Seminar

Leveraging an Interprofessional Education Committee in the Development of a Residency Leadership Curriculum Influenced by Dialectical Behavior Therapy

Sunday, August 21, 2022, 1:30 pm - 2:30 pm CDT
Learner-driven

This seminar reviews curriculum developed by a committee of interprofessional learners (medicine, nursing, psychology, social work) invested in educating psychiatry residents on effective leadership skills. Participants will learn about the Drama Triangle and the Empowerment Dynamic which describe dysfunctional and adaptive systems of engagement, respectively. Presenters will review Dialectical Behavior Therapy Interpersonal Effectiveness skills (Linehan, 1993) which facilitate effective communication that nurtures relationships while maintaining limits. Participants will identify a drama triangle within their clinical learning environment (CLE) they wish to flip to an empowered dynamic. Participants will work in dyads (either live or via Zoom) to apply the DBT-IE skills to their circumstance. As a large group, presenters will debrief one example for deeper skill application. The conference theme - Interprofessional Learning for Collaborative Practice and Education - is the core of this curriculum which is a student-led and engaged initiative and collaboration (one of the priority criteria). The curriculum addresses an additional priority criteria - the Quadruple Aim (Bodenheimer & Sinsky, 2014) - by emphasizing the IPEC Competency of Communication which is integral to healthy individuals and teams. This seminar executes the National Center’s first strategic imperative by demonstrating a flexible learning resource using stakeholders’ own experiences. This strategic imperative is further executed by the lead presenter mentoring learners to become leaders within interprofessional education. The curriculum has broad application as it can be utilized with learners, teammates and patients.
After attending this session, participants will be able to:
1) Recognize the Drama Triangle and Empowerment Dynamic evidenced within the clinical learning environment
2) Define DBT-IE skills
3) Apply DBT-IE skills in the service of empowering interprofessional learners and providers to flip their triangle from dysfunctional to adaptive