AIHC Leadership Webinar Series
The AIHC Leadership Webinar Series offers a forum for leaders who are committed to systems transformation through interprofessional collaboration and learning. The Webinar Series is designed to showcase significant transformational interprofessional education and interprofessional collaborative practice efforts.
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Culture is one of the most important and often challenging elements in facilitating organizational change. Integration and collaboration among health professions requires all of us to find creative and innovative ways to promote interprofessionalism. This webinar will focus on bridging both theory and practice in creating a culture of interprofessionalism. The webinar is designed to address the needs of educators, practitioners, leaders and policy makers and will be divided into the following three sections.
Loosely Coupled Systems: Academic and clinical organizations share the distinction of bringing together “professionals” with strong autonomous professional identities to do their work in what often results in a “loosely coupled organization.” Interprofessionalism challenges organizations to assume a more tightly coupled system where collaborative care and a shared, collaborative team identity may be necessary to facilitate cultural change.
Contact Theory to develop IP groups: Contact Theory, has its origins in the work of Allport (1979) on intergroup prejudice. Allport suggested that bringing groups together was insufficient to reduce negative intergroup attitudes and stereotyping. Allport suggested several important conditions for contact which were articulated in the “Contact Hypothesis”. In this section we will describe the “Contact Hypothesis” and provide an example of how the theory was applied to the inception and development of an interprofessional collaborative consisting of faculty and patient / caregiver advocates drawn from four universities.
Self Defining Organization, Autopoiesis: In the third section of the presentation we will discuss the use of a structure of self defining organization to develop and expand a culture of interprofessionalism at a Health Sciences University.
Archived AIHC Leadership Series Webinars
As part of a five-year project with the California Geriatric Education Center at UCLA, and funded by the Health Resources and Services Administration (HRSA), Western University of Health Sciences developed the Ambulatory Team Observed Structured Clinical Evaluation (ATOSCE).
This activity has proven useful for training and/or individual evaluation as it consists of two simulated patient encounters in an ambulatory (outpatient) care setting. For the project, second- and third-year graduate health professions students participated in realistic scenarios involving a visit with an in-person patient/caregiver and telephone follow-up with other health providers.
Our development was guided by the need for ambulatory care scenarios and the ability to assess individual performance within a collaborative care setting. This presentation will provide examples from the ATOSCE performance assessment tool, reliability findings and preliminary findings of performance levels among groups of students. As part of the HRSA grant, a follow-up toolkit will be made available for interested educators and researchers. | September 30, 2014
Interest in continuing interprofessional education (CIPE) has been increasing, due in part to the recognition that interprofessional education (IPE) is an important component of the suggested changes in traditional continuing education (CE) to increase health professionals’ ability to improve outcomes of care. Although there are numerous examples of CIPE programs that are being successfully implemented, there is a need for a clearly articulated planning process to help guide CE professionals to develop, implement, and evaluate CIPE programs. The lack of such a planning process presents a significant barrier to increasing the number of CIPE programs in the United States. This webinar will describe a step-by-step process for integrating IPE into the existing CE planning process, and will illustrate this planning process with an example of a CIPE program completed at the University of Virginia to improve sepsis care by enhancing healthcare team collaboration. | May 13, 2014
Creating Exceptional Interprofessional Teaching and Learning in Clinical Settings: The University of Toronto Journey | Mandy Lowe, Lynne Sinclair and Maria Tassone
Facilitators Mandy Lowe, Lynne Sinclair and Maria Tassone will share their experience of bridging the clinical environment to promote IPE – their institutional story, bumps on the road and wisdom learned along the way. The webinar is aimed at educators, practitioners, leaders, policy makers and others from across both academic and practice settings who are interested in learning more about embedding IPE into practice, as well as strategies for successful leadership, impact and sustainability. | April 17, 2014
Developing interprofessional education collaboration across multiple institutions (Universities, Professional Schools, Clinics, & Health Systems) | Heather A. Davidson, PhD, Bonnie M. Miller, MD, and Linda D. Norman, RN, FAAN
Developing effective IPE initiatives often means that the ideal teammates are not educated under the same roof. The Vanderbilt Program in Interprofessional Learning (VPIL) is a partnership across four institutions and five professional schools in Nashville, Tennessee. VPIL places teams of four novice students, representing medicine and nursing from Vanderbilt University, pharmacy from Lipscomb and Belmont Universities, and social work from the Mid-Tennessee Collaborative at Tennessee State University in primarily ambulatory clinical settings for one half day a week over the course of two years. In addition to their clinic experience, the teams come together for other learning activities in classroom and simulation center settings and participate in a week-long immersion course that takes place prior to the home program orientations. Planning for VPIL began in 2008. We received a Josiah Macy Jr. Foundation award in 2010 and proceeded to enter our first cohort. As of 2014, 39 interprofessional student teams have participated in our program. | March 4, 2014
VA Centers of Excellence in Primary Care Education: Transforming Interprofessional Education, Practice and Collaboration | Stuart Gilman, MD, MPH and Kathryn Wirtz Rugen, PhD, FNP-BC
To integrate healthcare professional learners into redesigned patient-centered primary care delivery models, the Department of Veterans Affairs (VA) has funded five demonstration sites as the Centers of Excellence in Primary Care Education (CoEPCEs). The main goal of the CoEPCEs is to develop and test innovative structural and curricular models that foster transformation of healthcare training from profession specific ‘silos’ to interprofessional, team-based educational and care delivery models in patient-centered primary care settings. CoEPCE implementation emphasizes four core curricular domains: shared decision-making, sustained relationships, interprofessional collaboration, and performance improvement. These models allow interprofessional learners a longitudinal learning experience and sustained, continuous relationships with patients, faculty, clinic staff and peer learners. Successes, challenges and lessons learned from this initiative will be presented. | February 11, 2014
University of Virginia Clinically-Relevant IPE Simulations and Objective Assessment Tools | Valentina Brashers, MD, FACP, FNAP
Under the leadership of Drs. Valentina Brashers, John Owen, Leslie Blackhall, and Jeanne Erickson, the University of Virginia (UVa) has become nationally recognized for its Josiah Macy Jr. Foundation-funded work developing clinically-relevant IPE simulations based on the creation of Collaborative Care Best Practices Models (CCBPMs). Currently, four IPE simulations have been developed using this approach and have been integrated into the clinical/clerkship year where they are required for all third year medical and nursing students. CCBPMS also form the basis for longitudinal assessment of learner competencies using Collaborative Behaviors Observational Assessment Tools (CBOATs) and Interprofessional Teamwork Objective Structured Clinical Examinations (ITOSCEs). This webinar will describe the step-by-step UVA method for creating these IPE activities, provide preliminary results from assessments, and discuss lessons learned toward implementation at other institutions. | January 22, 2014
Institutionalizing IPE? Things You Should Consider | Andrea Pfiefle, EdD, Sharon Turner, DDS, JD, and James Ballard, MS Ed
The IHI Triple Aim challenges us to prepare practice-ready graduates who work together to improve the patient experience, improve the health of populations, and reduce healthcare costs. But health profession education programs committed to transforming curricula to teach proficiency with interprofessional collaborative practice competencies face multiple challenges at the individual, program, and institutional levels. Grounded in four years of experience, this panel will reflect on the process of institutionalizing interprofessional education and building meaningful, cross-college collaborative partnerships that have transcended multiple administrative changes at the institutional level and grown to become the foundation of a core interprofessional longitudinal curriculum at the University of Kentucky. | November 18, 2013
Getting Started in IPE? Things you Should Consider | Wendy Rheault, PT, PhD and Susan Tappert, PT, DPT
In 2004, Rosalind Franklin University of Medicine and Science (RFUMS), in response to the Institute of Medicine’s recommendation that healthcare care professionals work in interprofessional teams, created a course to educate all first year students from distinct healthcare programs to work together in interprofessional teams of 14 to 15 with a faculty/administration facilitator. In this webinar, Wendy Rheault, PT, PhD, and Susan Tappert, PT, DPT, will share the experiences of the University over the last 10 years while presenting a primer for universities and colleges who are new to interprofessional education. Topics such as assessing your university’s readiness for interprofessional education, developing a start-up plan or plan to redesign your current program, designing the interprofessional program, faculty development and leadership are among the topics that will be presented. | October 30, 2013
An Institutional Case Study: Providing Interprofessional Education at a Satellite Campus | Sheree Aston, OD, MA, PhD and John Tegzes, MA VMD, DABVT
Western University of Health Sciences, a community based academic health center located in southern California, developed and implemented a comprehensive interprofessional education (IPE) program in 2009. An IPE program was required for its nine entry level health professional programs which included osteopathic medicine. In 2011, the University opened a satellite osteopathic medicine program at a new campus in a rural area of central Oregon. This webinar will give insights into an approach to provide meaningful interprofessional experiences for the satellite program students. | September 05, 2013
Developing a Culture for Interprofessional Education: A Case Study | Christine Arenson, MD, Kevin Lyons, PhD, FASAHP and Elizabeth Speakman, EdD, RN, CDE, ANEF
Adoption of interprofessional education across a university campus requires significant culture change at many levels. Without sustained commitment from senior leadership and key faculty champions, culture change is unlikely and IPE programs may not be sustained. Thomas Jefferson University (TJU) is a health sciences university affiliated with a major academic health center in Philadelphia, Pennsylvania. TJU made a major commitment to interprofessional education in 2007, when the Jefferson InterProfessional Education Center (JCIPE) was established. Using the Culture Change Model of Kezar and Eckel as a framework, and TJU and JCIPE as an exemplar case study, the presenters will describe key learning, faculty, and organizational focused factors that have contributed to sustained IPE success. They will also address how faculty and students have developed curriculum and IPE evaluation strategies designed to support five core strategies to support successful change in academic institutions. | April 2, 2013
Interprofessionalism in Practice: What are the Barriers and Incentives? | Everette James, JD, MBA
Everette James, JD, MBA, will share his experience regulating the hospitals and nursing homes as Pennsylvania Secretary of Health, where he led expansion of the scope of practice for advanced practice professionals. He will discuss the research underway at the University of Pittsburgh Health Policy Institute to measure the impact of team-based care delivery in both inpatient and community settings. | March 13, 2013
The Education-Practice Nexus | Barbara Brandt, PhD and Mark Earnest, MD
Drs. Earnest and Brandt are co-leading an initiative to explore and define elements of a new “Nexus” of practice and higher education aligned with health systems transformation. This initiative is funded by the Robert Wood Johnson Foundation as well as support for a Josiah Macy Jr.-funded commissioned paper. Through facilitated dialogue, academic and practice partners are defining their shared vision and goals to create a true collaboration between education and practice. The work is important to and closely aligned with a primary focus of the National Center for Interprofessional Practice and Education.
This webinar, The Education-Practice Nexus, will share early thinking, approaches and findings based upon work at the University of Minnesota and the University of Colorado. | February 20, 2013
Developing Faculty to Teach Interprofessional Team-based Care | Leslie Hall, MD
Leslie Hall, MD, of the University of Missouri School of Medicine and Brenda Zierler, PhD, RN, FAAN, of the University of Washington, will kick-off the 2012 - 2013 AIHC webinar series with a discussion of interprofessional education and faculty development. | December 12, 2012
Dr. Amy Blue discusses an institutional example of interprofessional education (IPE) implementation at one institution, the Medical University of South Carolina (MUSC), Charleston, South Carolina. The framework of building organizational capacity is used to illustrate the conditions needed for establishment of institutional initiatives, such as IPE. Key elements for building organizational capacity, including governance, structure and infrastructure, policies and processes, communication and information sharing, and strategies for culture change are highlighted in this case study, with the purpose to inform other institutions embarking on development of IPE about possible approaches for their own efforts. | October 11, 2011