1. IPE Collaborative Team Initiative IPE Collaborative Faculty Désirée Lie, MD, MSEd; Melissa Durham, PharmD, BCACP; Anne Walsh, PA-C, MMSc; Janet Trial, EdD, MSN; Kevin Lohenry, PhD, PA-C; Christopher Forest, MSHS, PA-C; Kathy Besinque, PharmD, MSEd Keck School of Medicine of USC USC School of Pharmacy Interprofessional Education: Best Practices and Pathways to Success

2. Session Goals Present the process, design, implementation, and evaluation of a new IPE curriculum Discuss session participants’ experiences with implementing and evaluating IPE curricula

3. Session Objectives By the end, participants will be able to Identify unique competencies addressed in IPE Describe a model to implement IPE curricula Apply principles to their own curriculum Discuss challenges Share best practices and new ideas for IPE

4. Session Outline A.Introduction and disclosures B.Description of IPE session & faculty training C.Group IPE activity D.Group reporting E.Pearls and lessons learned

5. IPE / Interprofessional Care “…occurs when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.” - WHO Report 2010 Adapted from presentations by the Centre for Interprofessional Education, University of Toronto ehpic 2012

6. Rationale for Developing IPE Curricula Positive effects on clinical outcomes Accreditation requirements Emphasis on a team approach

7. IPE Competencies

8. USC Experience - Process Ground-up, not top-down (no Center for IPE) IPE Committee guidance HRSA grant – PA Program University of Toronto faculty training (EHPIC) 2012 – Medicine (180) and Pharmacy (188) 2013 – Medicine (182), Pharmacy (180), PA (106)

9. USC Experience - Curriculum Design Pre-existing Medicine course Two-hour session Case-based Small group format (6x4 = 24 students per group) Two faculty mentors/group

10. USC Experience - Planning Planning committee met 3 months prior to session Designed case and scripts Recruited and trained faculty mentors Handled logistics

11. IPE Faculty Mentor Training Workshop offered 4 weeks before IPE session 40 faculty (high attendance), all 3 professions Social interaction/ice-breaker Presentation on competencies and teamwork Video demo Immersion in small group role play Discussion of scopes of practice

12. Sample Training Video http://youtu.be/rAeiCX1Yk_8

13. Group Activity Instructions Form small groups of 3 to 5 individuals Address the questions posed Report back to the large group

14. Discussion Group Questions What IPE curricula have you initiated or participated in? What professions were involved? What was the greatest challenge? What faculty training strategies worked best? What lessons were learned?

15. Large Group Reporting Best practices Pitfalls with solutions Pearls for IPE curricula implementation

16. USC Experience Post-session survey results Medical Students (1 st Year) PA Students (1 st and 3 rd Year) Pharmacy Students (2 nd and 3 rd Year)

17. “In the past 3 years, have you had exposure to IPE in health care?” No: Medical Students: 47% Pharmacy Students: 40% Physician Assistant Students: 33% Yes, on more than one occasion: Medical Students: 38% Pharmacy Students: 31% Physician Assistant Students: 46%

18. Strongly Agree/Agree Survey Responses

19. “Which profession did you learn most about during this session?”

20. Narrative feedback Students Competition between different stages of students Case too complex; did not promote teamwork Scope of practice among professions not clear Faculty Logistical problems Training and script with structure very helpful

21. USC Experience - Strengths Truly collaborative Bridging silos between professions Trained/oriented facilitators Synchronous IPE activity Included reflection in the activity Assessments conducted

22. USC Experience - Barriers Coordinating a common time and location Logistics Conflict among different-stage learners Variation among faculty experiences in IPE

23. USC Experience – Next Steps April 2014: Expand to six professions Involve same-stage learners (Year 1 only) Remove the clinical case: socialization only Focus on a single competency: Professional roles Provide more faculty training

24. USC Experience - Best Practices Plan well ahead (one year, not 3 months) Anticipate logistical challenges Involve same level of students Provide food/social environment Reflection is a vital component

25. Resources 1.Session handouts (scripts and slides) 2. University of Toronto Centre for Interprofessional Education Website. Available at: http://ipe.utoronto.cahttp://ipe.utoronto.ca 3. Cohen SG, Bailey DE. What makes teams work: Group effectiveness research from the shop floor to the executive suite. J Management. 1997;23(3):239-290. 4. Thistlethwaite J, Moran M, on behalf of the WHO Study Group on Interprofessional Education and Collaborative Practice. J Interprof Care. 2010;24(5):503-513. 5. Interactive Evaluation IPE Toolkit Website. Available at: http://www.ipe.utoronto.ca/initiatives/ipc/implc/supertoolkit.html

26. IPE Collaborative Team Initiative THANK YOU FOR YOUR ATTENTION AND CONTRIBUTION! For more information: Melissa Durham, PharmD, BCACPmdurham@usc.edu Désirée Lie, MD, MSEDdlie@usc.edu This study was supported in part by a grant from the Health Resources and Services Administration, Bureau of Health Professions: Longitudinal Education to Activate Physician Assistant Students For Interprofessional Teamwork (LEAP-FIT). HRSA #D57HP23251