Nexus Summit Sessions

The Nexus Summit has more than 200 different sessions available to support your learning. Sessions include plenaries, seminars, lightning talks, professional and student posters. Use the navigation on the left to filter your results by type of session, track, speaker, or date and time.

 

Displaying 51 - 60 of 225
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…
Thursday, August 6, 2020, 10:00 am - 10:00 am EDT
BACKGROUND: COVID-19-associated social distancing practices necessitated significantly altering a previously planned large-scale interprofessional education (IPE) activity for approximately 1000 students at the University of Texas Health Science Center at San Antonio. As a result, we developed and piloted an innovative, self-directed online learning experience emphasizing student engagement.   DESIGN: We partnered with the family of a child in the local community with complex…
Thursday, August 6, 2020, 10:00 am - 10:00 am EDT
Background: Interprofessional education and collaborative practice are recognized as means to reduce medical errors, improve quality of care, improve health outcomes, and manage healthcare costs. Multiprofessional colleges lend themselves to creating opportunities for interprofessional education to develop the Interprofessional Education Collaborative (IPEC) core competencies and satisfy accreditation standards. The aim of this study was to assess whether Interprofessional Education (IPE)…
Thursday, August 6, 2020, 10:00 am - 10:00 am EDT
Background: Motivational interviewing (MI) is an evidence-based process for eliciting behavior change and is taught across health professions. In practice, promoting health behavior change is the responsibility of many members of the care team. Preparing students for collaborative MI requires that they have an understanding of their own and others’ roles/responsibilities and that they are able to communicate effectively with patients, families, and other professionals.  …
Thursday, August 6, 2020, 10:00 am - 10:00 am EDT
Background: Interprofessional education (IPE) is a major priority for health professions education programs preparing learners for professional team-based practice. Clinical settings have been recognized as the ideal context for learners’ development of interprofessional attitudes and competencies. A recent IPE practice guideline for interprofessional teaching concludes “faculty development to enhance existing skills is desirable and should combine a hands-on workshop with demonstration and…
Thursday, August 6, 2020, 10:00 am - 10:00 am EDT
Background: A student-faculty run clinic is an educational volunteer experience coordinated by students under the guidance of licensed faculty. This unique clinical environment provides a setting to link education to practice by giving direct patient care and gaining exposure to leadership, procedural skills and system-based practices(1). Current literature primarily focuses on the medical students’ education(2), but leaves a gap in the discussion of the effect on the experience of…
Thursday, August 6, 2020, 10:00 am - 10:00 am EDT
Background The Association of American Medical Colleges’ Graduation Questionnaire (GQ), administered annually to all graduating medical students in the U.S., indicates that public humiliation is the most frequently reported form of mistreatment, with one in five (19. 5%) students reporting at least one incident. To explore the type and frequency of “public humiliation” experiences students said were committed by health professionals other than physicians, we conducted a content…
Thursday, August 6, 2020, 10:00 am - 10:00 am EDT
Feedback is an important aspect of clinical medical education. To be effective and actionable, feedback should be specific,(1,2) although several studies have shown that in practice this is often not accomplished.(3-5) In addition to physician feedback, medical learners are likely interested in(6) and can benefit from(7) interprofessional feedback. While two recent studies have analyzed interprofessional feedback given to medical students, they did not do so in the context of 3rd and 4th…
Thursday, August 6, 2020, 10:00 am - 10:00 am 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…
Thursday, August 6, 2020, 10:00 am - 10:00 am EDT
Background: Interprofessional barriers negatively impacted the delivery of coordinated services and quality of care in a public health nurse (PHN) and licensed alcohol drug counselor (LADC) Collaborative serving chemically dependent pregnant women in a rural county of Minnesota. The aim of this quality improvement (QI) project was to reduce collaboration barriers for the PHN and LADC Collaborative through implementation of the Agency for Healthcare Research and Quality (AHRQ) TeamSTEPPS team…
Thursday, August 6, 2020, 10:00 am - 10:00 am EDT
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