Distance Learning in Response to the 6 I ’ s:

1. Distance Learning in Response to the 6 I’s: How to Promote Interdisciplinary Education and Systems Integration A PROJECT OF THE Dorothy Cilenti, DrPH, MPH, MSW University of North Carolina at Chapel Hill David Deere, MSW, MTh University of Arkansas Distance Learning First Fridays Webinars:March 1, 2013 With funding from the Maternal and Child Health Bureau (MCHB), Health Resources and Services Administration, U.S. Department off Health and Human Services

2. The 6 I’s (5 + 1) Innovation Quality Improvement Systems Integration Interdisciplinary Investments Impact

3. Distance Learning First Friday Webinar Series Interdisciplinary Professional Education and Systems Integration Through Distance Learning: March 1, 2013 11:00 AM – 12:00 Noon (ET) Distance Learning: Impact and Investments: May 3, 2013 11:00 AM – 12:00 Noon (ET)

4. Objectives • Increase awareness of competencies for interdisciplinary collaborative practice • Discuss the importance of distance-based learning to facilitate collaborative practice and system integration • Identify community of practice approaches that enhance interdisciplinary learning through application of knowledge.

5. National MCH Training Plan 2012-2020 • GOALS 1) MCH Workforce and Leadership Development 2) Diversity and Health Equity 3) Interdisciplinary/Interprofessional Training and Practice 4) Science, Innovation and Quality Improvement

6. Core Competencies for Interprofessional Collaborative Practice “Integrated enactment of knowledge, skills, and values/attitudes that define working together across the professions, with other health care workers, and with patients, along with families and communities, as appropriate to improve health outcomes in specific care contexts.” IEC Report of an Expert Panel May 2011

7. Role of Distance Learning • New educational technologies such as online learning, distance technologies, networking innovations, and simulation approaches are overcoming traditional barriers to interprofessional learning related to time and space (Weinstein et al, 2010).

8. Target Audience • Multidisciplinary audience • Same specialty even though different profession • Varying knowledge bases

9. Target Audience • Ongoing interaction with learners or one-time event • Learners knowledge base related to technology/computers

10. Benefits for Learners related to Interdisciplinary Education

11. Benefits • Connects professionals who would not otherwise be connected • Promotes understanding of common language • Provides opportunities to learn from others’ perspectives • Results in more effective practice

12. Benefits for Faculty • Facilitate learning across teams • Leverage expertise and knowledge of learners i.e. learners are instructors • Ask questions to facilitate application of learning • Use real-world examples • Online teaching is a lifestyle

13. Case Study

14. Women’s Integrated Systems for Health (WISH) • Training opportunity for public health and mental health professionals to apply a public health approach to the design of integrated women’s health policies, programs and services to address the physical and mental health needs of women of childbearing age. • Webinar Series, Orientation (online, self-paced study), Academy (instructor-led, team-based online learning opportunity) • New MCH Library Knowledge Pathway

15. WISH Academy • Five interdisciplinary teams • Six (6) online units using Sakai • Overview of the Academy and Planning for Change • Describing and Defining the Integrative Issues • Leadership • Strategic Alliances and Business Planning • Policy-level Advocacy and Impact • Prework, Post-webinar assignments, Project work • Final Presentations • Evaluation

16. References • Gov.2elearning.com/lead-news/article/the-role-of-social-networking-in-advanced-blended-learning.html • Alexander GR et al. (2002) Maternal and child health graduate and continuing education needs: a national assessment. Maternal and Child Health Journal 6(3): 141-149 • Core Competencies for Interprofessional Collaborative Practice Report of an Expert Panel May 2011 • Dilonardo J. (2011) Workforce issues related to bidirectional physical and behavioral healthcare integration, specifically substance use disorders and primary care. Issue Brief #6, Key Elements for Success in Integrated Care for Substance Use Conditions • Weinstein RS et al. (2010) Technologies for interprofessional education: e-classroom-of-the-future. Journal of Allied Health, 39, 238-245.

17. Thank You! • Division of MCH Workforce Development Contacts: • Laura Kavanagh, MPP, Director DMCHWDClkavanagh@hrsa.gov • Meredith Morrisette, MPH, DL Project Officer(301) 443-2190mmorrissette@hrsa.gov • MCH Training and Learning Websites: • http://mchb.hrsa.gov/training • http://learning.mchb.hrsa.gov • Questions and Discussion

18. Arkansas Regional Leadership Education in Neurodevelopmental Disabilities (LEND)

19. Participating Universities • Arkansas – University of Arkansas for Medical Sciences, University of Arkansas, University of Central Arkansas, University of Arkansas at Little Rock • Louisiana – Louisiana State University Health Science Center, University of New Orleans • Mississippi – University of Southern Mississippi 40 trainees and 32 faculty

20. Participating Disciplines • Audiology • Dentistry • Family Advocacy • Genetic Counseling • Health Administration • Medicine – Developmental and Behavioral Pediatrics, Child Psychiatry • Nursing • Nutrition • Occupational Therapy • Physical Therapy • Psychology • Social Work • Special Education • Speech Language Pathology

21. Pedagogical Approach:Problem-based Learning • Models professional practice for graduate and post-graduate students • Faculty serve as learning facilitators by asking questions to guide the discovery on the part of trainees • Begins with real-life problem through interview with family of child with a disability

22. Pedagogical Approach:Problem-based Learning • Seeks solutions through independent investigation • Participants teach their fellow trainees from various health professions about their learning issue • Give recommended solutions to the family’s problems

23. Use of Interactive Video • Trained faculty in three states about problem-based learning • Weekly class sessions to interview family and trainees to teach one another about the selected topics • Monthly faculty meetings • Trainee presentations of research projects and leadership capstone projects

24. Southern LEND Consortium • Class involving LEND programs from five states: Arkansas, Louisiana, Mississippi, Oklahoma, Texas • Using a case study, trainees discussed services available in their state for the family • Allowed comparisons of services systems across the states • Connected trainees with a larger network

25. Other Distance Education Strategies • Use of cloud computing to share documents • Durable continuing education lectures posted on intranet for asynchronous learning • Training for Title V staff at locations around the state

26. For Further Questions Contact David Deere deere@uark.edu 501-765-6522