reflections/Lessons Learned - * Students engage in content that perceived as relevant *Although there have been many faculty champions involved in this coursework, their IPE commitment has not been supported with resources by their administrative teams *Foundational knowledge and faculty proficient in debriefing enhance the SIM experience *There is a lack of opportunities for students and providers to recognize and practice evidence-based IP teamwork.