Nexus Summit Professional Posters

Displaying 1 - 10 of 61
The focus on interprofessional collaborative practice is seen as the way to improve the healthcare of individuals and communities, reducing costs and increasing value. We still face the challenge of having most of our health professionals trained to demonstrate the skills and competencies specific to their own profession. To address this gap, health profession educators are preparing students to demonstrate skills and competencies through interprofessional practice and education (IPE). For…
Organized by faculty and staff members of Linking Interprofessional Networks for Collaboration (LINC), UT Health San Antonio’s Quality Enhancement Plan to advance interprofessional education, interprofessional teams of first- and second-year professional and graduate students were invited to participate in the second annual LINC Interprofessional Case Competition during the spring 2022 semester. This competition afforded student teams an opportunity to augment their professional development…
BACKGROUND: Since the COVID-19 pandemic, many employees began working independently from remote locations. This shift in work dynamics requires employees to have distinct skills, such as self-motivation and self-discipline. Furthermore, employees must be adaptable and creative to succeed in today’s ever-changing world. The education that students receive prior to entering this workforce, must develop these crucial skills. Employees today must be equipped with technology literacy,…
Background: Members of Linking Interprofessional Networks for Collaboration (LINC), UT Health San Antonio’s institutional initiative to advance interprofessional education (IPE), developed the university-wide LINC Common IPE Experience for all incoming learners. Launched in 2020, this foundational IPE activity involves three case-based online modules focused on teamwork and communication competencies completed synchronously in interprofessional groups of 3-4 students. In 2021, as COVID-19…
Background: Interprofessional Education (IPE) is a required component for the accreditation of many healthcare schools. As such, IPE is significantly embedded in curriculums including pharmacy and medical programs. In order to determine the effectiveness of IPE programs, it is essential to assess the individual learners and evaluate the program impact.   There are many validated assessment tools available for evaluating IPE. The purpose of this study is to compare the…
The Texas IPE Consortium began in 2015, as a collaboration between the Texas state funded Academic Health Science Centers (HSC) including The University of Texas System, Texas Tech University, The University of North Texas, and Texas A&M. The Consortium’s purpose is to foster cross-institutional collaboration to expand learning opportunities and reinforce value for IPE as a critical aspect of health professions education. Consortium institutional membership has expanded to over thirty…
Background: The University of Texas Health Science Center at San Antonio (UT Health San Antonio) has a dedicated university-wide initiative to advance interprofessional education (IPE) called Linking Interprofessional Networks for Collaboration (LINC). Started in 2019, the annual LINC Seed Grant Program offers a competitive funding opportunity for interprofessional teams of faculty and staff intended to support pilot testing of novel IPE activities that meet an identified educational need…
Background: Given the constant need for delivering safe care in today’s healthcare settings, there is an ever-growing necessity to educate health professional students about patient safety and prepare them to identify and address medical and medication errors as an interprofessional team. Due to COVID-19, many interprofessional experiences swiftly pivoted to virtual delivery. The aim of this virtual patient safety experience was to improve the knowledge of third year medical and…
Background: Faculty development is a priority for our teamwork simulation programs. Student final evaluations of our programs previously included assessment of student knowledge and attitudinal change but not feedback about facilitator quality. We rapidly expanded our program from 148 students in March 2021 to 738 students in March 2022 with a concomitant increase in facilitators, many of whom were new. Therefore, we wanted to assess quality and effectiveness of faculty development, faculty…
PURPOSE: The study retrospectively compared end-course evaluation scores before and after utilizing interprofessional students’ feedback quality improvement of course content and organization. METHODS: There were 426 total students enrolled in the evaluated interprofessional elective. 309 (72.5%) students submitted RedCap end-course evaluations across the 3 semesters (“pilot”, “pre-redesign”, and “post-redesign” respectively). Submissions were preliminary assessed regarding student’s…
(clear all)

Presenter/Author