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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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Featured AIHC Leadership Series Webinar

Exploring Implicit Bias in Interprofessional Education and Practice | Dr. Margaret Stuber, Dr. Janice Sabin | June 18, 2015 | 1 p.m. CDT

Implicit or unconscious assumptions and biases challenge collaborative work within interprofessional teams and affect health equity for the population. Although pattern recognition is used by all healthcare professionals in their work, the results of assumptions made on the basis of past experience can be a hazard to our patient’s health. Women can be undertreated for heart disease, wealthy people may not be tested for HIV, or people of certain cultures may be undertreated for pain. Similarly, assumptions about people in specific professional fields may shape the way we interact, limiting the efficacy of our teams.

This webinar will address the definition and science of implicit or unconscious bias, as well as its role in contributing to social determinants of health. We will use case examples to illustrate how unconscious bias affects clinical care, and discuss the research in this field.  We will present ways to mitigate the effects of unconscious bias in health care, including diverse input in clinical decision-making and team care. We will discuss how these ideas and objectives can be incorporated effectively into interprofessional education.

Objectives:

 

  • Review the science of implicit social cognition and define implicit associations
  • Describe situations in which unconscious bias may affect clinical care
  • Identify strategies to minimize the influence of unconscious bias on interactions with patients and other healthcare professionals

 

Click here to register

Support for the AIHC webinar series is provided by the National Center for Interprofessional Practice and Education.

 

Upcoming AIHC Leadership Series Webinars

More AIHC webinars will be scheduled soon!

 

Archived AIHC Leadership Series Webinars

 

Faculty Development: Clinical and Community Preceptors | Dr. Sarah ShraderDr. Jana ZaudkeDr. Jean Nagelkerk

Presentation | Presentation Slides

Interprofessional education is becoming increasingly common in health professions’ pre-licensure curriculum.  As part of this education, students need “real” opportunities to see interprofessional collaborative practice role modeled and to practice “real” interprofessional team-based care.  This webinar responds to the Macy Foundation’s recent call for aligning interprofessional education and clinical practice redesign to achieve the Triple Aim.  We need preceptors (aka clinical educators) and clinical sites developed where students experience both interprofessional practice and education in live patient care environments.
This webinar will feature two universities approaches for developing preceptors to be interprofessional champions in the clinical environment.  Each case study will provide information on their approaches and materials, lessons learned, and strategies for success.
Objectives:
  • Identify the need for developing preceptors to align interprofessional education and clinical practice redesign.
  • Compare and contrast two cases studies that feature a variety of approaches and materials for preceptor development.
  • Discuss common barriers, lessons learned, and strategies for success regarding development of preceptors that are interprofessional champions. | May 08, 2015

 

Developing Faculty to Improve Quality of Care | Dr. Les HallDr. Linda Headrick 

Presentation | Presentation Slides

Although quality improvement (QI) initiatives have helped to improve health care outcomes and safety in recent years, many faculty members feel ill-equipped to teach improvement skills to learners. 

In this webinar, Dr. Linda Headrick and Dr. Les Hall will summarize a decade of experience in teaching QI to interprofessional health professions learners at the University of Missouri (Columbia, Mo). They will highlight faculty development strategies that accompanied a gradually enlarging portfolio of QI learning opportunities for health professions students, leading to an expanded pool of faculty members engaged in this arena.

The session will conclude with a brief description of two national initiatives, supported by the Josiah Macy Jr. Foundation and the Association of American Medical Colleges, that seek to escalate the number of faculty leading education programs in quality improvement and patient safety.

Objectives:

  • Identify strategies to engage faculty members in the practice and teaching of quality improvement.
  • Articulate successful educational strategies to engage learners from multiple health professions in quality improvement initiatives.
  • Recognize how faculty members can use quality improvement as a means to simultaneously improve educational programs, improve systems of care and teach interprofessional teamwork. | April 07, 2015

 

Empowering Students. Empowering Communities: Interprofessional Campus to Community Learning Opportunities | Dr. Shelley Cohen KonradDr. Jennifer MortonDr. Kerry Dunn 

Presentation | Presentation Slides

This webinar describes two multifaceted interprofessional campus-to-community projects developed and executed in collaboration with community stakeholders and clinical partners.  The CHANNELS Project introduces students to competencies and skills for working with immigrant and refugee populations and community health outreach workers as members of the development team. The Cumberland County Jail Project brings students from multiple health professions together to learn with and from inmates about their health needs and perspectives. Innovative evaluation of these community-based learning models will be presented.

Objectives:

  • Describe the motivation for, and development of, interprofessional learning models connecting students with community-based programs and services.
  • Offer examples of successes and barriers represented by two different campus-to-community interprofessional learning opportunities aimed at building capacity and engaging communities.
  • Discuss student outcomes and evaluative findings that have informed the community-based learning model, their generalizability and next steps in their development. | March 05, 2015

 

Assessment of IPE to Move Beyond Attitudes: Featured tools and case studies from the field, Part 2 | , Dr. Amy BlueDr. Vernon CurranDr. Sarah Shrader 

Presentation | Presentation Slides

Development of national competencies for interprofessional education (IPE) has brought national attention to interprofessional collaboration (IPC). Most schools, training programs, and universities are implementing IPE to fulfill accreditation standards.  However, creating an assessment plan for IPE is also important.   The majority of scholarship around IPE has focused on changes in learners attitudes regarding IPC.  There has been intensifying interest to assess IPE beyond attitudinal measures.

We will use Barr’s modification of the Kirkpatrick evaluation framework to focus on other methods of assessment for IPE/IPC.  This webinar will be a two-part series that focuses on specific measurement tools and case studies from the field that will provide participants with information on how tools are developed, validated, and used to provide quality assessment data. | February 12, 2015

 

Assessment of IPE to Move Beyond Attitudes: Featured tools and case studies from the field, Part 1Dr. Erin Abu-Rish BlakeneyDr. Doug BrockDr. Sarah ShraderDr. LuAnn Wilkerson

Presentation | Presentation Slides

Development of national competencies for interprofessional education (IPE) has brought national attention to interprofessional collaboration (IPC). Most schools, training programs, and universities are implementing IPE to fulfill accreditation standards.  However, creating an assessment plan for IPE is also important.   The majority of scholarship around IPE has focused on changes in learners attitudes regarding IPC.  There has been intensifying interest to assess IPE beyond attitudinal measures.

We will use Barr’s modification of the Kirkpatrick evaluation framework to focus on other methods of assessment for IPE/IPC.  This webinar will be a two-part series that focuses on specific measurement tools and case studies from the field that will provide participants with information on how tools are developed, validated, and used to provide quality assessment data. | January 08, 2015

Creating a Culture of Interprofessionalism | Dr. Gail JensenDr. Barbara Maxwell, and Dr. Susan Tappert 

Presentation | Presentation Slides | Questions

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. | November 05, 2014

Measures and Results from an Ambulatory, Interprofessional Team OSCE Project | Dr. Sheree Aston and Dr. David Dickter 

Presentation   Questions

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

Presentation slides

This webinar will focus on the approaches taken by the University of Toronto Centre for Interprofessional Education (IPE) to create exceptional interprofessional learning environments for students and health care professionals at the interface between education and practice. 

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  

Presentation slides

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  

Presentation slides

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

Presentation Slides

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

Presentation Slides

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

Presentation slides

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

Presentation slides

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

Presentation slides

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

Presentation Slides

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

Presentation slides

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

Presentation slides

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

 

Building Organizational Capacity for IPE: The Medical University of South Carolina (MUSC) Example | Amy Blue, PhD

Presentation slides

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