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Development of a Multimodal Interprofessional Education Activity for Pre-Clinical Students

Morgan Harris, Medical Student, Class of 2022Abbey Fingeret, MD, MHPTT, FACS Liliana Bronner, MHSA, MBA

Disclosure To assure the highest quality continuing education activities free from commercial bias, all

persons involved in the development and presentation of this session signed a declaration

disclosing they have no actual or potential conflict of interest.

Presentation Objectives

Upon completion of this session, participants should be able to:  

1. Describe how a multimodal approach can engage students in discussions about team-based care 

2. Recall essential steps necessary in the implementation of a multimodal interprofessional learning activity at their own institution

3. Overcome three potential challenges in implementing an interprofessional learning activity

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Why This Activity Was Created

• Learning theory

• Taps into different studentlearning preferences

• Engaging and meaningfullearning environment

• Integrate concepts

• Increase comprehension& retention

Multimodal Learning Approach

5 Steps to Activity Implementation

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Assemble a Team of Content Experts

Writing Objectives & Didactic Content

Building the E-Module

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Show Sample Clips of E-Module Here

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Interactive, In-Class Group Component

Designing the Content for Canvas

Student Assessment

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Roles and Responsibilities (e-module)Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations.

• RR3. Engage diverse professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet specific health and health care needs of patients and populations.

• RR4. Explain the roles and responsibilities of other providers and how the team works together to provide care, promote health, and prevent disease

Interprofessional Communication (in class)Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.

• CC4. Listen actively and encourage ideas and opinions of other team members.

Teams and Teamwork (in class)Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable.

• TT3. Engage health and other professionals in shared patient-centered and population-focused problem-solving.• TT8. Reflect on individual and team performance for individual, as well as team, performance improvement• TT10. Use available evidence to inform effective teamwork and team-based practices.

Core Competencies

Overcoming Challenges

Websites:• American Speech-Language-Hearing Association https://www.asha.org/

Adult Dysphagia https://www.asha.org/Practice-Portal/Clinical-Topics/Adult-Dysphagia/  

• IPEC Interprofessional Education Collaborative

• Core Competencies, 2016 update: https://nebula.wsimg.com/2f68a39520b03336b41038c370497473?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1

Articles:

• Johnson, E. O., Charchanti, A. V., & Troupis, T. G. (2012). Modernization of an anatomy class: From conceptualization to

implementation. A case for integrated multimodal–multidisciplinary teaching. Anatomical sciences education, 5(6), 354-366.

• Matsuo, K., & Palmer, J. B. (2008). Anatomy and physiology of feeding and swallowing: normal and abnormal. Physical Medicine and

Rehabilitation Clinics of North America, 19(4), 691-707.

• Miles, A., Friary, P., Jackson, B., Sekula, J., & Braakhuis, A. (2016). Simulation-based dysphagia training: Teaching interprofessional

clinical reasoning in a hospital environment. Dysphagia, 31(3), 407-415.

• Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309-326.

• Potter, N. L., & Allen, M. (2013). Clinical swallow exam for dysphagia: A speech pathology and nursing simulation experience. Clinical

Simulation in Nursing, 9(10), e461-e464.

• Willhaus, J. (2010). Interdepartmental simulation collaboration in academia: Exploring partnerships with other disciplines. Clinical

Simulation in Nursing, 6(6), e231-e232.

References

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Collaborators:

Special thanks to all the collaborators that made this project possible

(listed in alphabetical order)

• Elizabeth Bradford Bell, MD• Claudia Chaperon, PhD, APRN, GNP-BC• Angela Dietsch, PhD, CCC-SLP• Carol Gaebler, MS, CCC-SLP• Jessica Gormley, PhD, CCC-SLP• Candace Grier, MD• Jed Hansen, RN• Allison J. Krase, MS, CCC-SLP

UNMC eLearning Lab Staff• Peggy Moore, MSEd - Director• Tuggen Even, MSEd - Instructional Technologist

• Andi Zhang - Assistant Tech

Acknowledgements

• Jai Mediratta, College of Dentistry Class of 2021• Justin Mott, MD, PhD• Stephen Mohring, MD, FACP• Amy S. Nordness, PhD, CCC-SLP• Yun Saksena DMD, MMSc, BDSc• Geoffrey Talmon, MD• Jessica Thompson, MM, MA, CF-SLP• Corinne Van Osdel, DDS

Contact Information Morgan Harris morgan.harris@unmc.edu

Dr. Abbey Fingeret abbey.fingeret@unmc.eduLiliana Bronner lbronner@unmc.edu