Interprofessional Curriculum Research Articles

Towards new models of care: Developing a curriculum for interprofessional mental health training

Introduction Interprofessional training remains rare in mental health and psychiatry, yet this is an ideal area to benefit from this approach. Traditionally clinicians from various specialities have trained ‘in silos', with knowledge expansion the focus rather than experiential team-based learning. There is no unifying mental health curriculum to meet training needs of healthcare workforces, particularly in light of New Models of Care. A move towards reducing traditional barriers between disciplines, and more collaborative patient-focused care, must be reflected in training strategies as well as service structure. Aims To develop a comprehensive mental health curriculum relating to New Models of Care with an interprofessional focus, having recognised gaps in existing provision. Methods A literature, strategy, and policy review identified best practice in interprofessional training for mental health. A scoping exercise collected current training plans for mental health across professions, mental health trusts, primary care and others within Community Education Provider Networks. Focus groups were held with key stakeholders across professions, trusts, and institutions to further develop the curriculum structure and pilot ideas. The curriculum was drafted and reviewed with local education leads, before being finalised. Results The final interprofessional mental health curriculum presents a clearly structured, innovative approach to mental health training applicable to all professions and organisations, with an interprofessional focus to facilitate the transition to New Models of Care and improved patient experience and outcomes. Conclusion We hope this curriculum will be adopted by local education leads and departments, and will have significant, wide-reaching impact on mental health training and subsequently patient care.

Developing interprofessional education: putting theory into practice

Editor s’ note: The lead author of this toolbox article was the recipient of The Clinical Teacher travelling fellowship award, which he undertook on the Gold Coast in Australia with Griffi th University School of Medicine. Despite its now long history, interprofessional education (IPE) is still not a routine component of health professional education. Although there are challenges when introducing IPE, as noted here, these may be overcome with careful planning and consideration of the learning outcomes for all of the students involved. Using Griffi th ’ s three-phase interprofessional curriculum as an example, the authors offer a practical guide to implementation as well as the rationale for IPE. The concept of ‘CAIPE compliance’ is an interesting one, where CAIPE is the Centre for the Advancement of Interprofessional Education and compliance relates to the threepreposition defi nition of IPE: with, from and about. Students move from knowledge building to simulation, and then to working in clinical situations, although the authors do admit that clinical experience is diffi cult given the logistics .

The role of a geriatrician in a cancer center.

39 Background: Older adults are likely to have coexisting health conditions, polypharmacy and functional limitations. The geriatrician may have a pivotal role in risk assessment, prevention and treatment of comorbidities and addressing geriatric syndromes. The purpose of this study is to describe the growth and development of, and the role of a Geriatrics Service (GS) in a cancer center. Methods: A GS was founded in MSKCC in 2009. Since then it has grown to provide inpatient (IP) and outpatient (OP) care for older adults undergoing cancer diagnosis, surveillance or active treatment. It offers preoperative evaluations, geriatric assessment (GA) and follow-up shared- care. Recently, a Transitional Care Management (TCM) program was established for patients at increased risk of rehospitalization. The GS strives to develop an interprofessional educational geriatrics curriculum and to participate in quality and research projects focused on cancer and aging. Results: Between 2009 and 2014 a total of 6679 new patients were evaluated by the GS. 16% of the patients were 65-75, 70% were 76-85 and 14% were older than 85. 46% were male and 84% were white. 15% were IP and 85% were OP consultations. 13% of the OP consults were for GA, the rest were preoperative evaluations. All patients seen preoperatively who are admitted after surgery, are followed postoperatively by the IP geriatrics team. In total, 4 Geriatricians, 2 Geriatric Nurse Practitioners (GNP) and 3 RNs were recruited. The number of follow-up visits increased from 143 in 2009 to 733 in 2014. The new TCM program based on close communication between the IP and OP GNP has been successful in keeping frail patients from frequent rehospitalizations. Noon conferences on geriatrics for the house staff, a biannual course on “Advancing Nursing Expertise in the Care of Older Adults with Cancer” and a monthly interprofessional meeting for the discussion of Geriatric Clinical Complex Cases (GCCC) are ongoing. Research has focused on risk assessment and the use of telemedicine in geriatric patient care. Conclusions: The establishment of a GS in a cancer center was very well received and embraced by the oncologists showing an unmet need in the care of the older cancer patient. The potential reproducibility beyond the cancer center will be discussed.

Enhancing Behavioral Health Workforce in Youth Mental Health through Grand Challenges in Social Work

This paper identifies as a grand challenge the need to integrate curriculum innovation in social work to the identified need to increase the workforce capacity of behavioral health practitioners competent in inter-professional, best and research informed practice with families of children, adolescents, and transitional age youth. This paper highlights the relevance of the grand challenge paradigm as the context within which social work is best situated to hone its interprofessional curriculum to educate practitioners to meet the behavioral health needs of a children, adolescents, transitional age youth and their families. Within the grand challenges paradigm, this paper further articulates the need for enhanced clarity of competence for MSW and PhD educated social workers, for clear expectations that social work scholars’ research have direct and translational community relevance, and it also presents a few of the advantages and limitations involved in adopting the grand challenge paradigm as a curriculum development and instructional standard in the academy of social work.

Developing an Interprofessional Curriculum for Undergraduate Health Profession Students: The Why, What and How

Developing an Interprofessional Curriculum for Undergraduate Health Profession Students: The Why, What and How

Monitoria acadêmica na formação em/para a saúde: desafios e possibilidades no âmbito de um currículo interprofissional em saúde

Introdução: Este artigo teve origem na pesquisa “Monitoria na universidade: um estudo no âmbito de um currículo interprofissional em saúde — experiências de estudantes do campus Baixada Santista”. O referencial teórico foi constituído pelo diálogo com a literatura sobre a monitoria na universidade, bem como com o eixo conceitual de habitus de Pierre Bourdieu. Objetivo: Discutir a monitoria desenvolvida na Universidade Federal de São Paulo (UNIFESP), Campus Baixada Santista, como potencial espaço de formação em/para a saúde a partir das percepções dos discentes sobre a experiência de ser monitor dentro da proposta de um currículo interdisciplinar e interprofissional. Métodos: Os dados foram produzidos a partir da aplicação de questionário a 41 monitores e submetidos à análise de conteúdo do tipo temática. Resultados: A monitoria contribui para o desenvolvimento pessoal do monitor, superando atitudes e posturas frente ao cotidiano acadêmico e ampliando as possibilidades de inserção nas experiências profissionais. Conclusão: O estudante que se predispõe a desempenhar a função de monitor dentro da proposta curricular do Campus Baixada Santista se depara com situações que o preparam para a prática em saúde na perspectiva da interprofissionalidade, da diversidade, do trabalho em equipe e da troca de saberes.

Outcomes of an immersive pilot faculty development program for interprofessional facilitation: A mixed methods study

Abstract Objectives To describe the impact of a faculty development program on faculty's confidence and ability to facilitate interprofessional learning. Methods Faculty members from the Colleges of Pharmacy and Health Sciences (n = 12) participated in a training program for interprofessional education (IPE). Students evaluated faculty learners using the interprofessional facilitation skills (IPFS) survey by Sargeant, Hill, and Breau (2010). Faculty completed the IPFS survey pre and post intervention for self-assessment of interprofessional facilitation efficacy. Results Most faculty (78%) had limited prior IPE experience; 55% went on to facilitate the University's year-long interprofessional core curriculum. Faculty IPFS self-assessment scores improved following program completion ( p p Conclusions This program effectively prepared faculty to facilitate IPE and positively impacted their desire to participate in future activities.

Coordinating a Team Response to Behavioral Emergencies in the Emergency Department: A Simulation-Enhanced Interprofessional Curriculum.

IntroductionWhile treating potentially violent patients in the emergency department (ED), both patients and staff may be subject to unintentional injury. Emergency healthcare providers are at the greatest risk of experiencing physical and verbal assault from patients. Preliminary studies have shown that a team-based approach with targeted staff training has significant positive outcomes in mitigating violence in healthcare settings. Staff attitudes toward patient aggression have also been linked to workplace safety, but current literature suggests that providers experience fear and anxiety while caring for potentially violent patients. The objectives of the study were (1) to develop an interprofessional curriculum focusing on improving teamwork and staff attitudes toward patient violence using simulation-enhanced education for ED staff, and (2) to assess attitudes towards patient aggression both at pre- and post-curriculum implementation stages using a survey-based study design.MethodsFormal roles and responsibilities for each member of the care team, including positioning during restraint placement, were predefined in conjunction with ED leadership. Emergency medicine residents, nurses and hospital police officers were assigned to interprofessional teams. The curriculum started with an introductory lecture discussing de-escalation techniques and restraint placement as well as core tenets of interprofessional collaboration. Next, we conducted two simulation scenarios using standardized participants (SPs) and structured debriefing. The study consisted of a survey-based design comparing pre- and post-intervention responses via a paired Student t-test to assess changes in staff attitudes. We used the validated Management of Aggression and Violence Attitude Scale (MAVAS) consisting of 30 Likert-scale questions grouped into four themed constructs.ResultsOne hundred sixty-two ED staff members completed the course with >95% staff participation, generating a total of 106 paired surveys. Constructs for internal/biomedical factors, external/staff factors and situational/interactional perspectives on patient aggression significantly improved (p<0.0001, p<0.002, p<0.0001 respectively). Staff attitudes toward management of patient aggression did not significantly change (p=0.542). Multiple quality improvement initiatives were successfully implemented, including the creation of an interprofessional crisis management alert and response protocol. Staff members described appreciation for our simulation-based curriculum and welcomed the interaction with SPs during their training.ConclusionA structured simulation-enhanced interprofessional intervention was successful in improving multiple facets of ED staff attitudes toward behavioral emergency care.

How We Engage Graduating Professional Students in Interprofessional Patient Safety.

Interprofessional curricula on patient safety do not acknowledge the culture and vulnerabilities of the student experience and often do not engage students. We describe a patient safety collaboration between graduating nursing and medical students during their Capstone courses that fostered conversations about the similarities and differences in professional school experiences around patient safety. Students wrote reflections about an unanticipated patient outcome. Qualitative content analysis was used to characterize themes within student reflections, and to create audience response system questions to highlight differences in each profession's reflections and to facilitate discussion about those differences during the collaboration. Medical students identified events in which perceived patient outcomes were worse than events identified by nursing students. Nursing students identified more near-miss events. Nursing students positively impacted the event and attributed action to the presence of a clinical instructor and personal responsibility for patient care. Medical students described themselves as "only a witness" and attributed inaction to hierarchy and concern about grades. Students felt the session would change their future attitudes and behaviors. Stevenson Chudgar Molloy Phillips Engle Clay.

Outcomes of an interprofessional simulation curriculum

Purpose – Interprofessional education (IPE) is a method to create an environment that fosters interprofessional communication, understanding the roles and responsibilities of each profession, learning the skills to organize and communicate information for patients, families and members of the health care team. Providing IPE to health professional students can prepare them in the workforce to have the necessary skills to function in a collaborative practice ready environment. The purpose of this paper is to demonstrate the methods used in developing IPE curriculum, faculty training as debriefers/facilitators, identify learning objectives and outcomes. Design/methodology/approach – The faculty and student surveys utilized a Likert scale. Learning objectives for the student survey assessed learning objective including communication of roles and responsibilities, communication and organization of information, engagement of other health professions (HP) in shared patient-centered problem solving, interprofessional assessment of patient status, and preparation of patients from transition of care to home. The faculty survey assessed faculty experience levels in IPE, role as facilitator/debriefer, and future needs for sustainability of the program. Findings – Student evaluation of IPE simulation experience revealed students believed they improved their interprofessional communication skills and had a better understanding of health professional roles and responsibilities. Faculty feedback indicated that HP students achieved learning objectives and their continued commitment to IPE however additional training and development were identified as areas of need. Practical implications – This paper can assist other educational institutions in developing IPE and structuring IPE assessment particularly in the HPs. Social implications – The public health care will be impacted positively by having health care providers specifically trained to work in teams and understand collaborative care. Student graduates in the HPs will be better prepared to function as a team in real clinical care following their participation in interprofessional simulation. Originality/value – This interprofessional simulation curriculum involves student learners from eight different HPs and participation of over 30 faculty from differing professions. This curriculum is unique in its bread and depth of collaboration and true teamwork across disciplines.

The use of standardised patients in interprofessional education curriculum delivery: A causal-comparative study of student feedback

Introduction: Interprofessional education (IPE) has emerged as an essential component of training for students in the health and social care professions. Standardised patients (SPs) have also been developed as an important simulation-based learning modality in health and social care curricula due to the authenticity and realism of the patient or client encounter that may be replicated. Reports evaluating the use of SPs across an IPE curriculum in the health and social care professions are limited. Methods: This evaluation study used a causal-comparative research design to examine the effect of SPs as an instructional method in an IPE curriculum. Evaluative outcomes of the educational experiences of students attending 37 IPE learning modules offered between Autumn 2006 and Winter 2012 were analysed. Results: A total of 6,561 students from seven health and social care professions rated the usefulness of the instructional methods used in each module through post- module surveys. Students consistently rated SPs as significantly more useful than other instructional methods, and overall mean satisfaction scores were significantly higher for IPE modules that incorporated SPs. Conclusions: This study’s findings demonstrate the positive effect that SPs can have on the learning experiences of health and social care students. By Using SPs in IPE curricula, the authenticity of classroom-based interprofessional learning experiences can be enhanced and lead to more positive IPE learning outcomes.

Development of an Inter-professional Curriculum for Healthcare Training in a VA Patient-Centered Medical Home

s / Journal of Interprofessional Education & Practice 1 (2015) 48e77 56 and a sense of patient ownership. ACO has been referred to as “critical” in the learners' development and an important opportunity to discuss SDM on both patient-provider as well as interprofessional team levels and establish a culture where interdisciplinary care is considered best practice. A future aim of the conference will be to incorporate it permanently into Cleveland's primary care clinic while broadening interdisciplinary participation. DEVELOPMENT OF AN INTER-PROFESSIONAL CURRICULUM FOR HEALTHCARE TRAINING IN A VA PATIENT-CENTERED MEDICAL HOME Joanna Dognin PsyD*, Kelly Crotty MD, MPH, Craig Tenner MD.

Peer mentoring program in an interprofessional and interdisciplinary curriculum in Brazil.

The Federal University of São Paulo, Baixada Santista Campus was founded in 2006 with five degree-granting programs in physical education, physiotherapy, nutrition, psychology, and occupational therapy. The guiding principle behind the programs' educational mission was centered on the development of health care professionals capable of working in interdisciplinary teams with an emphasis on holistic patient care. This pedagogical structure required peer-mentoring programs in order to integrate different areas of knowledge and to improve learning strategies among new generations of students. The authors' objective in the present report is to discuss the strategies and activities of the peer-mentoring program in histophysiology and gross anatomy in an interdisciplinary and interprofessional curriculum. Evaluations by students, mentors and professors are presented, along with a statistical analysis of variance comparing student performance in the module assessments according to their participation in the peer-mentoring activities. The results demonstrated that students who participated in peer-mentoring activities enjoyed a higher rate of academic success than those who did not participate. In addition, student and mentor evaluations of the peer mentoring program were highly positive. The program enabled mentors to gain a deeper knowledge of the subjects addressed in the learning modules, as well as to develop intrinsic teaching skills during their time as mentors. In short, the authors believe that the peer-mentoring program has been validated for its effectiveness in raising student academic performance.

Using a Research-Informed Interprofessional Curriculum Framework to Guide Reflection and Future Planning of Interprofessional Education in a Multi-Site Context

Background: Over the past two years health educators in Australia have benefited from funding made available from national organizations such as the Office of Learning and Teaching (OLT) and Health Workforce Australia (HWA). Funded research has been conducted into educational activities across the country that aim to promote integrated and sustainable interprofessional learning.Methods and Findings: A collaboration between multiple stakeholders led to theestablishment of a consortium of nine universities and interprofessional organizations. This collaboration resulted in a series of research studies and the development of a conceptual framework to guide the planning and review of interprofessional health curricula. A case study of the development of a suite of health education programs at a regional university in Australia is used to demonstrate how the framework can be used to guide curricular reflection and to plan for the future. Shedding a light on interprofessional health education activities across multiple sites provides a rich picture of current practices and future trends. Commonalities, gaps, and challenges become much more obvious and allow for the development of shared opportunities and solutions.Conclusions: The production of a shared conceptual framework to facilitate interprofessional curriculum development provides valuable strategies for curricular reflection, review, and forward planning.

Effect of a new longitudinal interprofessional geriatric medicine educational track on knowledge and attitude of medical students: a controlled cohort study.

A new interprofessional geriatric medicine curriculum was recently introduced at a large undergraduate Asian medical school. A longitudinal controlled interventional cohort study was conducted to evaluate the effect of the new curriculum on the knowledge and attitudes of medical students. The medical students under the new curriculum formed the intervention cohort, and those under the former curriculum formed the control cohort. To test knowledge, the University of California at Los Angeles (UCLA) geriatrics knowledge test (GKT) was used in Year 2 and the University of Michigan GKT in Year 5. Geriatrics attitudes were evaluated using the UCLA geriatrics attitudes test in Years 2 and 5. Not surprisingly, geriatrics knowledge at the end of Year 5 of medical school was enhanced to a greater degree in the intervention cohort than the control cohort, although improvements in geriatrics attitudes in each cohort were of similar magnitude by the end of Year 5, suggesting that factors other than a formal geriatrics curriculum influenced the improvements in geriatrics attitudes. This article is one of few published on the effectiveness of geriatrics curricular innovations using validated knowledge and attitude outcomes in a longitudinal controlled study design and will be useful to other medical institutions seeking to improve the geriatrics knowledge and attitudes of their students.

Designing Interprofessional Education Curriculum Using Multiple Conceptual Frameworks

Full implementation of the Affordable Care Act and the projected physician and nurse shortages, will require that health care providers work effectively in teams. To achieve this goal, education about team work must start at the student level. We describe how we used educational conceptual frameworks such as Kotter’s 8-step Change Model, Kern’s 6-step approach to designing curriculum, and Miller’s Pyramid of Assessment to develop our curriculum. This approach to interprofessional curriculum development is adaptable and transferable to other health professions schools.

Introduction of an interprofessional oral health curriculum.

Physician assistants can incorporate a variety of oral health services into their practices, but many physician assistant programs do not dedicate adequate time to oral health education. Our goal was to develop a novel and interprofessional oral health education curriculum model for our physician assistant students that could be adopted by other physician assistant programs and dental schools in the United States. Curricula were created collaboratively and taught by dental school faculty with a focus on the primary care setting. Prewritten and postwritten tests were administered along with a clinical skills examination. Student and faculty evaluations were administered for pedagogical evaluation. Pretests and posttests demonstrated a 25% increase in knowledge acquisition (paired t test: P < .001). Physical examination skills testing achieved a 95% completion rate. Student and faculty evaluations demonstrated high satisfaction rates with the curricula delivery. Initial evaluation of this novel interprofessional curriculum for physician assistant students demonstrates that it was successful. It was well-received by the students and the faculty members and resulted in measurable knowledge acquisition. This model could feasibly be reproduced in other institutions for oral health education.

Health Communication iOS APP: A Free Resource for Interprofessional Curriculum Training (FR469-C)

•Educate and support the communication training of palliative care team members.•Provide skills-based guidance about relational communication in the clinical context.•Identify concrete communication practices for challenging topics in palliative care.•Disseminate evaluation findings of the Health Communication APP. With the influx of palliative education programs during the last decade, the inclusion of mobile device support remains limited, and the study of mobile app usability and feasibility is even more rare. To increase clinical communication training exposure to a variety of team members and expand palliative care training beyond health education, the Health Communication APP features over 100 specific communication strategies as well as a search by scenario menu. Two primary features are included: first, a quick reference guide for what to say and how to say it in a variety of circumstances, and second, a communication toolkit that helps clinicians effectively respond to difficult conversations with patients and caregivers. App content is derived from theory and evidence resulting from 10 years of research in a variety of healthcare contexts. The content of the App is based on the COMFORT Communication Curriculum. The curriculum has been peer reviewed and tested among palliative care audiences (undergraduate and graduate education as well as clinical audiences); all studies have demonstrated significant change in communication confidence, comfort, knowledge, and efficacy. Findings from feasibility and usability tests of the APP will be presented. Results are based on feedback data from clinicians who have downloaded and used the APP. Initial feedback has demonstrated high satisfaction with APP content and ease of use. To meet the growing dependence on mobile devices for information and support, the Health Communication APP provides learners and clinicians with a resource for learning about palliative care communication. This educational tool can be used to provide interprofessional education, supplement communication instruction, and to guide clinical observations as well as curriculum development. The Health Communication APP mobile content is an innovative tool for palliative care communication training. Clinicians and students find it easy to use and valuable to their practice.

78. Impact of a Novel Interprofessional Case-based Curriculum in Adolescent Health

78. Impact of a Novel Interprofessional Case-based Curriculum in Adolescent Health

229A Pre-clinical Interprofessional Curriculum in Antimicrobial Stewardship Improves Knowledge and Attitudes Toward Interprofessional Healthcare in Two Professional Schools

1. IPE1 October 8th Evaluation Survey.pdf [Internet] [cited 2014 4/18/2014]. Available from: https://interprofessional.ucsf.edu/sites/interprofessional.ucsf.edu/files/PDF/IPE1 October 8th Evaluation Survey.pdf. 2. Get Smart About Antibiotics Wake Forest School of Medicine [Internet] [cited 2014 4/18/2014]. Available from: http://www.wakehealth.edu/School/CAUSE/Get-Smart-About-Antibiotics.htm. 1. Develop and implement a joint IPE curriculum