Lightning Talk

Redefining Project DOCC: An Ipe Collaboration Between Healthcare Providers and Parents

Thursday, August 20, 2020, 2:30 pm - 3:30 pm EDT
Sample video
Lightning Talk Presentation

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 to provide compassionate care is widespread across disciplines, our institution adapted the curriculum to incorporate interprofessional teams of students including medicine, nursing, and pharmacy. The intent was to create a medical home experience that modeled the collaboration and interprofessional communication required in caring for this population of children and included the parent as a key participant. By redesigning the Project DOCC curriculum as a simulation experience, the team made it accessible to more disciplines and incorporated the core competencies for interprofessional collaborative practice.


This presentation will describe the planning process, the results of the project, and plans for future simulations. Audiences will learn how we’ve adapted the national Project DOCC curriculum to successfully be implemented as an interprofessional education simulation session with the main purpose of introducing future medical professionals to the way in which the Patient Centered Medical Home model functions within the lives of families. The presentation will describe the planning process that involved parents, faculty, and service providers. A description of the 3.5 hour-long interprofessional education opportunity for medical residents, 3rd year medical students, pharmacy and nursing students and the four phases of: 1) pre-simulation; 2) pre-briefing; 3) simulation/exam room/parent interview; and 4) debriefing session will be shared. Results of baseline and post assessments will be described, including how learners’ concept of the (PCMH) changed as a result of the exercise.


This activity has been planned and implemented by the National Center for Interprofessional Practice and Education. In support of improving patient care, the National Center for Interprofessional Practice and Education is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), the American Nurses Credentialing Center (ANCC), and the Association of Social Work Boards (ASWB) to provide continuing education for the healthcare team.

Physicians: The National Center for Interprofessional Practice and Education designates this live activity for a maximum of 0.75 AMA PRA Category 1 Credits™.

Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.

Nurses: Participants will be awarded up to 0.75 contact hours of credit for attendance at this workshop.

Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.

Pharmacists: This activity is approved for 0.75 contact hours (.075 CEU) UAN: JA4008105-0000-20-074-H04-P; JA4008105-0000-20-074-H04-T

IPCE: This activity was planned by and for the healthcare team, and learners will receive 0.75 Interprofessional Continuing Education (IPCE) credits for learning and change


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.

Gina Baugh, Pamela Hopkins, Sheila Cardente-Capece, Jim Ryczek

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.