Growing an Interprofessional Case-Based Family Tree in Partnership with Student Scholars
Description of Seminar
1. Benefits of Using Faculty-Student Partnerships for Patient-case Development
We will describe the benefits of using collaborative interprofessional teams including student scholars to develop new patient-cases for an interprofessional family tree. We will outline the development process for course content, delivery methodology, piloting, evaluation and quality improvement process. Throughout the development process, student perspectives regarding learner engagement are integrated. We will discuss the vital role student scholars play as interprofessional team members in course and patient-case development.
2. Student-Faculty Partnership Outcomes
a. The IP Collaboratory Course
b. Student-led case development
We will describe our development process integrating student/faculty partnerships to develop three new patient case-based experiences. All have been designed to, not only, introduce interprofessional case-based care planning, but also to underpin this work with the Social Determinants of Health.
The first was an entirely new online collaboratory. Student initiated, this case recruited students and faculty mentors from five professions who developed a case study based around a young child with 22q deletion syndrome. Initially four modules were produced using stages of development from toddler to young adult. After piloting the case the team eliminated two of the life-stages and concentrated on the two-year-old and the care transition from pediatric to adult care systems.
The second and third case studies were developed to fill in “gaps” in the OIPC family tree. One revolves around a young adult with ADD, vaping and employment issues. The other involves his grandmother who has some mental health issues. These cases were researched and produced by four second year medical students as part of their required Scholarly Activity. They will be working with OIPC for two years and are undertaking a program of activities designed to help them develop as interprofessional medical educators. Faculty in OIPC are mentoring these medical students as they develop knowledge and skills to become champions of IPE in their careers.
3. Growing The Family Tree
We will describe the framework for our Interprofessional “Family Tree”. As growth of interprofessional education experiences has occurred, strategic development of new educational programs is needed. A family-based IPE framework was developed using the IP Family Tree to enable effective mapping of learning opportunities and to better identify IPEC competency gaps. Elements include:
• Family-centered learning context for IPE
• Family Tree is rooted in the Social Determinants of Health
• Identify and document learning levels for each IPE activity
• Track and map progression and achievement of IPEC competencies
• Pathway for learners to select opportunities, map individual progress and sustain engagement in IP learning
4. Piloting and evaluation
Seminar attendees will learn about the development and piloting process used by student/faculty teams to improve learner experiences and enhance engagement in online interprofessional case-based team learning.
5. Case study (participants get a brief run through the Steven Case)
Attendees will be guided through one of the Interprofessional Team Training cases developed, beginning with an ice breaker, featured case video, small group work and debrief.
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.