Interprofessional Education Building from the Bottom Out Stacy Jaffee Gropack, PhD, PT Associate Dean School of Health Professions LIU, Brooklyn

Diagnostic Medical Sono-graphy Occup-ational Therapy Physical Therapy Exercise Science Health Science Diagnostic Medical Sono-graphy Occup-ational Therapy Physical Therapy Physician Assistant Public Health Res-piratory Care Social Work Athletic Training

Entry to practice program in Nursing RN to BS program in Nursing Advance practice program in Nursing MS program in Nursing and Healthcare Management MS program in Nursing Education

Social and Administrative Sciences Pharmacy Practice Pharmaceutics Social and Administrative Sciences Pharmacology/Toxicology/Medicinal Chemistry

Developing an IPE Plan Commitment of the three schools given our unique position (no academic health center). Creation of mission and goals that represent those of the current health care environment and the institution. Creation of a survey to determine current practice and need. Faculty development. Student workshop. Reassessment.

Mission of IPE at LIU To provide students, faculty, administrators, and staff at LIU with opportunities to develop the knowledge, skills, attitudes, and behaviors needed to provide interprofessional care and services in a variety of settings in accordance with the University’s mission, vision, and goals.

Mission of the IPE Task Force To recommend a strategic approach to interprofessional education (IPE) at LIU that is cost and resource-efficient, and is aligned with outcomes delineated by the Interprofessional Education Collaborative (IPEC) and other relevant national organizations. The Task Force also will recommend an assessment strategy to ensure that students are able to demonstrate achievement of core competencies and are able to function constructively and collaboratively within interprofessional teams in order to improve health outcomes.

Preliminary Conclusions from Survey Data Faculty are convinced of the usefulness and need to increase IPE & IPC Need to increase IPE/IPC training and collaboration within LIU Need to Increase resources and support Need to revisit the pedagogy of delivering curricula in the health professions What is didactic? What are the alternative ways to teach the curricula? What training/resources are needed?

Faculty Development Faculty Development Didactic Clinical Adjunct Planning and developing an IPE course can be different in many ways from a course offered to only one profession. IPE can take a considerable amount of resources and time, reportedly requiring 3 times the preparation of a traditional course. To optimize the potential for a successful IPE initiative, the faculty members involved need initial preparation and continual development in this area.2 Historically, faculty members have not been trained to teach before being hired as educators; instead, they teach in ways similar to how they were taught, learn on the job, and/or grow through faculty development programs.

Faculty Development Discussion of educational background and professional curricula Case study Professional’s role in the case Professional’s contribution to the case Conflict Leadership Debriefing

Moving Forward Student Workshop Workshop for clinical and adjunct faculty Future Plans Narrow the scope