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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

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Experiential Learning in Interprofessional Educa tion

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  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?

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