Interprofessional Education 101:

An Introduction to IPE at the

University of Utah Health

Sciences Center

Donald Blumenthal PhD

Sue Chase-Canterini, DNP, RN

Amanda Moloney-Johns, MPAS, PA-C

Rebecca Wilson, PhD, RN

September 21st, 2015

Academy of Health Sciences Education Symposium

Objectives

• Discuss the history of IPE at the

University of Utah

• Name the IPE Core Competencies

• Describe current IPE courses and

activities on campus

• Identify ways in which audience members

can become involved in IPE

Interprofessional Education

“Interprofessional education occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes.

Once students understand how to work interprofessionally, they are ready to enter the workplace as a member of the collaborative practice team. This is a key step in moving health systems from fragmentation to a position of strength.” Source: World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization.

See http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf.

History of IPE: University of Utah

• 2002: Cultural Competency and Mutual

Respect

• 2005: IPE Committee Formed

• 2006: Clinical Teaching Experience (CTE)

• 2009: IPE Committee Restructure

• 2010-2011: Two IPE retreats held

History of IPE: University of Utah

2011/2012:

•University of Utah Health Sciences IPE

Initiative announced by Dr. Vivian Lee

•IPE Website created http://library.med.utah.edu/ipe

•IPE Pilot Simulations held

•IPE Core Committee formed

History of IPE: University of Utah

2012/2013:

• Simulation-based IPE experience offered every

semester and implemented across the health

sciences

• 891 health professional students participated in

both outpatient and inpatient scenarios

• More than 50 faculty facilitators from all programs

across the health sciences

• Evaluated using Readiness for Interprofessional

Learning Scale (RIPLS)

Current Players: Students and Faculty

• College of Health (OT, PT, Speech, Audiology,

Nutrition)

• College of Nursing (undergraduate and graduate)

• College of Pharmacy

• College of Social Work

• School of Dentistry

• School of Medicine (including Physician Assistant

Program)

IPE on a National Level

Interprofessional Education Collaborative (IPEC)

• Formed to promote advancement of interprofessional education experiences to better prepare students in the health professions for team based care and ultimately, better patient outcomes

• Founding Members: – American Association of Colleges of Nursing

– American Association of Colleges of Osteopathic Medicine

– American Association of Colleges of Pharmacy

– Association of American Medical Colleges

– Association of Schools and Programs of Public Health

– American Dental Education Association

IPEC Contributions

In 2011 an expert panel created core

competencies for interprofessional

collaborative practice

Interprofessional Education Collaborative Expert Panel. (2011). Core

competencies for interprofessional collaborative practice: Report of an

expert panel. Washington, D.C.: Interprofessional Education

Collaborative.

What are the 4 IPEC Core Interprofessional Competency Domains?

A. Professionalism

B. Leadership

C. Shared Values/Ethics

D. Roles and

Responsibilities

E. Communication

F. Teamwork/Team Based

Care

G. Collaboration

H. Patient-Centered Care

There are 6 courses… Can you list them?

A. Care of the Ambulatory Patient: Diabetes

B. Emergency Preparedness and Disaster Response

C. Interprofessional Telemedicine

D. Care of the Ambulatory Patient: Stroke

E. Care of the Discharged Patient: Knee Replacement

F. Disclosure of Medical Error

Common Topics that Cross all

Health Profession's Curricula

Care Planning Advocacy Health Promotion

Patient Teaching Health Literacy Safety Quality

Chronic Disease Management Culture/Diversity

Communication Conflict Emergency Preparedness

Patient Centered Care Social Determinants

Home Safety Healthcare Access

Medication Adherence Systems Issues

Comparison of IPE Course Scenarios: Settings & Challenges

Scenario Setting/Acuity Challenge

Care of Ambulatory

Patient: Diabetes

Clinical Suites

Chronic Disease Management

Develop plan of care for patient

establishing care at a team

based clinic

Care of Ambulatory

Patient: Stroke

Clinical Suites

Chronic Disease Management

Develop and revise plan of care

presented to caregiver

Emergency Preparedness/

Disaster Response

LDS Hospital

Earthquake & Flu Epidemic

Develop plan to address patient

needs during stressful events

Inpatient Care –

Transitions of Care: TKA

Acute Care Develop discharge plan to elderly

patient unsafe to live alone

Disclosure of Medical Error Acute Care

Develop plan to disclose error to

parent of child in ICU

Interprofessional

Telemedicine

Tele-video Conferencing

(Distance Sites)

Rural provider develop a plan of

care for patient with consultants

at a distance

WHAT HAPPENS?

• Pre-work activities

– Articles, videos, web links, scenario expectations, pre-survey

• Team huddle: Meet students from other professions and faculty facilitators

– Review of pre-work

– Review chart and establish roles

– Develop team plan of care

• Team participates in scenario (mix of 6-8 students)

• Debriefing session – shared perspectives (including patient and family

member)

• Clinical case key

• Closing remarks (Reminder: Individualized learning plan, post-survey)

Overall Numbers

• In 2013, 1295 student participants – 232 faculty

facilitated small groups

• To date - 100 trained faculty facilitators

– Facilitator training

General Trends of Survey Data

“After the simulation, I feel much more comfortable in speaking to

the healthcare team and I have a better understanding of who to

speak with depending on what my concern is at the time”

“…seeing all of them work together allowed me to have a better

understanding of the roles of each profession. I was most impressed

with the role of the physician because of his leadership abilities

and the genuine care he had for patient’s well-being.

Shared Learning Activities- Beyond Simulation

• Credit Based Course:

– Health Law for Non-Lawyers

• Examples of Shared Clinical Sites:

– Sara Daft Home

– UUHC Sugarhouse Geriatric Clinic

– Maliheh Free Clinic

– Midvale Community Clinic

Future of IPE

• “If the 20th century was about

thinking the world apart

because we have such amazing

machines with which to make

everything smaller and more

microscopic, then I think the 21st

century must be about thinking

it back together again” (M. Gaines,

2013, p.88)

A Conceptual Framework for Measuring

the Impact of IPE

Committee on Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient

Outcomes; Board on Global Health; Institute of Medicine (2015) p. 27

Research

• Study the association between IPE and

collaborative behavior across a range of

settings

• Adopt mixed-methods research approach

for evaluating impact on health and

systems outcomes (including economics)

EVOLUTION:

THE NEXT 5 YEARS…

University of Utah

Let’s Imagine

• Groups of 2-3

– What is your vision for

Interprofessional

Education at the

University of Utah?

– What is your role in

that vision?

Strategic Plan

• Design and implement an integrated curriculum for health science students that spans the continuum from the introduction through to the application of interprofessional collaborative practice skills.

• Provide continuing interprofessional education to improve faculty and clinician skills across the health care continuum.

• Serve as a research/scholarship clearinghouse and provide research support for faculty interested in the studying the impact of interprofessional education and collaborative practice on health outcomes.

• Ensure sustainability of the program.

Program Governance Health

Science Deans

Curriculum Subcommittee

Faculty Development Subcommittee

Scholarship and Research Subcommittee

Director of IPE

IPE Advisory Committee

Are you currently involved in any interprofessional education activities?

A. True

B. False

Are you currently involved in any of these IPE activities?

A. IPE Facilitator

B. IPE Committees

C. Preceptor at an IP clinic

D. Other

Are you interested in being involved in any of these IPE activities? A. IPE committees

B. IPE Simulation facilitation

C. IPE Simulation development

D. Precepting at IP clinics

E. IPE Telehealth/ECHO

F. IPE Precepting at your clinic site

G. Advisor to IP student group

H. IPE research

I. Screening, Brief Intervention, and Referral to Treatment (SBIRT) IPE training

WHO TO CONTACT

Troy Anderson (Social Work)

Don Blumenthal (Pharmacy)

John Colombo (Dentistry)

Sara Lamb (Medicine)

Amanda Moloney-Johns (PA)

Karen Paisley (Health)

Rebecca Wilson (Nursing)

QUESTIONS??

THANK YOU