Marcia Levinson, PT, PhD, MFT Jefferson School of Health Professions Department of Physical Therapy Amber King, PharmD, BCPS Jefferson School of Pharmacy INTERPROFESSIONAL, COLLABORATIVE LEARNING OF VARIOUS HEALTHCARE STUDENTS VIA AN ONLINE PATIENT SAFETY MODULE

OUR TEAM Marcia Levinson, PT, PhD, MFT Jefferson School of Health Professions Department of Physical Therapy Amber King, PharmD, BCPS Jefferson School of Pharmacy E. Adel Herge, OTD, OTR/L, FAOTA Jefferson School of Health Professions Department of Occupational Therapy Maureen Revaitis, MSN, RNC-NIC Jefferson School of Nursing

OBJECTIVES Apply strategies to combine students from different disciplines into one module on patient safety for the purpose of promoting interprofessional collaboration and learning Identify how the activity allowed students to learn with, from, and about the other disciplines via the online design Identify facilitators and barriers to the implementation of the interprofessional learning module, describing results from process, impact, outcome evaluations, and lessons learned

THE PROCESS OF COMING TOGETHER Pharmacy Grand Rounds Teaching and Learning for Physical Therapists Meeting Reviewed & identified overlapping content Content was not profession-specific Chose 1 topic to pilot Considered course schedules and format Presented results at University level Recruited OT and Nursing faculty members

WHAT CONTENT DO YOU TEACH THAT TRANSCENDS PROFESSIONS? What content do you teach that transcends professions? Where in your curriculum is the content taught? Who are key contacts or facilitators who can connect you to people in other professions? Chairperson, faculty colleagues

THE LOGISTICS Nursing 120 first-year students Hybrid course-Introduction to Professional Nursing Occupational Therapy 20 second-year students Online, elective course –Interprofessional Grand Rounds Pharmacy 52 third-year students Online, required course – Interprofessional Grand Rounds Physical Therapy 62 first-year students Face-to-face course with 1 online session – Practice Issues in Physical Therapy 290 students

THE LOGISTICS Delivering the content Presented via Blackboard Learn Case scenario PowerPoint® presentation Assignments 2 discussion board posts Interprofessional small-groups Asynchronous

PATIENT SAFETY AND MEDICAL ERRORS Merged content from each course Level of detail & interest Pharmacy & OT students had previous coursework in patient safety Material was introductory for the PT & nursing students Appropriate for all professions students How the professions interact on the healthcare team

PATIENT SAFETY AND MEDICAL ERRORS: INTERPROFESSIONAL EXPERIENCE Wanted to focus on working together – Equalization Different levels working together, learning from each other – Expansion Taking pre-existing knowledge and applying it to different settings Multiple opportunities for application – Interactive challenge Different level students can work together and each can benefit from the action Less experienced students can spark excitement and good questions to the more experienced students Teaching a concept helps you learn content better Marianne Torbert, Follow Me Too

GRADING RUBRIC Max pointsPost Post adds original information, perspectives, or questions that are pertinent to the discussion. 2 Post contains the following: -The student’s main idea -Supporting information or examples -A conclusion (e.g. why is this important/relevant?) 3 The student’s point of view is clearly understood & is respectful of others’ ideas. (Spelling & grammar will be considered.) 1 Post contains correctly cited and formatted primary literature. Check if present Total6

COURSE EVALUATIONS Nursing 89/120 students Occupational Therapy 13/20 students Pharmacy 52/52 students Physical Therapy 50/62 students

JOINING WITH OTHER PROFESSIONS FOR THE PATIENT SAFETY MODULE ADDED TO MY UNDERSTANDING OF PATIENT SAFETY ISSUES

JOINING THE OTHER PROFESSIONS FOR THE PATIENT SAFETY MODULE ENHANCED MY UNDERSTANDING OF THE UNIQUE PERSPECITVES/ROLES OF THESE PROFESSIONS

STUDENT COMMENTS – Students appreciated the experience “The course gave opportunities to learn from classmates and other disciplines’ points of view” “This course allowed for unique and thought-provoking discussions among students from various healthcare disciplines.” “The information in this activity was revalational to me-I had previously been ignorant to the amount of medical errors within the field” “It opened my eyes to the importance to be as thorough and careful as possible. I do not want to be the reason someone’s life ended…” – Students learned the content “The provision of care starts with the patient and includes the support from a team of professionals. Interprofessional communication is key to providing comprehensive care.” “The importance of communicating with all team members. Communication ensures we are all on the same page and minimizes the chance of a medical error from occurring.” – Students desired meeting students in different professions face-to-face “It may be beneficial for the whole class or each group to meet for a symposium …and be able to meet the other students face-to-face.”

POSITIVE ASPECTS TO THIS IPE MODULE Belief that the student experience would be deeper and richer as interprofessional education Flexibility and creativity – Adjusting content, course schedule, delivery method, etc. Willingness to “start small” Technology Course timing (eg fall semester) Willingness to take a chance Improved content Benefits to faculty (learning from each other)

BARRIERS TO IMPLEMENTATION Faculty time developing content Semester when course is offered

LESSONS LEARNED Suggest that students set up a group meeting Suggest using voice thread or a medium to introduce themselves online with pictures

WHICH TOPICS HAVE LEARNING ACTIVITIES THAT COULD BE EXPANDED TO INCLUDE OTHER PROFESSIONS? Of the topics you thought of, what could you do to go forward with a specific plan on a specific topic? What other professions could be included? What level of knowledge/competency do your students need to attain? What format would you like to use? During what period of time would it be possible to include this topic? How can you formulate your first step to implement an interprofessional module or experience about this topic?

QUESTIONS?