Interprofessional Healthcare Education, Research & Practice

Community Faculty ConferenceMay 10, 2014

Dixiana Room 9:30-10:20Mollie Aleshire, DNPTamara Knox, PsyD

Stacy Taylor, PharmDSharon Turner, DDS, JD

Jim Ballard, MS

Objectives• Describe UK’s core interprofessional

collaboration and teamwork curriculum (iCATS).• Develop methods to help students integrate core

knowledge, skills and attitudes for interprofessional collaborative practice into experiential learning.

• Develop methods preceptors can use to assess students’ ability to integrate core knowledge, skills and attitudes for interprofessional collaboration into practice.

Agenda

• Brief description of iCATS core curriculum (10m)• Small group discussion (20m)• Report back and summary (20m)

Why Interprofessional care and education?• Clinical studies indicate better outcomes with

interprofessional teams (e.g., Kaiser and Geisinger systems and VA).

• UK evidence that patients are aware of both effective and ineffective team care performance.

• Industry wants team-ready graduates.

What do we mean by, ‘Interprofessional Education (IPE)?’

• IPE occurs when students from two or more health professions learn with, from and about each other with the objective of cultivating collaborative practice to provide patient-centered health care.

• The Core Curriculum is designed to start this process for all of our students.

• Co-Curricular– Clarion Competition– Leadership Legacy– IP Grand Rounds– IP Student Groups

• Curricular– Elective

• DIHC• IPTWGH• GME/DNP Leadership

– Required• iCATS• Other Embedded IPE

Programs

What is the Core Curriculum?• Two-year curriculum designed by faculty from

eight colleges • Goal is to provide opportunities for students to

work together as teams- become “team-ready” • General structure is teams of 8-10 students

meeting six times during each academic year with faculty facilitators.

What is the pedagogy?• Common Viewing Experience • Facilitated discussion of content learned

using online modules • Unfolding Longitudinal Clinical Case• Simulation exercises• Blended learning strategies for Year 2

What is the content?Year 1:– Basics of collaborative care (IP communication)– Cross cultural health care– Error disclosure & team leadership– End of year convocation

Year 2:– Collaborating to improve patient safety– Team-based collaboration for transitions of care

The Challenge• How to bridge “academic”

interprofessional education with “real-world” experiences– Similar to science and art of medicine

description of community training – Recall that Year 2 occurs when some students

are in, or will be in, community rotations

Small Group1. Identify 3 or 4 concrete experiences that students

should engage in while in the community setting to reinforce and ideally give them experience with interprofessional collaborative practice.

2. Identify at least one method for each experience that preceptors can use to assess students’ ability to integrate core knowledge, skills and attitudes for interprofessional collaboration into practice.

Report Back

292 Biopharm Complex (College of Pharmacy)789 S. Limestone St. Lexington, KY 40536

859 323 2057Andrea Pfeifle, EdD, PT, Director andrea.pfeifle@uky.edu Phone 3.2057Jim Ballard, Associate Director james.ballard@uky.edu Phone 3.0023

Project Coordinator: Madeline Aulisio, MPHAdministrative Assistant: Janet Jones

http://www.uky.edu/ciherp/

Center for Interprofessional Healthcare Education, Research & Practice

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