Primary care is an outstanding clinical setting to orient students to interprofessional education and practice; however, it is frequently overlooked in favor of more popular acute care experiences. The purpose of this Lightning Talk is to describe the development of a flexible curriculum to prepare interprofessional teams of students for primary care practice. The design for the curriculum was based on a pilot program for embedding students from nursing, health coaching, community health, and care coordination into active primary care teams, with very few of the students having any prior experience in primary care.
Throughout the pilot program, students were asked: 1) what would have helped you prepare for this experience, 2) what did you like best, and 3) what could have been done better? Feedback from the students was integrated with literature, accreditation guidelines for diverse professions in primary care, and previous experience preparing hundreds of students for community-based service-learning that closely intersects with primary care practice . Core competency areas included: social determinants of health, health and health care disparities, innovative use of distance technologies for prevention and chronic illness care, as technology, now more than ever, continues to grow in use and need,2 and an emphasis on the Interprofessional Education Collaborative (IPEC) Core Competencies.1 Examples from three curriculum models, from pre-clinical orientation to a primary care residency, will be shared along with examples of teaching-learning strategies . Outcomes of the pilot program from patients and student teams are used to illustrate how the curriculum connects to quality care, especially for vulnerable populations, and both the patient and team experience in primary care.
References:
1. https://www.ipecollaborative.org/ipec-core-competencies
2. https://journals.lww.com/academicmedicine/Fulltext/2022/04000/Developing_Telemedicine_Curriculum_Competencies.30.aspx
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.
