University of Virginia Educating for Interprofessional Practice

1. University of VirginiaEducating for Interprofessional Practice John Owen EdD, MSc; Valentina Brashers MD, FACP, FNAPCoDirectors for UVA Interprofessional Education

2. UVA 4 Step Model: Educating for Interprofessional Practice • Clinically-relevant IPE based on Collaborative Care Best Practice Models (CCBPMs) • IPE required and integrated throughout the learning continuum • Longitudinal assessment of IPE competencies • Commitment to continued rigorous IPE research and dissemination of results

3. Step 1: Collaborative Care Best Practice Models (CCBPMs) • Creates IPE simulations based on clinical guidelines for selected illness experiences, patient populations, and care settings • Clearly defines measurable learning objectives and observable collaborative skills • Integrates profession-specific skills alongside interprofessional competencies • Establishes IPE as a core activity during clinicals/clerkships

4. Clerkships/Clinicals IPE Simulation Experiences

5. Rapid Response/ Critical Illness (Littlewood, Tullman, Wright) Introduction to Teams (roles, leadership, communication) Written Team-Building Case (sharing of information, shared problem solving, shared decision making) 4 medical and 2 nursing students 4 medical and 2 nursing students Simulation Case #1 Post-op patient with deteriorating mental status and fever (physical exam, CAM, labs, triage decisions; active listening, shared problem solving, conflict resolution) View simulation remotely and discuss checklist of essential behaviors Simulation Case #2 Patient after transfer to ICU for sepsis (Surviving Sepsis Guidelines - fluids, vasopressors, etc); active listening, shared problem solving, conflict resolution) View simulation remotely and discuss checklist of essential behaviors Debrief Clinical Logs; Evaluations

6. Step 2: IPE required and integrated throughout the learning continuum (Curricular map moves IPE from fringe to core)

7. Faculty/clinician IPE activities

8. Step 3: Longitudinal assessment of IPE competencies • Pre- and Post-testing of all medical and nursing students before and after clinicals/clerkships • Team Skills Scale (Hepburn, Tsukuda, and Fasser) • Collaborative Behaviors Observational Assessment Tools (CBOATs) • Interprofessional Teamwork Objective Structured Clinical Examinations (ITOSCEs) • Commitment to Change assessments for CIPE

9. Step 4: Commitment to continued rigorous IPE research and dissemination of results Nursing Student RR ITOSCE • Ensures that IPE projects are well designed and carefully evaluated with measurable outcomes • Expands pool of involved faculty and clinicians • Guides expansion into areas of need and innovation • Leverages existing and new SOM, SON, and Health System research projects to support new clinical IPE grant proposals

10. SUMMARYUVA 4 Step Model: Educating for Interprofessional Practice • Clinically-relevant IPE based on Collaborative Care Best Practice Models (CCBPMs) • IPE required and integrated throughout the learning continuum • Longitudinal assessment of IPE competencies • Commitment to continued rigorous IPE research and dissemination of results