Blended Learning in Interprofessional Healthcare Education: Bridging Classroom to Practice

1. Interprofessional Healthcare Education, Research & Practice Community Faculty Conference May 10, 2014 Dixiana Room 10:30-11:20

2. Objectives • Discuss the unique nature of learners’ transition in interprofessional collaboration skills when moving from classroom to practice. • Describe blended learning as one way to scaffold learners as they move from classroom to clinical practice. • Consider two examples of blended learning currently being implemented at the University of Kentucky to enable campus and community faculty to collaborate with learners during experiential learning.

3. Agenda • Discuss need for translation from classroom to clinic • Describe blended learning as a potential mechanism to facilitate translation • Consider and critique (using handout) two examples • Discuss and compare each others’ perspectives

4. What do we mean by, ‘Interprofessional Education (IPE)?’ • IPE occurs when students from two or more health professions learn with, from and about each other with the objective of cultivating collaborative practice to provide patient-centered health care. • The Core Curriculum is designed to start this process for all of our students.

5. Translation from classroom to clinic • Already established providing students with opportunities to ‘learn by doing’ helps to ensure that the knowledge, skills and attitudes acquired will have a lasting impact on behavior (Tennant, 1997). • That’s why we were here before IPE • As in traditional health professions education, this also is key for IPE Tennant M. (1997) Psychology and Adult Learning. Routledge, London

6. Challenges for IPE, especially during clinical years: • Time • Time • Time • Time Therefore, perhaps blend online and traditional learning

7. Blended Learning: Potential tool for bridging two worlds • An option for overcoming barriers - schedule conflicts and geographic dispersion (Solomon, 2010, Luke, 2009) • Blended learning matched with interactive strategies such as discussion formats and case-based learning, can be more effective than face to face alone. (Campbell, 2008)

8. Overview • Eight case-based, blended learning modules • Designed specifically to bridge the gap between didactic, largely campus-based IPE and clinical integration of the knowledge, skills and attitudes needed for entry level interprofessional collaborative practice in early clinical training • Generalizable and adaptable across institutions and across professions (SEC-IPE) • Support achieving and assessing educational outcomes in the IPEC competency domains

9. Content • Collaborating to Improve Patient Safety and Quality • Re-Introduction to Principles of Patient Safety • Barriers to Quality • Identifying and Proposing Solutions • Reporting and Responding • Improving Transitions of Care (TOC) • Understanding the Context: A Team Approach to TOC • Teams, Teamwork and Health Literacy • TOC: Social and Cultural Determinants of Health • Tools and Teamwork to Support Effective TOC

10. Structure for both PS and TOC • Individual preparation (e.g., readings) • Application (e.g., analyze case) • Teamwork (e.g., discuss and reach consensus on case) • Practice-based Learning (self and team evaluation of collaboration

11. Collaborating to Improve Patient Safety and Quality • Module 1: Re-Introduction to Principles of Patient Safety • Understanding medical error • Understanding unsafe acts • “To Err is Human” • Responding to and reporting errors • Importance of teamwork and communication • Analyze and discus fictitious cases • Module 2: Barriers to Quality • “To Err is Human” • Understanding safety in Ambulatory Chronic Disease (Sarker et al., 2009) • Analyze and discus fictitious cases

12. “Real-world” Application? (Modules 3 - 4) • Scan clinical environment • identify issues or situations and/or contributing factors that impact the coordinated application of individual safety • Present to team with justification • Team comes to consensus on a case to analyze • Team Performs an analysis for final product (Module 4)

13. Improving Transitions of Care (TOC) • Module 1: Understanding the Context: A Team Approach to TOC • Risks associated with adverse event during TOC • Vulnerable populations associated with increased risk • Continuum of care in rural environment • Module 2: Teams, Teamwork and Health Literacy • Implications of health literacy and communication • Identify patient from vulnerable population and is preparing for TOC • Analyze and discuss and critique each others’ cases

14. “Real-world” Application? (Modules 3 - 4) • Module 3: TOC: Social and Cultural Determinants of Health • Bias, social and cultural determinants of health • Determine ONE case from Module 2 to use as case going foreword • Module 4:Tools and Teamwork to Support Effective TOC • “Elements of Excellence in Transitions of Care: Transition of Care Checklist" by the National Transitions of Care Coalition • Use knowledge gained thus far to develop TOC plan for the patient identified in Module 3 • Describe transition • Identify special circumstances • Determine priorities for TOC • Collaborate to determine plan

15. Questions/Discussion

16. Contact Us: Center for Interprofessional Healthcare Education, Research & Practice 292 Biopharm Complex (College of Pharmacy) 789 S. Limestone St. Lexington, KY 40536 859 323 2057 Andrea Pfeifle, EdD, PT, Director andrea.pfeifle@uky.edu Phone 3.2057 Jim Ballard, MS, Associate Director james.ballard@uky.edu Phone 3.0023 Project Coordinator: Madeline Aulisio, MPH Administrative Assistant: Janet Jones http://www.uky.edu/ciherp/