1 / 23

Experiential Learning in Interprofessional Educa tion

Experiential Learning in Interprofessional Educa tion. Joe Schwenkler , MD Medical Director Physician Assistant Program School of Health Related Professions Rutgers Biomedical & Health Sciences. Experiential Learning. Reflection, critical analysis and synthesis

oberon
Download Presentation

Experiential Learning in Interprofessional Educa tion

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Experiential LearninginInterprofessional Education Joe Schwenkler, MD Medical Director Physician Assistant Program School of Health Related Professions Rutgers Biomedical & Health Sciences

  2. Experiential Learning • Reflection, critical analysis and synthesis • Opportunities for students to take initiative, make decisions, and be accountable for the results • Opportunities for students to engage intellectually, creatively, emotionally, socially, or physically • A designed learning experience that includes the possibility to learn from natural consequences, mistakes, and successes Source: Experiential Learning Center University of Colorado

  3. Established on February 12, 2013 • Representatives from four schools: • Rutgers PA Program • Joe Schwenkler, MD- chair • Lori Palfreyman, PA-C • RWJ Medical school • Rob Zachow, Ph.D. • Joyce Afran, MD • Rutgers College of Nursing • Maureen Esteves, Ph.D., R.N. • Ernest Mario School of Pharmacy • Rolee Pathak Das, Pharm. D. • Students from each program participated in the planning sessions

  4. Principles of Interprofessional Education • Longitudinal training, developing relationships with peers • Opportunities for collaborative problem solving • Explore how to function effectively on teams • Ensure that graduating students have the foundation for collaborative practice • On-going program evaluation

  5. Rutgers/RWJ InterProfessional Education Initiative Website http://moodle.rutgers.edu/course/view.php?id=4289 Moodle Course utilized for central storage of case info and suggested readings

  6. # 2013/2014 IPE Seminars (students) • IPE Patient Centered Medicine run by RWJMS • Geriatrics (250) • Caring for patients with limited English proficiency (180) • IPE Physiology Small Groups run by RWJMS • Asthma (250) • Nephrotic Syndrome (180) • Uncontrolled Hypertension (180) • IPE Case Conferences • CVA run by PA Program (350) • Medical Errors run by Pharmacy, Scheduled on 3/19/14 (400) • IPE Simulation Sessions run by the College of Nursing • To start with asthma case scenario April 3, 2014 • Plan to expand to 48 students every other week

  7. New IPE seminarsplanned for 2014/2015 • IPE Case Conference: The Hospice Team • To be coordinated by the School of Social Work • Modeled after the CVA Case Conference with the addition of New Brunswick Seminary students • PCM Shadow Experience • Nurse/PA Cadaver Lab • New simulation scenarios emphasizing IPE

  8. IPE Case Conference: CVA (11/25/13) • Seven programs participated (# students): • Robert Wood Johnson Medical School (130) • School of Health Related Professions: • Physician Assistant (45) • Dietetics (18) • Physical Therapy (30) • Rutgers College of Nursing (70) • Ernest Mario School of Pharmacy (25) • Rutgers School of Social Work (40)

  9. Case Conference Goals • Realize the importance of patient care being provided by Interprofessional (IP) teams in the real world • Learning to work as a collaborative unit • Skill-building to be able to function as part of an IP collaborative team • Understanding the roles, strengths of IP colleagues and what each individual and discipline can bring to patient care • Develop relationships with colleagues outside of the student’s own discipline

  10. Research Initiative • Collected pre- and post-activity data using validated instrument (about 300 surveys completed) • Readiness for Interprofessional Learning Scale (RILS) • Paper-based, will use Qualtrics* for future activities • Looking at attitudes and perceptions about other disciplines and IPE • Assesses value of cooperative learning, trust, respect, professional limitations and professional identity • First step toward developing a comprehensive IPE curriculum • Identify real and perceived barriers to IPE *Qualtricsis a web-based survey design and collection program

  11. Major Challenges • Scheduling • Several programs had limited student availability due to scheduling conflicts • Need to plan further in advance • Logistics • Case presentation • Facilitator training • Reflection • Data Collection and analysis

  12. Logistical Challenges • Getting over 350 students and 50 facilitators to the right place at the right time • Creating 30 small groups and finding enough rooms • About a dozen students did not show • Created an imbalance in several groups • Balance student representation in each small group • Ensure student educational levels are similar

  13. Logistical Solutions • Utilized Access Database to store data • This relational database allows for instantaneous queries and reports • Easy to create mailing lists • Each participant picked up a place card • Name, Program (color coded), and breakout room • Also received a list of students & facilitators in their small group

  14. PA students served as the “hosts” • Enlisted PA students to organize the traffic flow, greet participants, and stand in the aisles • Red carnation identified the 45 students hosting the event

  15. Case Discussion Challenges • Need to utilize a case that encourages collaboration • Need to have aspects of care that relate to all the disciplines involved • Need to present the case in a manner that promotes group problem solving • Need to emphasize the process taking place within the small group

  16. Case Discussion Solutions • Build on a CVA case used by the PA faculty for 2nd year students • Utilize a comprehensive appendix for facilitators • Role-play the ER entrance of a “stroke patient” in front of the entire audience • Let the students take the history and ask for physical exam findings

  17. Case Discussion Solutions (cont.) • Break out into thirty small groups with a mix of twelve students and one or two facilitators • Groups with the best balance “performed” the best • This “stroke team” follows the patient from the entrance to the ER until they return home • Build in challenges the team needs to deal with (i.e. acute delirium, dysphagia, falls, family issues)

  18. FacilitatorTraining Challenges • Bringing a heterogeneous group of about fifty clinicians up to speed on the case • Getting the information to the facilitators ahead of time • Getting the facilitators to preview the material • Getting all facilitators to attend a training session in advance of the case conference

  19. FacilitatorTraining Solutions • Distribute case discussion in advance • Comprehensive appendix • Postings on website • Train the facilitators via mailings • Working in an Interprofessional (IP) Group • Dr. Afran’s document distributed in advance • One hour case review over lunch • Debriefing for facilitators at the end of session

  20. Student Reflection at the end • What do you feel you learned about the role of other professionals in the care of older patients in particular? • Were there any challenges to working as an IP group today? • Do you think these challenges come up when providing interdisciplinary care in the actual clinical setting? • What are some of the key factors in making IP care work? • How has IP communication and dialogue been facilitated?

  21. Ways to improve? • Goal is to have equal # students per program • Ensure that all who sign up participate • Students should have similar level of education • Goal to have two facilitators per small group • Each program to supply at least 1 facilitator per 10 students • Enlist practicing clinicians: • speech therapy and occupational therapy • Invite top senior students from each program • Develop a webinar for facilitator training

  22. Any Questions/Comments/Suggestions?

More Related