Development and Implementation of Interprofessional Collaborative Clinical Experiences for Medical Students
1. Review the rationale and reasoning behind the development of an interprofessional clinical learning experience
2. Discuss resources and commitments required for the development and maintenance of an interprofessional clinical learning experience
3. Review the “existential” questions that must be addressed when considering an interprofessional clinical learning experience
4. Brainstorm ideas and formulate answers that are profession and program specific in order to develop and grow an interprofessional clinical learning experience
This Seminar is an opportunity to examine and discuss the development and sustainability of interprofessional clinical learning experiences. Attendees will participate in an interactive discussion focused on practical solutions, individualized planning, and problem solving.
I. Framing the discussion: Introductions to each other, the topic, and the task.
The session will open with a brief introduction of the leaders and their prior experience in two different IPE Clinics at our institution. The audience will then be invited to share their own backgrounds, specifically who is currently developing an IPE clinic, who already has an IPE clinic, and those that do not have prior experience. Additionally, the group will be polled on how active medical students are involved in their institution’s IPE programs. This information will allow the leaders to be more flexible and dynamic, hopefully speaking to all three of these groups of participants. The session leaders will review the data behind the IPE movement and why clinical experiences, although often the most highly perceived of IPE opportunities, are difficult to develop and more difficult to sustain, for a variety of reasons, including program/professional commitment, funding, logistical and infrastructure needs, patient involvement, diverse calendars and physical location of students. The session will include a discussion of resources and stakeholder commitments that are imperative to success. At this time, the audience will be divided into groups to discuss and share their specific difficulty, regarding resources. This discussion will allow participants to make personal connections with individuals at other institutions.
II. Taking on the Hard Work: Answering the “Existential Questions”
The session leaders will review the “existential questions” that must be addressed to assure effective design, implementation, evaluation and sustainability of clinical learning experiences. . These questions include the following: 1) Who (including which patients and students) will be served? 2) How will learners and the learning experience be integrated with clinical care? , and, very importantly, how will this clinic be funded, including faculty time and administrative support? The participants will then have time to work in small groups to formulate answers to these questions with respect to their own programs. The groups will be brought together for sharing. During the group sessions, the leaders will be facilitating discussions and offering insights.
The session will conclude with a debrief of each groups’ discussion points as well as final content review. Although, the session will start with an emphasis on one institution’s experience, it hopes to engender discussion from a variety of perspectives and engage diverse voice.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
The National Center OICPD is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs). This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.