AETC INTERPROFESSIONAL EDUCATION PROJECT: IMPLEMENTATION INSTRUCTIONS FOR BASELINE DATA COLLECTION Updated April 28 th,

Table of Contents 2  Slide 3: Background on AETC IPE project  Slide 7: Brief summary of national IPE evaluation  Slide 10: IPE Faculty Lead Assessment for Each Participating Health Professional Program  Slide 21: IPE Faculty (Lead and Participating) Baseline Assessment

3 Background on the AETC IPE Project

Goal of the AETC Interprofessional Education (IPE) Project 4  Goal:  To increase the size and the strength of the HIV clinical workforce and to improve outcomes along the HIV Care Continuum through a project focused on providing hands on learning in HIV care and treatment in the post graduate setting

Broad Goals of the Needs Assessment for the IPE Project 5  Assessment of your potential IPE partners, providing information about their current:  Understanding of HIV prevention, diagnosis, treatment, HIV primary care, and ongoing healthcare management of PLWH  Training and technical assistance needs in order to prepare pre- professionals to becomes cadres of interprofessional HIV teams  Assess education, training, and technical assistance needs to help them successfully include HIV treatment in their curriculum and practicums, and models of care and effective practices  Assess health professions schools need and readiness for curriculum development

Desired Outcomes of the IPE Project 6  As a result of participation in the AETC IPE Project:  Targeted interprofessional health care providers will be able to provide quality, comprehensive care and treatment to PLWH  Faculty of the participating health professions schools will develop and implement hands-on clinical learning opportunities that include comprehensive HIV care and interprofessional education Trainees who participate in these programs will achieve HIV expertise and interprofessional competencies and, upon graduation, will enter clinical practice settings where they can provide team-based, comprehensive care to PLWH

7 Brief Summary of National AETC IPE Project Evaluation

NEC-Led National Evaluation of the AETC Interprofessional Education Project 8  N ational evaluation will consist of the following instruments:  Annual IPE Faculty Lead Assessment for Each Participating Health Professional Program  IPE Faculty (Lead and Participating) Baseline Assessment Annual IPE Faculty Assessment (modified version of Baseline Assessment, to be completed in future years)  Annual or Bi-Annual Student Assessment  Post-Graduate Student Assessment

Preliminary List of Schools/Programs Participating in the AETC IPE Project 9 Nursing Medicine Pharmacy Dentistry Public Health Social Work Mental Health Law Others to Come Frontier XXXXX Mid-Atlantic XXXXXX Midwest XXXX New England XXX Northeast XXXX Pacific XXX South Central XXX Southeast XXXXX

10 IPE Faculty Lead Assessment for Each Participating Health Professional Program

Purpose of IPE Faculty Lead Assessment for Each Participating Health Professional Program 11  Purpose is to gather information about the work AETCs will be conducting with each health professional program  This assessment will capture the diversity of program models being implemented by AETCs to train faculty and students on HIV IPE  This assessment will also help answer a main evaluation question posed by HRSA/HAB  “What are the effective practices for establishing an interprofessionally trained workforce?”

Content of the IPE Faculty Lead Assessment for Each Participating Health Professional Program 12  Assessment includes questions on:  Stage of project implementation  Project components for participating faculty and students  Role of the faculty lead championing the project  Strategies used to incorporate HIV IPE content into curriculum  Health professional program teaching on IPE and HIV  IPEC core competency focus of project  Description of student practicum and anticipated enrollment  Anticipated areas of assistance needed

Sampling for IPE Faculty Lead Assessment for Each Participating Health Professional Program 13  This assessment should be completed by the participating faculty member leading and championing this project within their health professional program  This assessment might serve a good orientation instrument to facilitate discussion between the AETC and faculty lead on the project  If this person has not yet been identified, then the AETC regional/local staff with the most knowledge about the IPE project and professional program should complete  Some regions, still in the development stage, may need to draw upon several AETC faculty/staff members to complete the assessment

Data Collection Strategy for IPE Assessment for Each Participating Health Professional Program 14  One assessment should be completed for each health professional program that will participate in the project  For example, Pacific AETC is collaborating with three health professional programs, so they should submit three assessments, one for each program  Paper assessment was made available on April 8 th and the online version was shared on April 15 th  This assessment should be completed online, to ensure data quality

Online Administration for IPE Assessment for Each Participating Health Professional Program 15  Two separate online administration options were developed  Direct link that is included an sent directly to potential participants; or  Link to be inserted as part of a “registration” process within Virtual Forum (see slides 17 thru 20) Using this method will allow you to internally track who completed the assessment without being able to link their responses to their names (i.e., Jane Doe only partially completed the assessment and now you can her a tailored reminder about completing the assessment)

Administration Option 1 of IPE Assessment for Each Participating Health Professional Program 16 Dear__________, Thank you for agreeing to take on a leadership role in the implementation of our AETC HIV-focused interprofessional education project! We are in the process of developing the project and are asking each lead faculty member to provide us with some information about their health professional program and the IPE project components that will be implemented. Please take a few minutes to complete the survey below, which will help us with planning and designing the project. Your participation in this evaluation is voluntary. We want to assure you that your answers will remain confidential; all findings will be based on grouped data and will not reveal your identity or your individual responses. If you have any questions, please feel free to contact the AETC National Evaluation Center at or (415) (or regional contact info can be used instead). Thanks for your consideration, SAMPLE TEXT

Administration Option 2 of IPE Assessment for Each Participating Health Professional Program 17  Log in to Virtual Forum and set up an event with a date of 6/30/2016. See the example below:

Administration Option 2 of IPE Assessment for Each Participating Health Professional Program 18  You should estimate the number of attendees for # of Participants (ER7) and indicate 1 hour under Level V or VI if you have modalities in your ER already  After setting up the event go to the Registrations option for the event (on the event dashboard) and paste in: W0qALj W0qALj  In the Registration Auto-Forward URL field as well as the Registration Response Text (suggested text shown). Be sure to click on UPDATE AUTO-FORWARD and UPDATE REGISTRATION RESPONSE (see next slide)

19 Click here to preview the registration process

IPE Assessment for Each Participating Health Professional Program 20  AETCs should have these assessments completed by June 10 th  NEC has developed region-specific, real-time reports that can be accessed by clicking on a customized link the NEC shared with each AETC on April 26 th

21 IPE Faculty (Lead and Participating) Baseline Assessment

Purpose of IPE Faculty (Lead and Participating) Baseline Assessment 22  Purpose is to better understand the needs of participating faculty members in relation to their  Current teaching on and confidence in teaching on HIV, IPE, and HIV IPE  Current level of HIV IPE content incorporation in their course(s) and clinical practicum experiences  This is the primary instrument that will be used as part of the needs assessment due June 30 th

Content of the IPE Faculty (Lead and Participating) Baseline Assessment 23  Assessment includes questions on:  Role of respondent on project  Coverage of HIV and IPE in course(s)/clinical teaching  Confidence in teaching on HIV care and treatment  Confidence in teaching on the IPEC core competencies  Confidence in implementing project components  HIV knowledge

Sampling for the IPE Faculty (Lead and Participating) Baseline Assessment 24  Assessment is to be completed by faculty who will be recipients of education and/or coaching on HIV IPE, including faculty leading and championing the project within their respective health professional programs  As noted, faculty leads will complete this assessment, as well as the assessment for their health professional program  We recommend first sending the health professional program assessment to faculty leads, followed by the baseline assessment

Data Collection Strategy for the IPE Faculty (Lead and Participating) Baseline Assessment 25  Assessment was made available in paper form on April 8 th and the online version was shared on April 15 th  This assessment should be completed online, to ensure data quality  AETCs should have these assessments completed by June 30th  NEC has developed region-specific, real-time reports that can be accessed by clicking on a customized link the NEC shared with each AETC on April 26 th

Online Administration for the IPE Faculty (Lead and Participating) Baseline Assessment 26  Two separate online administration options were developed  Direct link that is included an sent directly to potential participants; or  Link to be inserted as part of a “registration” process within Virtual Forum (see slides 28 thru 30) Using this method will allow you to internally track who completed the assessment without being able to link their responses to their names (i.e., Jane Doe only partially completed the assessment and now you can her a tailored reminder about completing the assessment)

Administration Option 1 for the IPE Faculty (Lead and Participating) Baseline Assessment 27 Dear__________, You’ve expressed interest in participating in our HIV-focused interprofessional education program. We appreciate your interest and want to create a project that will meet your needs and the needs of collaborating health professional programs. Please take a few minutes to complete the survey below, which will help us with planning and designing the project. Your participation in this evaluation is voluntary. We want to assure you that your answers will remain confidential; all findings will be based on grouped data and will not reveal your identity or your individual responses. If you have any questions, please feel free to contact the AETC National Evaluation Center at or (415) (or regional contact info can be used instead). Thanks for your consideration, SAMPLE TEXT

Administration Option 2 for the IPE Faculty (Lead and Participating) Baseline Assessment 28  Log in to Virtual Forum and set up an event with a date of 6/30/2016. See the example below:

Administration Option 2 for the IPE Faculty (Lead and Participating) Baseline Assessment 29  You should estimate the number of attendees for # of Participants (ER7) and indicate 1 hour under Level V or VI if you have modalities in your ER already  After setting up the event go to the Registrations option for the event (on the event dashboard) and paste in: M1BSR M1BSR  In the Registration Auto-Forward URL field as well as the Registration Response Text (suggested text shown). Be sure to click on UPDATE AUTO-FORWARD and UPDATE REGISTRATION RESPONSE (see next slide)

30 Click here to preview the registration process

31 Do you have questions that require clarification? If so, then contact Kevin Khamarko