1. One Community’s Practical Plan for Development and Implementation of Interprofessional Medical Education Curriculum
Dawn LaBarbera PhD, PA-C
Mary Kiersma PharmD, PhD
Mindy Yoder DNP, FNP-BC, RN
Deb Poling PhD, RN, FNP-BC, CNE

2. Learning Objectives
Discuss steps for creating a community consortium of interdisciplinary educators
Disseminate examples of three interactive interdisciplinary activities
Assist each participant in the integration of IPE within their organization or community of interest

3. Interprofessional education (IPE) Background
Recommended by:
Pew Health Professions Commission
Institute of Healthcare Improvement
Institute of Medicine
Accrediting organizations in healthcare education
Linked to reduced deaths, sentinel events and health care costs
an essential component of teamwork and collaboration

4. Faculty
University of Saint Francis: Physician Assistant, Nursing MSN and Family Nurse Practitioner
Indiana University-Purdue University Fort Wayne: Nursing MSN and Nurse Practitioner
Indiana University: School of Medicine
Fort Wayne Medical Education Program: Family Practice Residency Program
Manchester College: Doctor of Pharmacy

5. FWAIPEC Beginning Fort Wayne Area Interprofessional
Education Consortium (FWAIPEC)
Graduate Health Care Education
Created August 2011
Common interest of accreditation criteria

7. Pilot Seminar Series Activties
Three-session series piloted Spring 2012
Introductory Exercise
BATHE Model of Psychosocial Interviewing
Root Cause Analysis
Materials available through MEDEdPORTAL

8. Session 1: Introduction to IPE and Health Care Provider Activity
Pretest RIPLS administration
Food
Mini-lecture: Introduction to IPE and faculty
Created interdisciplinary teams (10-12 students)
Activity
Debrief

9. Session 1: Educational Outcomes
Become a more effective team member through interprofessional learning experiences especially in the areas of communication, role recognition and collaboration
Discuss how health professionals and patients may utilize and understand the role of various providers and services

11. Session 2: BATHE Model of Psychosocial Interviewing
Food
BATHE (Background, Affect, Trouble, Handling, and Empathy) model
Mini lecture presented by a clinical psychologist
Continuation of interdisciplinary teams
Activity
Debrief
Introduction to psychosocial interviewing
Presented by a clinical psychologist
Each student took turns in three roles: patient, provider, and observer/evaluator
Students provided feedback
Summary of what each team learned
Question and answer session with clinical psychologist

12. Session 2: Educational Outcomes
Apply the elements of the BATHE communication model to a mock patient interview
Assess a mock BATHE patient interview and critique team members using an established rubric

13. Session 3: Root Cause Analysis (RCA): Lewis Blackman Case
Food
Introduction of RCA process
Lewis Blackman video
Activity
Debrief
Posttest RIPLS administration
Teams discussed potential factors and key questions
Fishbone diagram documented analyses
Prioritized change needed to avoid outcome
Summary presented by teams

14. Session 3: Educational Outcomes
Work in interdisciplinary teams to apply a Root Cause Analysis (RCA) process to a real patient scenario
In the RCA, identify issues and develop potential solutions

16. RIPLS Results 19 item survey
5-point Likert Scale (Strongly agree to strongly disagree)
Pretest and Posttest
258 surveys completed
132 participants
122 participants completed both assessments
Physician Assistant, Pharmacy and Nurse Practitioner students
For the results, we administered the RIPLS survey as a pretest and a posttest to determine how the seminar series affected the participants.
Since the PA students were required to attend all the sessions, they were the only participants who completed both assessments.

17. Demographics Variable Category N (%) Health Profession
Family Practice Resident
3 (2.5)
Medical
Nurse practitioner (NP)
32 (26.2)
Other graduate nursing, non-NP
Nursing, undergraduate
Pharmacy
55 (45.1)
Physician assistant student
23 (18.9)
Gender
Male
40 (32.7)
Female
82 (67.2)
Ethnicity
Caucasian
90 (73.8)
African American
8 (6.6)
Asian/Pacific Islander
2 (1.6)
Other
5 (4.1)
We wanted to give you an overview of the demographics that were collected.
Multiple health professions participated including family practice residents, medical students, physician assistant students, and nursing students that included undergraduate, graduate and nurse practitioners students.
The majority of participants were Caucasian and female.

18. NP student Paired T-tests
Question
P-value
Shared learning with other health care students/professionals will increase my ability to understand clinical problems
0.016
I would welcome the opportunity to share some generic lectures, tutorials or workshops with other health care students/professionals.
0.032
One of the objectives was to evaluate the change in scores for the RIPLS survey for the participants that completed both assessment.
Only 2 questions had statistically significant results. The questions included
Shared learning with other health care students/professionals will increase my ability to understand clinical problems
I would welcome the opportunity to share some generic lectures, tutorials or workshops with other health care students/professionals.
The results showed a decrease in scores from the pretest to the posttest. These results could be due to the lack of consistent participation from health professions other than the PA students.

19. Pharmacy student Paired T-tests
Question
P-value
Shared learning with other health care students/professionals will increase my ability to understand clinical problems
0.029
Learning between health care students before qualification and for professionals after qualification would improve working relationships after qualification/ collaborative practice
0.015
Shared learning will help me think positively about other health care professionals
0.038
One of the objectives was to evaluate the change in scores for the RIPLS survey for the participants that completed both assessment.
Only 3 questions had statistically significant results. The questions included
Shared learning with other health care students/professionals will increase my ability to understand clinical problems
Learning between health care students before qualification and for professionals after qualification would improve working relationships after qualification/ collaborative practice
Shared learning will help me think positively about other health care professionals
The results showed a decrease in scores from the pretest to the posttest. These results could be due to the lack of consistent participation from health professions other than the PA students.

20. PA Paired T-tests Question P-value
I have to acquire much more knowledge and skill than other students/professionals in my own faculty/organization
0.020
One of the objectives was to evaluate the change in scores for the RIPLS survey for the participants that completed both assessment.
Only 1 question had statistically significant results. The questions included
I have to acquire much more knowledge and skill than other students/professionals in my own faculty/organization
The results showed a decrease in scores from the pretest to the posttest. These results could be due to the lack of consistent participation from health professions other than the PA students.

21. Lessons Learned Logistics Support from colleagues
Scheduling difficulties , Time management, Team assignments
Support from colleagues
Evaluation of the program
Student encounters
Education, Roles/Responsibilities, Anecdotal benefits
Consortium members
Better understanding of professions
There were several lessons from the IPE planning meetings to the curriculum elements themselves. As expected, the most difficult piece was managing the learner’s schedules. The only time that worked was over dinner to early evening. Offering a light meal to the learners helped encourage attendance.
The consortium members also learned that they were more supportive of IPE than some of their colleagues. Many faculty had scheduling difficulties which decrease faculty attendance at the sessions.
Since the RIPLS analysis did not show much statistical significance, we are looking into other assessments to better evaluate the program and what students are learning. From conversations with students, they have learned a lot from attending the sessions. We are looking to add some open-ended questions to better assess student perceptions.
There were several stories from students about their encounters with other health professions students. The stories tended to be of misunderstanding of education, roles, and responsibilities.
One thing that surprised the students, however, was what roles they had in common for patient care.
The consortium members themselves learned a great deal more about each other’s professions as well.
Students and faculty could not remember their team number from one session to the next. Prior sign in sheets were provided each time so participants could look up their group numbers. Since the faculty members were not always consistent from IPE session to session, it was more difficult to keep track of some of the faculty.

22. Components of Success One leader Group consensus Expenses Hosting
Session development
Facilitators
Expenses
Hosting