The pandemic served as a catalyst for the CU Longitudinal Interprofessional Education (IPE) and Practice program to reexamine our curricular content and to adapt our teaching methodologies, pedagogies, and delivery modes. The IPE program consists of two courses where learners work in interprofessional teams to complete coursework related to team development, quality improvement, health equity and social determinants of health, and values/ethics. To meet the diverse learning needs of approximately 800 students from six health professions, CU IPE implemented a continuous quality improvement process to evaluate the feasibility and viability of session content and team dynamics. Considerations included accommodating in-person and remote learners, campus space, competing schedules, and the health/wellness of all involved. Therefore, we implemented several pathways for facilitators and students to provide real-time feedback to inform and shape subsequent sessions. Because many of our health profession programs run clinical internship/rotations concurrently with our IPE courses, we employed diverse opportunities for students to contribute in a team-paced manner while simultaneously completing program-specific requirements. Because flexibility in course design and implementation is critical, we will continue to explore the “HyFlex” course design model for both synchronous and asynchronous delivery methods to meet the needs of all in-person, flex, and remote learners.
This presentation meets the conference theme of interprofessional collaborative practice and education by describing the quality improvement process for a large cohort of IPE learners and facilitators. In this presentation, we will share our unique post-session debriefing structure to gather facilitator and learner feedback regarding session content, engagement, and team dynamics. We will further describe our process of obtaining monthly feedback from student cohorts (in-person, remote, and flex learners from all professions) by utilizing student program representatives. Finally, we will describe how our iterative feedback process informed learning management course shell design and faculty development.
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.