Instructional Methods Lessons Learned & Next Steps

Slides:



Advertisements
Similar presentations
Day 2 Planning a Practice Curriculum  Small group review of SWOT analysis. Identify learning available and constraints Identify different specialities.
Advertisements

1 Interprofessional Education (IPE) “.. Occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality.
Developing faculty as medical educators and scholars in teaching and learning Teaching in Medical Education (TiME) Faculty Fellows Program Developing faculty.
Interprofessional Education and Practice: Creating Leaders and Opportunities for Clinical Learning MODULE 1 Overview of Programme and Participants Overview.
Dr. Dalal AL-Matrouk KBA Farwaniya Hospital
Purpose Program The purpose of this presentation is to clarify the process for conducting Student Learning Outcomes Assessment at the Program Level. At.
Hollis Day, MD, MS Susan Meyer, PhD.  Four domains for effective practice outlined in the Interprofessional Education Collaborative’s “Core Competencies.
Debriefing in Medical Simulation Manu Madhok, MD, MPH Emergency Department Children’s Hospital and Clinics of Minnesota.
Triple C Competency-based Curriculum: Implications for Family Medicine Residency Programs.
Written by: Interprofessional (IP) Pictionary Presenter: Brenda Zierler, PhD, RN, FAAN University of Washington: Center for Health Sciences Interprofessional.
Oslo 27 th September 2011 Interprofessional Education at UEA Overview of IPL delivery & Lessons learnt.
The Teaching Physician: How to Become a More Effective Medical Educator The Teaching Center UNC Department of Pediatrics The Teaching Center.
Interstate New Teacher Assessment and Support Consortium (INTASC)
Education at UCSF School of Medicine Spring 2012 Catherine Lucey MD.
Technical Assistance and Consultation Team’s Approach to Enhancing Interprofessional Learner Experiences in Integrated Care Settings InterProfessional.
Thomas College Name Major Expected date of graduation address
ONE UNIVERSITY. MANY FUTURES. IP Planning for IPE Will the PIPES system help us to enhance IPE? IPE faculty development January 11, 2012.
Stroke Team Inter- Professional Placement (STIPP) Project.
SIMULATED LEARNING EXPERIENCE IN A FIRST YEAR NURSING COURSE: LESSONS LEARNED Lisa Keenan-Lindsay RN, MN Professor of Nursing Seneca College.
MEDICAL STUDENT TRANSITION COURSE Professionalism in the Clinical Environment ANTHONY A. MEYER, MD, PHD CHAIRMAN, DEPARTMENT OF SURGERY UNIVERSITY OF NORTH.
Interprofessional Learning Clinical Placement Toolkit Module: Opportunity Are we a team that can offer IP learning experiences? “Building and sustaining.
CDIO: Overview, Standards, and Processes (Part 2) Doris R. Brodeur, November 2005.
FLORIDA EDUCATORS ACCOMPLISHED PRACTICES Newly revised.
Click to edit Master subtitle style Competence by Design (CBD) Foundations of Assessment.
Henry M. Sondheimer, MD Association of American Medical Colleges 7 August 2013 A Common Taxonomy of Competency Domains for the Health Professions and Competencies.
Win-Win: Student Health Coaching for Early Workplace Learning February 7 th, 2015 Paul Marcus, MD; Christina Cicoletti, MNA; Jennifer Crawford, MPH; Margaret.
Day 2.1 Planning a Practice Curriculum  Small group review of SWOT analysis. Identify learning available and constraints Identify different specialities.
Interprofessional (IP) collaboration is an expected competency for many health professions upon graduation and is a skill that needs to be taught and experienced.
Expectations What do you expect from: C&I Faculty? Yourself and other students? The Bachelor of Science in Education Program?
CHW Montana CHW Fundamentals
Department of Obstetrics, Gynecology & Reproductive Sciences , YSM
Joe Schwenkler, MD Medical Director UMDNJ PA Program
Continuing professional development: Designing an interprofessional program for allied health placement educators My name is Kate Thomson. I’m from Sydney.
Building Our Medical Neighborhood
Introduction Developed in collaboration with: Lead Advisor
Evaluation of an Interprofessional Team Seminar Course in Preparing
The A Team: Electronic Simulation of a Clinical Team Helps Learners Appreciate Benefits of Team-Based Care Elaine Lee, MS 4 Margo Vener, MD, MPH University.
“An online program to enhance the quality of clinical education”.
LESSONS LEARNED FROM A PILOT NUTRITION ELECTIVE AT AN OSTEOPATHIC MEDICAL SCHOOL an MSEDI project Audra Lehman MD, Glenn Davis MS - Touro University California,
“An online programme to enhance the quality of clinical education”.
Fostering Opportunities in Clinically Underserved Settings Building a Comprehensive Underserved Medical Student Experience Martha Seagrave, PA-C, Karen.
Building Our Medical Neighborhood
George E. Thibault, MD President, Josiah Macy Jr. Foundation
Transforming Clerkships into an Integrated Longitudinal Learning Module: Model Madres: Maternal, Child and Family Health Adriana Padilla, MD Susan Hughes,
Teaching Interprofessional Collaborative Care Skills Using a Blended Learning Approach WGEA April /1/2018 [ADD PRESENTATION TITLE: INSERT TAB > HEADER.
IMPLEMENTATION - JANUARY 2013
PeArLS (Personally Arranged Learning Session)
Development of Inter-Professional Geriatric and Palliative Care Clinic
PARTNERSHIPS WITH CLINICAL SETTINGS: ROLES AND RESPONSIBILITIES OF NURSE EDUCATORS – Chapter 9 –
Tools & Strategies Summary
Interprofessional Practice in healthcare
IPE at EVMS Jeffrey A. Johnson, DHSc
Gearing Up for Implementation of Next Generation Standards:
Development of the Evaluation of an Interprofessional Hotspotting Curriculum Charles Baron BA, Lauren Collins MD Background Evaluation Development Super-utilizers.
NJCU College of Education
Building Our Medical Neighborhood
Interprofessional learning and teaching in evidence-based practice
Using Interprofessional Simulation to Improve Collaboration and Communication Amongst Nursing and Medical Students Brittney Mueller, RN, MSN, CEN Simulation.
Interprofessional Education
Optimizing UCSF’s Learning Environment: Creating Actionable Plans
Creating a Multidisciplinary Team to Develop and Implement Interprofessional Education (IPE) Simulations Preparing Students for Collaborative Practice.
Anelah McGinness1; Maria Wamsley, MD1; Josette Rivera, MD1
Interprofessional (IP) Pictionary
Interprofessional Education (IPE)
Physical Therapist Assistant Program School of Science, Health, & Criminal Justice Fall 2015 Assessment Report Program Director: Deborah Molnar Date of.
Interprofessional Education Training Residents about the Healthcare Response to Victims of Abuse, Neglect and Exploitation Kathleen Franchek-Roa MD University.
INTASC STANDARDS Sharae Frazier.
Physical Therapist Assistant Program School of Science, Health, and Criminal Justice Fall 2016 Assessment Report Curriculum Coordinator: Deborah Molnar.
Session 6 2:30pm-4:00pm Site Visitor Training Facilitators:
Interprofessional Education for
Presentation transcript:

Instructional Methods Lessons Learned & Next Steps Cultivating Collaboration: An Interprofessional Collaboration Skills Curriculum for Early Medical Students in Clinical Microsystems Josette Rivera, MD1; Susannah Cornes, MD1; Allison Ishizaki, MPH1; Anna Chang, MD1; Maria Wamsley1, MD 1University of California, San Francisco Purpose & Background Assessment Plan Outcomes Purpose: To teach and assess interprofessional collaboration skills of first-year medical students participating in a longitudinal clinical skills and health systems improvement curriculum. Background: Interprofessional education (IPE) traditionally focuses on the interactions of students of different professions Situated learning theory posits that learning occurs through interaction with practitioners Embedding students in interprofessional (IP) teams of practicing professionals may provide rich opportunities for formal and informal IP learning Assessment of teamwork skills is important for ongoing program evaluation and to ensure students are prepared to function collaboratively in healthcare teams We developed and piloted 3 assessments: Written application of an IP communication tool (ISBAR) in month 5 (summative) Simulation case in which each student negotiates a patient's care plan with a standardized social worker in month 8 (summative). Grading rubric emphasized ISBAR & rapport building skills. Sample rubric items: Student expressed empathy utilizing at least one PEARLS statement (Partnership, Empathy, Apology, Respect, Legitimation, Support) Student clarified roles and next steps for care plan Two item feedback survey on students’ IP collaboration skills completed by non-physician team members in months 5 and 8 (formative): “What does X do well in collaborating with other health professionals?” “What does X need to improve to collaborate more effectively with other health professionals?” Written ISBAR assessment: average score 60% (SD=2. 8%) Standardized social worker assessment: average score 88% (SD=8. 9%) IP feedback survey results: please refer to McGinness et al1 Student Feedback “Outside of our project and outside of our patient visits and outside of the time that we specifically had an assignment to talk to a healthcare professional-there weren’t many opportunities or times that we would seek other interactions” –MS12 Instructional Methods “…it's healthy to understand the hard work that everybody in the healthcare team is doing. Actually going to the site and being able to see with your own eyes everything everyone is contributing is meaningful and helpful for first-year medical students.” – MS12 In the UCSF Clinical Microsystems Clerkship (CMC), groups of 5 - 6 first-year medical students are assigned to a faculty coach and clinical microsystem for 15 months. Students spend one day/week learning direct patient care skills, interprofessional teamwork, and working on a systems improvement (SI) project. We created a longitudinal IP curriculum embedded in the clinical microsystem intended to: Increase student knowledge of roles/responsibilities of diverse healthcare professionals Foster student IP collaboration skills including communication to deliver patient-centered care IP curricular activities include: Interview/shadow 1-2 non-physician team members Observe an IP team meeting with an observation guide Small group on IP communication skills/tools Interview a patient about their IP healthcare team Communicate with an IP team member about a patient care issue Curriculum provides workplace-based IP learning while avoiding logistical challenges of bringing students of different health professions together Curricular materials and assessments can be adapted for early learners of any profession with longitudinal clinical placements Formal activities in months 1-5 are essential for student learning about the roles of their colleagues High scores on summative standardized social worker interaction suggest acquisition of IP communication and rapport building skills Discussion Figure 3. Students preparing for standardized social worker interaction Figure 2. Students observing IP team meeting. Figure 1: Timeline of Interprofessional Education Program in the Clinical Microsystem Clerkship IP team member interview/shadow IP communication small group Month 1 IP team member interview/shadow, part 2 IP team observation By Month 5 Practice IP communication tools in clinical microsystem Interview patient about their care team Month 7 Assessment @ Month 5: IP Feedback Survey Written ISBAR Assessment Assessment @ Month 8: Standardized Social Worker Interaction Lessons Learned & Next Steps The robustness of student IP interactions varied depending on team stability, whether the microsystem was accustomed to engaging with students, and the degree of faculty coach facilitation2 Next steps are to focus on informal IP learning opportunities, particularly via faculty coach development to help students recognize and reflect upon opportunities which often occur on the fly Explore feasibility of incorporating IP colleagues in additional assessment activities Create summative exam exercises to assess IP competencies such as conflict management and requesting consultations Authors References Josette Rivera MD; UCSF; Josette.Rivera@ucsf.edu Susannah Cornes MD; UCSF; Susannah.Cornes@ucsf.edu Allison Ishizaki MPH; UCSF; Allison.Ishizaki@ucsf.edu Anna Chang MD; UCSF; Anna.Chang@ucsf.edu Maria Wamsley MD; UCSF; Maria.Wamsley@ucsf.edu The authors have no financial or other conflicts of interest related to the above materials McGinness A, Wamsley M, Rivera J. Quality of Interprofessional Feedback for First Year Medical Students: A Content Analysis. 2018 WGEA Poster. Wamsley M, Rivera J, O’Brien B. ‘Getting out of that siloed mentality early’: Opportunities for interprofessional learning in a longitudinal clinical placement for early medical students. 2018 WGEA Oral Presentation.