Inte

rpro

fess

ional

Hea

lth

Educatio

n

Facil

itato

r Tra

inin

g Ses

sion

Peter Colley – School of PharmacyJennifer Cai – School of Dentistry

Asya Ofshteyn – School of MedicineMaura Purcell – School of Nursing

Jessica Manley – School of Physical Therapy

Session Outline

• Session Purpose and Relevance

• Session Agenda and Packets

• Facilitator Role

• Breakdown of Activities

• Group Discussion

• End of Day 2 Evaluations

• Longitudinal Projects

SESSION PURPOSE AND RELEVANCE

Session Purpose and Relevance• Day 2 Learning Objectives

1. Listen actively to and elicit opinions from members of the interprofessional team in a patient-centered fashion.

2. Work with other health professional students to create a care plan for a patient.

3. Communicate information, one’s professional identity, and opinions in a manner that is patient-centered, not discipline specific and engages the interprofessional team.

4. Describe how other health professional school curricula complement and differ from each other, in relation to how these professions will work together on an interdisciplinary team post-graduation.

Session agenda1:10 pm Arrival, Introductions and

Attendance

1:15 pm Roles and Responsibilities Activity

1:25 pm Discussion Time – School Curricula

1:40 pm Patient Case: Irene Eagan

2:00 pm Observer 1 Report (mid-case)

2:05 pm Continue Case, new observer

2:40 pm Wrap-up and Discussion, Observer 2 Report

2:50 pm End of Day 2 Evaluations

3:00 pm Dismissal, Rooms available until 4pm for longitudinal Project meetings, if desired.

Role of the Facilitator• Guide discussion, do not lead• Pick a student to observe group dynamics• Shift the frame of the discussion and conversation

to keep students on task• Bring in expertise and personal experience, when

needed• Prompt the students to brainstorm about their

questions, instead of straight answering them• Keep the group on topic, table discussions for

time at the end• Keep track of timing for the activities• Take attendance, collect all evaluations, return

both to coordinators at Medical Sciences Lobby table at the end of the session

Activity Breakdown

Activity Breakdown

2. Roles and Responsibilities Activity: 10 minutes Students completed individually before arriving Allow 2 minutes for students to complete if

they have not done so already Students compare answers as a group Brief discussion on how these roles may

change based on the setting, training/certification of the professional, state and federal laws, time

Roles and Responsibilities Survey

xx x

x x x x x

x x

x x x x x 5

3

5

2

Discussion Time – School Curricula

Activity Breakdown

4. Patient Case – Irene P. Hendricks-Eagan: 55 minutes•Same patient as seen on Day 1; 3 months later•Mrs. Eagan presents to the Dental Clinic for tooth pain and swelling, referred to primary care after drainage of an abscess•Students given PMH, FH, SH, Allergies, Medications, brief description of Day 1 history•Several discussion items

Activity breakdown

4. Patient Case – Irene P. Hendricks-Eagan: 55 minutes• Based on the patient record above, please prioritize in order of importance all of your concerns for Mrs. Eagan. These can include health and socioeconomic concerns.• For each of the conditions or health concerns listed above, do you think that any one profession should be the main profession to manage treatment and/or perform counseling? Do you think any health concerns/conditions should be managed by all of the health professions? Which ones? Why or why not?

Activity breakdown

4. Patient Case – Irene P. Hendricks-Eagan: 55 minutes• There are some holes in Mrs. Eagan’s patient profile above. What information would you like to get from the patient? What lab values will you need to obtain for her visit with primary care?•As a group, develop a rough patient care plan regarding 3 to 4 of the health concerns you listed above.

Activity breakdown

4. Patient Case – Irene P. Hendricks-Eagan: 55 minutes•Brainstorm how the curriculum at your institution would need to change in order to prepare students to work with this patient as a team.•What are some barriers to interprofessional collaboration in this patient case? How can you overcome these barriers? What barriers does interprofessional education have at your institution?

Activity Breakdown4. Patient Case – Irene P. Hendricks-Eagan: 55

minutesIn your teams, take a few minutes to discuss these

issues:• Based on the patient record above, please prioritize in order of importance all of your concerns for Mrs. Eagan. These can include health and socioeconomic concerns• Brainstorm how the curriculum at your institution would need to change in order to prepare students to work with this patient as a team.•What are some barriers to interprofessional collaboration in this patient case? How can you overcome these barriers? What barriers does interprofessional education have at your institution?

Activity Breakdown

5. Wrap-up, Discussion and Team Debrief•Have students complete team debrief•Report from second Observer• Important elements from the patient care plan

End of day 2 evaluations

• VERY IMPORTANT!

• Have EACH student complete (anonymously) the End of Day 2 Evaluation

• Collect the evaluations and attendance

Dismissal and Longitudinal Projects

• Students and Facilitators are dismissed at 3:00pm

• Rooms are reserved until 4:00pm to give students time to meet with their groups about their Longitudinal projects

Questions?