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June Sadowsky, DDS, MPH
Donna Warren Morris, RDH, MEd
3:00-3:15 3:15-4:00
4:00-4:10 4:10-4:55
4:55-5:10 5:10-5:20 5:20-6:00
Introductions Best Practices of IPE
Principles of IPE
Environment Building
Team Building
Assessing IPE Break HGEC
Overview
Showcase of HGEC Competitions
Group Activity Break Group Reports and
Wrap-up
Discuss the advantages of InterProfessional Education in improving patient health and community health and student learning.
Identify barriers and outline strategies for creating IPE learning experiences for students.
Identify other professions or disciplines that could collaborate with dental and allied dental students.
Construct case studies or scenarios which permit students/faculty to participate in IPE.
Identify best practices for designing and assessing IPE learning experiences.
IOM (1999) To Err is Human IOM (2001) Crossing the Quality Chasm IOM (2003) Who Will Keep the Public Healthy? IOM (2003) Health Professions Education: A
Bridge to Quality IOM (2004) Improving Medical Education:
Enhancing the Behavioral and Social Science Content of Medical School Curricula
Office of Minority Health(2008): Report on a strategic framework for eliminating ethnic health disparities and improving health for minorities http://www.omhrc.gov
According the this report, there are
substantial shortcomings among all the
health professions in understanding and
communicating with patients. It states
that HPs must be educated differently,
with active efforts to break down
traditional training in silos …so HPs
understand what other HPs have to offer
in order to provide the best for patients.
Additional opportunities for funding or
scholarship.
Fosters synergy among disciplines.
Improves quality of learning.
Improves quality of teaching.
Professional development.
Interprofessional generally refers to health professionals not others such as Native Healers, acupuncturists, etc.
Multi-professional refers to students brought together in parallel learning environments.
Uni-professional is best for learning discipline based content.
Which meets your needs and goals best?
―Professionals
cooperatively working together;
sharing responsibility for solving problems;
making decisions to formulate and carry out
plans for patient care‖
*Baggs and Schmidt 1988
Do not confuse teaching content with
learning collaboratively. Otherwise
students are only learning in parallel.
They must learn ―how to work with one
another‖ for collaboration.
Learning strategies must be carefully
planned to facilitate these goals.
What will necessitate collaboration?
Consult with other HPs for their expertise.
Work in partnership with other HPs.
Recognize the role and expertise of other
HPs.
Improved patient care.
Improved efficiency and cost of patient care.
Enhanced professionalism.
Patient and professional satisfaction.
*Petri 2010
HPs have a responsibility for lifelong learning.
HPs have responsibility and accountability for their own actions.
HPs can learn from, respect and trust persons from other disciplines.
HPs personal identities are strengthened by collegiality, sharing and diversity.
Share these with students
Solutions should be problem-focused
related to patient care
Community building is a basic human
need.
Social justice is at the root of every health
profession.
Justice and Fairness
We value justice and support the fair and
equitable distribution of healthcare
resources. We believe all people should
have access to high-quality, affordable
oral healthcare.
SECTION 4 — Principle: Justice ("fairness") The dentist has a duty to treat people fairly.
This principle expresses the concept that professionals have a duty to be fair in their dealings with patients, colleagues and society. Under this principle, the dentist's primary obligations include dealing with people justly and delivering dental care without prejudice. In its broadest sense, this principle expresses the concept that the dental profession should actively seek allies throughout society on specific activities that will help improve access to care for all.
Core faculty must assume a leadership role and initiate IPE
Begin within own school
DDS and DH
DH and DA
DDS and Residents
Nursing is usually receptive to collaboration. OT, PT, Pharmacy, SW, MD, Law, Opt, etc.
Seek buy-in from other faculty in other disciplines/professions
Plan small manageable strategies first
Case study competitions with teams of
DH/DDS, DA/DH, DDS/MD, DH/Nur
Grand Rounds with case presentations
Community service or service learning
Branch out and expand after success is
achieved!
Publish and make your program known!
Get administrative support to expand
Begins and is taught with effective role modeling and mentoring by faculty and other professionals.
Problem is that few if any models exist! You may have to create your own.
Faculty must be educated for IPE too!
Can occur in the community, classroom and/or clinical settings.
Can include service, research and education.
Internal and external drivers needed ID your overall goal ID opportunities in the current learning
context ID Barriers/difficulties Id Key players Define specific objectives Select teaching/learning strategies Select methods of evaluation Plan for sustainability
Students must develop positive attitudes and this occurs when they feel safe to express their opinions.
Sometimes they may need to deal with hierarchy, role blurring, leadership, communication and respect issues. Discuss these issues upfront by giving them examples to discuss as a group. Hostility can result if each profession is not given equal status. State this explicitly.
Sometimes ―higher‖ status students do not feel they should be learning with ―lower‖ status students: MD with nursing, DDS with DH, DH with DA…
*Iliadi 2010
Working toward a common goal can encourage a cooperative atmosphere.
Authorities should support with positive expectations expressed to the group.
They must be given time to reflect on their role within the team. Structure this with reflection!
Blogging or journaling are ideal methods. How the experience changed them
How they used their expertise
How they better understand themselves/other disciplines
Learning theory stresses the motivational
importance of the gap between what a
person knows and what they think they
need to know.
Unfamiliar contexts create constructive
disjuncture (gap).
Promotes collaboration
IPE is viewed more favorably when it deals with authentic situations or problems that the student will deal with in their current or future practice. (Solomon 2010)
Better received when experienced early in education. Receptiveness diminishes over time. (Iliadi 2010)
Needs to be core experiences Not add-ons
Elective may not be seen as important Poorly planned IPE can affect future IP
interactions. Plan well. Better to start small.
IPE teams work best when Learning situations have a common focus.
Pediatric/Elder Abuse recognition
Geriatric issues
Problem-based challenges
Members are equally committed and involved. Disciplines unite to working for common outcomes
sharing the ―power‖. Members are equally accountable for outcomes. *Petri 2010
Hierarchy
Lack of time
Lack of info sharing
Inconsistency in
leadership
Defensiveness
Conventional thinking
Communication
styles
Conflict
No coordination or
follow-up
Distractions
Fatigue
Workload
Lack of role clarity
*AHRQ’s TeamSTEPPS
Formative vs. Summative
Individual vs. Group
Process vs. Outcome
Self vs. Peer vs. Instructor vs. 3rd party
Project can be broken into different
phases with points/grades appropriated
for each.
Rubrics help to define performance and
give feedback to students.
And/Or the final project can be assessed.
If a grade must be given…
Consider
Learning Contracts
Incorporating multiple measures mentioned in
previous slide
Impact of P/F vs. a grade—students do not
see it as important
Reflection
Process of giving meaning to an experience in
terms of ―self‖
Allows the student to think about the
experience and translate it to practical
experience and identify what they have
learned.
Enhances decision making through learning
from successes and failures.
Content Reflection What to you think is going on with this case?
Process Reflection
What makes you think Mrs. Jones is a victim of abuse? Content Reflection
What are some other possibilities? Critical Reflections
What would happen if you are wrong and report?...if you are correct and do nothing?
Process Reflection How do you feel about working with the elderly?
...reporting abuse?
Structure the assessment and use guided discourse.
Give credit for self-reflection.
Do at least twice to self assess learning or group process.
Example: What is your role in the group? How does this
compare/contrast with others in the group? What has been the most difficult aspect of this learning experience for you and how have you deal with it?
Overview and Showcase of Competitions
Overview of HGEC
What it is
Who it is
Grant
Competitions (4)
How we plan them (who plans—emphasize IT
and admin support)
Description of each with video clip of 1 or 2
▪ Show our IP case (link to Design a Case)
A Collaboration
Sharon Ostwald &
Nancy Bergstrom
Is one of the Geriatric Education Centers in the United States funded through the Health Resources and Services Administration of the U.S. Department of Health and Human Services Grant no. D31HP08828
Network of over 50 GEC’s nationwide $500,000 Award and three year funding Continued funding based on progress of
objectives
WHAT IS THE GEC?
Network -50 GEC’s
$500,000 -3 year
award
HRSA funded
Continued funding
based on progress
of objectives
EDUCATE /IMPROVE TRAINING IN GERIATRICS
Health
Professionals of all
types
Residencies
Fellowships in all
disciplines
Traineeships
CURRICULA includes Vulnerability
Elder Mistreatment
Elderly health problems
GEC FACULTY Supported in their training in
GERIATRICS
Develop and disseminate interprofessionally
CONTINUING EDUCATION TO:
Geriatric providers
Professionals
Lay
SYMPOSIA ON: Disaster education
Educational events
CLINICAL TRAINING for Students
Professionals
SITES include ▪ Disease Hospitals –
chronic and acute
▪ Nursing Homes
▪ Ambulatory Care Centers
▪ Senior Centers
The overreaching goal of the HGEC is to address for all vulnerable older adults, particularly those in medically underserved communities issues of: Safety, medical care, economic and social support,
and disaster preparedness. In the areas of humanistic perspectives on
vulnerability and in the recognition and intervention of elder mistreatment the HGEC will : Increase community organization
Sensitize health care teams through its multi-tiered interdisciplinary curriculum structure designed to meet the needs of health care faculty, trainees, students, practicing professionals, and community volunteers.
Carmel Dyer, MD
Roy M. & Phyllis Gough Huffington Chair in
Gerontology & Chair of the Division of
Geriatric Medicine at UT– Medical School
Sharon Ostwald, RN, MS, PHD
Theodore J. and Mary E. Trumble Professor in
Aging Research & Isla Carroll Turner Chair in
Gerontological Nursing
Dental Branch
June Sadowsky, DDS, MPH
Donna Warren-Morris, RDH, MEd.
School of Nursing
Vaunette Fay, RN, GNP, PhD
School of Public Health
Jacquelyn Slomka, BSN, MA, PhD
School of Health Information Sciences
Irme Willcockson, PhD, Biomedical Science
University of Houston
College of Pharmacy
Graduate College of Social Work
Texas Woman’s University
School of Occupational Therapy
School of Physical Therapy
Principles of Interdisciplinary Collaboration (Develop public policies)
Humanistic Perspectives on the Aspects
of Vulnerability (Limits of care)
Detection, Intervention and Prevention of
Elder Mistreatment
The Caregiver (Most abuse potential)
Assessment and Intervention in Home Life (Risk factors)
Disaster Issues for the Elderly
Health Literacy (Understanding- culture)
Legal and Ethical Aspects of Safer
Communities (Effectiveness)
Content Modalities
Classroom
Web-based
On-site experiential learning
Gerontological Professionals Faculty
Residents/Fellows (Dental ▫ Pharmacy ▫ Social Work ▫ Public Health)
Doctoral & Masters Nurse Practitioners/Apprentice
Therapists
Students in all Disciplines
Community Partners Ombudsmen ▫ Elder Attorneys ▫ Caregivers ▫
Police/EMT’s ▫ County and State entities
A unique feature of this educational experience is the interdisciplinary team competition involving students from disciplines of medicine, nursing, social work, pharmacy, physical therapy, public health, occupational therapy, dentistry, dental hygiene, optometry, health informatics and law. In order to prepare for the team competition, participants will be provided with 24 hours of comprehensive interactive, experiential, didactic, face-to-face, and online education.
Teams present their assessments and recommendations
before a live audience.
Interdisciplinary faculty and community partners are judges.
Scores are given based on the comprehensive assessment
of and approach to the problem, innovativeness, feasibility,
team work, and their overall presentation.
All team members receive
geriatric assessment book and
skill cards and an engraved
medallion.
Winning team is presented with a
gift card to the local bookstore.
Reception honoring all of the
participants.
The University of Texas Houston Health Science Center 2008 HGEC Interdisciplinary Team Competition The purpose of the Houston Geriatric Education Center (HGEC) Interdisciplinary Team Competition is to challenge the ability of students from different disciplines to work together to evaluate, diagnose and prevent or treat complex elder mistreatment issues; enhance students’ knowledge about other health sciences disciplines; and encourage an interdisciplinary approach to health care. The competition consists of two interdisciplinary teams of students who compete for awards of excellence by responding to the case developed and judged by faculty. Once the teams have been formed and the case has been given to the teams, no changes to the team membership can be made. Thus, participation on a team requires a commitment to be a responsible member of a team who will do his/her part to ensure that the goals of the team are established and met and participate fully in team meetings and the preparation of tasks designated by the team. By signing this Statement of Commitment, I acknowledge my responsibilities as a team member and attest that I have read and understand the Competition Guidelines and agree to abide by the Guidelines and any other rules that are established by my team for participation. ____________________________________ ________________________ Signature Date
Adapted from the Health Care Team Competition Evaluation
Prepared by the Office of Academic Affairs, Linda Brannon, AVP
Photo- Rhonda Moran
In Elder Abuse and Neglect
1. Describe principles of interdisciplinary work including methods, benefits, and barriers. 2. Identify assessment tools and recognize the purpose of these tools in a Comprehensive Geriatric Assessment (CGA). 3. Identify community agencies that promote safety. 4. Explain the methods for forming a medical-agency collaboration including both benefits and barriers. 5. Analyze the historical development of public policies toward poor/vulnerable elders. 6. Verbalize experiential knowledge related to literary and artistic dimensions. 7. Recognize, evaluate, and discriminate between evidence-based risk factors for elder abuse, neglect, and self-neglect. 8. Identify and specify screening tools and their purposes. 9. Define and utilize interventions including Adult Protective Services, Ombudsman,
and Multidimensional geriatric intervention 10. Recognize and relate reversible geriatric syndrome 11. Develop and integrate an interdisciplinary approach to elder mistreatment 12. Summarize risk factors for abuse in family and institutional settings 13. Evaluate family caregivers as potential abusers. 14. Assess and intervene in elder mistreatment cases
ON LINE Pre-Test View Elder Abuse
Video Watch TEAM Institute
House Call Video Online Case Studies 1-
5 READING Community
Approaches to Elder Abuse
ACTIVITIES Adult Protective
Services (APS) Ride Along
Texas Elder Abuse & Mistreatment (TEAM) Institute Home Visit
Interdisciplinary Team Competition
At orientation, students were shown the
website and directed to complete the
online assignments individually.
Groups were formed and allowed to meet
and decide leadership and plan for
collaboration.
Students were given a ―passport‖ designed to help them navigate the HGEC website activities that prepared them for the competition.
On the website, were quizzes, questions to help focus on important information, and general information about the course and competition.
5 online cases related to elder abuse featured authentic APS. cases
At the competition, groups were given the following case description and shown the picture of the lady’s living conditions and allowed to question the experts. Round two was their plan for addressing the case.
The patient is a 78 year-old
woman, who was forcibly removed from her home by Adult Protective Services yesterday for living in squalor. She admits to hypothyroidism and cigarette smoking. She takes hydrocodone and levothyroxine. She states that she saw her physician about three weeks ago. She lives with a former employee of her deceased husband who buys her groceries and prepares her meals.
What further information would
you need to address the issues raised by this case?
ROUND ONE
Points Possible
Function as an Interdisciplinary Team 15 Use of Time Management Skills 10 Knowledge of Topic 10 Systematic Plan for Gathering Data 20 Evidence of Critical Thinking 15 Relevance of Questions 20 Professional Conduct 10
Total 100
ROUND TWO
Possible Points
Function as an Interdisciplinary Team 15
Use of Time Management Skills 10 Process Information 10 Systematic Approach to Plan 15 Realistic Recommendations for Addressing Issues 15 Completeness of answer 15 Creativity and Innovative Approach to Problem 10 Presentation Skills 10 Total 100
Elder Mistreatment With an Emphasis on
Disaster Preparedness for the Elderly
Upon completion of this course the student will be able to: Describe principles of interdisciplinary work including methods, benefits, and
barriers. Identify assessment tools and recognize the purpose of these tools in a
Comprehensive Geriatric Assessment (CGA). Identify community agencies that promote safety. Explain the methods for forming a medical-agency collaboration including both
benefits and barriers. Analyze the historical development of public policies toward poor/vulnerable
elders. Verbalize experiential knowledge related to literary and artistic dimensions. Recognize, evaluate, and discriminate between evidence-based risk factors for
elder abuse, neglect, and self-neglect. Identify and specify screening tools and their purposes. Define and utilize interventions including Adult Protective Services, Ombudsman,
and Multidimensional geriatric intervention Recognize and relate reversible geriatric syndrome Develop and integrate an interdisciplinary approach to elder mistreatment Summarize risk factors for abuse in family and institutional settings Evaluate family caregivers as potential abusers. Assess and intervene in elder mistreatment cases Identify needs of elderly for disaster preparedness Evaluate disaster preparedness plans for the elderly
ONLINE View Elder Abuse Video Knowledge Pre/Post-test Interdisciplinary Team Training Brown Bag or Video Video of Interview with Priest after Katrina Video of Physicians’ Response to Katrina Online Case Studies 1-5 READING Materials as provided (handouts and website) Generations Disaster Preparedness Resources Doorway Thoughts: Cross-Cultural Health Care ACTIVITIES Field Work Interdisciplinary Team Competition
Students worked in groups who
conducted interviews of elder survivors of
Hurricane IKE living in an assisted elder
community in Houston.
The groups were to design a disaster
preparedness plan for the city to adopt for
use. City officials were actual judges at
the competition. Policies were adopted
relative to the student plans!!!!
Faculty from each school represented in the HGEC will serve as judges for the Competition. Possible Points
Function as an Interdisciplinary Team 30 Comprehensive Health Assessment of the Problem(s) 15 Realistic Recommendations for Addressing Problem(s) 15 Comprehensive Recommended Solution 15 Creativity and Innovative Approach to Problem 15 Presentation Skills 10 Total 100
Winning Team (by 0.2 pts)
Assessment of Vulnerable
Homebound Elders
Summarize risk factors for abuse in family and institutional settings
Describe safety precautions one should take when making house calls
Articulate guidelines for clear communication with older adults
Describe nutritional needs of homebound elders Describe principles of interdisciplinary work including
methods, benefits, and barriers. Identify community agencies that promote safety. Develop and integrate an interdisciplinary approach
to complex issues facing homebound elders both in their home and in their community
YWCA Complete volunteer
screening Criminal background check Drug test ONLINE Attitude and Knowledge Pre-
Test View Module 1, HGEC
Webinar on Elder Abuse View House Calls Video Review CDC Guidelines for
Windshield Assessments Review Stanford
Ethnogeriatrics Curriculum, Modules 1 & 2
(on website)*
ACTIVITIES Obtain written permission from
elders prior to beginning interview Complete Individual Assessments
(at least 2) Compete Windshield Survey Interdisciplinary Team
Competition READINGS Materials as provided (handouts
and website) House Call Safety Tips Handout How to Communicate With Older
Adults Handout Mental Health Services for
Homebound Elders (on website) Nutrition & Homebound Elders
(on website) Elders Oral Health Summit
*Gwen Yeo, PhD, Editor, Coordinator, Stanford Geriatric Education Center
HGEC partnered with the YWCA Meals On Wheels Program. New federal regulations require an hour of nutritional education for individuals participating in the program.
Students were certified and trained to conduct the education and perform screenings: Home safety, general health, meds, oral health. They visited residents in interdiciplinary pairs.
SECTION A - Personal Appearance – Graded ― 0 – 4‖ Hair, Nails, Clothing, Insect Infestation
SECTION B - Medical Needs Physician’s Visits, Untreated Conditions
SECTION C - Environment Status Yard, Exterior/Interior, Stairs/Floors, Odor, Clutter, Lighting, Pets
SECTION D - Duration of Condition Recent Onset, Always
SECTION E - Health Literacy – Graded ―Extremely to Not at All‖ Fill out own forms, Help Understanding or Help Reading Medical Instructions
SECTION F - The Kayser-Jones Brief Oral Health Status Examination (BOHSE)* Condition of Tongue, Teeth, Lips, Neck Lymph Nodes, Oral Tissues, Etc
SECTION G - Windshield Survey Main Streets, Housing, Schools, Churches, Transportation, People
SECTION F - Disaster Preparedness Enough Medication, Help with ADL’s, Wheelchair, Evacuation Plan
*Kayser-Jones, Bird, Paul, Long, and Schell, 1995
Faculty from each school represented in the HGEC and community partners from the YWCA of Houston will serve as judges for the Competition.
Possible Points Function as an Interdisciplinary Team 15 Comprehensive Assessment of the Neighborhood(s) Visited 10 Comprehensive Assessment of Health Status of Population Assessed 10 Clear rationale for prioritization of identified problems 10 Realistic Recommendations for Addressing Problem(s) 15 Comprehensive Recommended Solution 15 Creativity and Innovative Approach to Problem 15 Presentation Skills 10 Total 100
Dental information
resource links were
added to the HGEC
website
OT and PT faculty were concerned that
their students would be uncomfortable
with the oral screenings! Nursing faculty
disagreed and championed for us!
75% of the students indicated that they
were satisfied or very satisfied with the
experience. Some stated this was their
only IPE experience.
In all three years the
students represented 8-12
different disciplines from 3
different universities within
the TMC.
Pre-post knowledge tests
showed a significant
increase before and after the
experience.
Overall great experience! Please keep doing interdisciplinary team
education projects in the future! It’s the only exposure to students
from other schools I’ve had in my 4 years in the Health Science
Center!
The experience with the other disciplines was invaluable!
I really enjoyed working with other students and disciplines. It truly
validated my role on an interdisciplinary team.
I am really impressed and awe struck by the positive effects the
HGEC has on the community. I also feel that the online courses and
the house visits have supported my interest in geriatrics and in
healthcare.
Interdisciplinary work and competition such as this allows us to
know what each discipline really does and not what we assume
they do. It also opens programs up to different resources and issues
that we may not be aware of. Increase the awareness about the
competition so others can benefit from it. Very good program!
Heather Doyle Masters In Social Work
Alex Mosquera and Jessica McCrorey Dental Hygiene
Advocacy for Elders in Long-Term
Care Facilities
Upon completion of this course the student will be able to: Articulate guidelines for clear communication with frail older
adults. Address health literacy issues of residents in LTC facilities. Articulate the role of the LTC Ombudsman in addressing
concerns of residents and family members. Describe the structure and function of LTC facilities,
including staffing, funding, and regulations Identify ethical dilemmas faced in LTC facilities Describe principles of interdisciplinary work including
methods, benefits and barriers. Identify policies necessary to maintain safety of elders,
especially in natural disasters. Develop and integrate an interdisciplinary approach to
complex issues facing residents in LTC facilities.
OMBUDSMAN TRAINING Complete LTC Ombudsman Application
LTC Training (6 Hours) ONLINE Pre-Quizzes Ombudsman Modules 2-4 Health Literacy Module Stanford Ethnogeriatrics Curriculum Modules 1 & 2 READING TLC Certified Ombudsman
Training Manual How to Communicate with
Older Adults
ACTIVITIES 4-5 visits to LTC facility Visit residents – identify
concerns, ethical issues etc Assess structure and
function of LTC facility Interdisciplinary Team
Competition
HGEC partnered with the UT Center on
Aging Ombudsman Program.
Students were trained and certified as
ombudsmen.
They will present their experience and
report on Their findings at the competition.
With 51 students, our largest to-date,
there are 3 teams:
GRO
Scrubs
GeriAdvocates
Faculty from each school represented in the HGEC and community partners from the Harris County Long-Term Care Ombudsman Program will serve as judges for the Competition.
Possible Points Evidence of Interdisciplinary Approach 15 Comprehensive Assessment of LTC facility visited 15 Understanding of the LTC Ombudsman role in addressing concerns 15 Identification of ethical issue with realistic recommendations 15 Identification of health literacy issues with recommended solutions 15 Creativity and Innovative Approach to Issues 15 Quality of Presentation 10 Total 100
Take a break when finished—Reports at 5:20
The faculty at your table are located in the
same city and have decided to form an
IPE planning group.
Work in your group to identify an IPE
learning experience that would work for
your students/faculty.
Be ready to report to the large group after
break. Have a goal and brief summary of
your program.
The TEAM Battery Clock Drawing Test
CAGE Questionnaire
Self-Rated Health and Mortality Scale
Physical Performance Test (PPT)
MMSE
Geriatric Depression Scale
Ewing, J. A. Detecting alcoholism: The CAGE Questionnaire. Journal of the American Medical Association, 1984; 252: 1905–1907.
Folstein, M., Folstein, S. & McHugh, P. ―Mini-Mental State‖: A practical method for grading the cognitive state of patients for the clinician. Journal of Psychiatric Research . 1975;12:189–198.
Idler, E. L. & Angel, R. J. Self-rated health and mortality in the NHANES: Epidemiologic follow-up study. American Journal of Public Health, April, 1990; 80: 446– 452.
Kohlman-Thompson, L. (1992) Evaluation of Living Skills (3rd ed). Bethesda, MD: American Occupational Health Association.
Reuben, D. B. & Siu, A. L. An objective measure of physical function of elderly outpatients: The physical performance test. Journal of the American Geriatrics Society, 1990;38(10), 1105–1112.
Wolf-Klein, G. P., Silverstone, F. A., Levy, A. P., & Brod, M. S. Screening for Alzheimer’s disease by clock drawing. Journal of the American Geriatrics Society. 1989;37: 730–734.
Yeasavage, J. A. Brink, T. L., Rose, T. L., Lum, O. Huang, V., Adey, M. & Leirer, V. O. Development and validation of a geriatric depression screening scale: A preliminary report. Journal of Psychiatric Research, 1983;17(1), 37–49.
BaggsJG & Schmidtt, MH. Collaboration between nurses and physicians.
Image: J Nurs Schol. 1988;20:145-149.
IOM. Committee on Quality of Health Care in America. Crossing the
Quality Chasm: A new Health System for the 21st Century Washington,
DC: National Academy Press; 2001.
Iliadi,P. Accountability and Collaborative Care: How interprofessional
education promotes them. Health Sci J. 2010;4(3);129-135.
Solomon, P. Interprofessional education: Has its time come? J Phys Ther
Educ. 2010;24(1);3.
Kohn LT, Corrigan JM, Donaldson MS, eds. To Err Is Human: Building a
Safer Health System. Washington, DC: National Academy Press; 2000.
http://teamstepps.ahrq.gov/abouttoolsmaterials.htm Accessed 2/16/11.
IPE is an effective learning method when
planned and conducted well.
Teams and Faculty both require training!
Faculty must model IPE.
IPE is viewed as important when it is a
course for credit.
Parallel learning is NOT IPE.
IPE requires internal and external drivers.
Begin small and build up successes!
Other health professionals may not be
open or receptive to oral health inclusion.
Be patient and tenacious!
We must educate our fellow HPs for the
sake of our patients!
Donna.P.Warren@uth.
tmc.edu
713-500-4396
June.Sadowsky@uth.
tmc.edu
713-500-4064