Ethical Decision-Making in Healthcare: An ...

Journal of Interprofessional Care, 2013, 27: 6–218 q 2013 Informa UK, Ltd. ISSN 1356-1820 print/ISSN 1469-9567 online DOI: 10.3109/13561820.2013.761518

INTRODUCTION The abstracts presented in this supplement have been organized into five different themes: Competence, Development, Infrastructure, Technology and Policy. Within each of these themes the abstracts are presented in one of the five different formats (paper, poster, workshop, discussion or demonstration) in which they were delivered at CAB III. The abstracts within each theme have been organized alphabetically - by lead presenter’s surname.

THEME 1: COMPETENCY Paper Format

Ethical Decision-Making in Healthcare: An Interprofessional Approach – Eight Years of Lessons Learned in Case-Based Interprofessional Education Emily Akerson1, BJ Bryson2, Janet Gloeckner3 and Anne Stewart4 1

Institute for Innovation in Health and Human Services, Affiliate Faculty, Department of Nursing, College of Integrated Science and Technology, James Madison University, Harrisonburg, VA, 2Department of Social Work, College of Integrated Science and Technology, James Madison University, Harrisonburg, VA, 3Dietetic Program Director, Department of Health Sciences, College of Integrated Science and Technology, James Madison University, Harrisonburg, VA, 4Department of Graduate Psychology, College of Integrated Science and Technology, James Madison University, Harrisonburg, VA

Background/Rationale: James Madison University’s Institute for Innovation in Health and Human Services recognizes that interprofessional collaboration will characterize the best practices in health and human service careers in the future. Research has shown that interprofessional collaboration and practice results in improved patient outcomes, cost savings, and increased staff retention. (Hoffman et al., 2007; West et al., 2006; McGrath, 1991): In September 2002, faculty members with broad representation from health and human service programs participated on a Task force for Interprofessional Education. They agreed that healthcare ethics is a shared, relevant concern among programs and an ideal vehicle for students to learn about one another’s disciplines and to participate in interdisciplinary team decision-making. A course titled Ethical Decision-making in Healthcare: An Interprofessional Approach has been offered since 2003. For fall 2011, it has , 120 students enrolled, representing a number of professional and pre-professional programs. Students are assigned to interprofessional teams, which function as Institutional Ethics Committees during the case based course. Challenges, opportunities, strategies and lessons learned for advancing interprofessional education will be discussed in the context of JMU’s experience collaborating across departments and programs to offer interprofessional course opportunities. Objectives: . To examine lessons learned from JMU’s 8 year experience teaching an interprofessional course titled “Ethical Decision-making in Healthcare: An Interprofessional Approach”. . To explore strengths and challenges using case examples from JMU’s experience and program participants’ experiences, and possible strategies to address issues identified. Questions: 1. What challenges and opportunities has your organization/institution experienced in developing interprofessional educational opportunities, and how have you addressed them? 2. What interprofessional content themes or core competencies are priorities for your setting? 3. How has your institutional leadership supported interprofessional goals in education and practice and how does your institution or organization support interprofessional innovations?

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Informing CIHC’s National Interprofessional Competency Framework Dianne Allen1, Martha Sexton2 and Margot Rykhoff1 University of Western Ontario, London, ON, Canada, 2University of Toledo, Toledo, OH

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Background/Rationale: The Canadian Interprofessional Health Collaborative (CIHC) (2010) ascertained the need for a common set of interprofessional (IP) competencies and answered this demand by developing the National Interprofessional Competency Framework. The first four domains include role clarification, team functioning, collaborative leadership, and interprofessional conflict resolution which are supported and influenced by IP communication, and patient/client/family-centered care (CIHC, 2010). The CIHC framework is unique in that it focuses on the ability to integrate knowledge, skills, attitudes and values in arriving at judgments. (2010). Although this framework was philosophically informed, CIHC identified the need to further develop the specific criteria needed in each domain and have encouraged the global IP community to test, verify, adjust or revise these competencies and their domains. This presentation describes three research projects that will strive to add knowledge to the domains of role clarification, collaborative leadership and interprofessional conflict resolution. Objectives: . To provide insight into three research projects currently being developed to support the CIHC National Interprofessional Competency Framework. . To explore the contributions of the domains of role clarification, interprofessional conflict resolution and collaborative leadership make in support of interprofessional collaboration (IPC). . To explore what knowledge, skills, values, and attitudes are needed to make competent judgments in the domains of role clarification, interprofessional conflict resolution and collaborative leadership. Discussion Questions: For the domains of role clarification, interprofessional conflict resolution, and collaborative leadership 1. What knowledge do learners/practitioners need to possess to make competent judgments in their practice? 2. What skills do learners/practitioners need to possess to make competent judgments? 3. What values and attitudes do learners/practitioners need to possess to make competent judgments? 4. How does each of the three domains contribute to IPC? 5. What are some important thoughts/considerations for the presenters to consider regarding their approach to IP research using the CIHC framework?

Creating Interprofessional Curricula Using Fink’s Model of Curriculum Development Cynthia Arndell1, Michel Disco2 and Betsy VanLeit1 School of Medicine, 2College of Pharmacy, Health Sciences Center, University of New Mexico, Albuquerque, NM

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Background/Rationale: Appropriate health professions training can positively impact attitudes, abilities and intentions to practice with underserved populations, and interprofessional education is critical for improving teamwork and outcomes for patients with complex health conditions and challenging life circumstances. This workshop will demonstrate the use of Fink’s Model of Curriculum Development to create interprofessional learning experiences that motivate and prepare students to address health equity in the institutions and communities where they will work. Fink’s Model involves attention to integrated learning objectives, teaching/learning methods, and assessment modalities. In this way, significant learning opportunities provide transformational experiences that prepare students for teamwork that addresses health equity issues. Objectives: . Discuss how Fink’s Model of Curriculum Development was used at the University of New Mexico Health Sciences Center to design interprofessional learning experiences addressing health equity. . Explore key elements of how to use Fink’s Model to develop interprofessional learning experiences. . Identify strategies for implementing interprofessional courses into your own institution.

q 2013 Informa UK, Ltd.

8 Teaching Methods: 1. Presentation and large group discussion of Fink’s Model of Curriculum Development for significant learning. 2. Description of interprofessional application of this model at one university, including development processes, student outcomes, barriers and solutions, and lessons learned. 3. Small group discussion of potential activities at settings where participants currently work including: exploration of interests, potential barriers and solutions, and resource considerations.

A Pilot Study: An Interprofessional Educational Approach to Polypharmacy in Community-Based Older Adults Cindy Beel-Bates1, Deborah Bambini1, Margaret deVoest2 and Sarah Raguckas2 Kirkhof College of Nursing, Grand Valley State University, Grand Rapids, MI, 2College of Pharmacy, Ferris State University, Big Rapids, MI 1

Background/Rationale: The purpose of this project was to evaluate the effectiveness of an interprofessional educational approach that paired 25 nursing students and 25 pharmacy students from two universities to teach community-dwelling elder clients about polypharmacy issues. All students attended two faculty (nursing and pharmacy) facilitated seminars and conducted three joint home visits. The need for competent nurses and pharmacists is increasing as the aging population in the United States burgeons. In the Institute of Medicine report, Crossing the Quality Chasm (2001), increasing the abilities of interprofessional teams to work together is one strategy identified to enhance care (including medication management). On pre and post-tests, students identified which of 15 professional role functions could be performed by both nurses and pharmacists. Qualitative analysis using axial coding to discover themes was done of students’ and older adults’ perceptions about the experience. Post-test frequency percentages indicated an increase in the number of students who recognized that their roles overlap on all but one of the fifteen roles. Qualitative analysis of students’ perceptions revealed a number of themes including “appreciation for the perspective and expertise of another professional to the patient care outcomes. Four themes emerged from the elders’ perceptions of the experience; they clearly valued the interaction with the students as a “team”. Elders identified six improved medication outcomes as a result of the experience. As a result of conducting this pilot with three cohorts of students between two universities, two colleges, and 25 elders, the following recommendations should be considered: address student liability issues early; involve only nursing students who have completed a pharmacology course; establish stellar rapport between interdisciplinary faculty in order to role model collaboration in the classroom and as clinical supervisors; and explore and acknowledge educational cultural differences openly the first time students meet.

Interprofessional Collaboration in Practice: The Assessment of Students’ Interprofessional Capabilities in Clinical Placements Margo Brewer, Nigel Gribble, Peter Robinson, Amanda Lloyd and Sue White Faculty of Health Sciences, Curtin University, Perth, Western Australia

Background/Rationale: In recognition of the need to change the way health professionals are educated to meet the ever changing demands on the workforce, the Faculty of Health Sciences at Curtin University focuses on the assessment of students’ interprofessional capabilities to ensure that they are able to work collaboratively in health service/care teams. This paper outlines the development and implementation of the Interprofessional Capability Assessment Tool (ICAT) that is used to assess students at both the mid and end points of any interprofessional clinical education placement. An interprofessional team of staff involved in clinical education developed the tool. Consultation was then undertaken with staff from the 19 disciplines within the Faculty to ensure its alignment with their assessment tools and its applicability to their student cohort and the placements they undertake. The tool consists of 24 items organised into four domains of capability: communication, professionalism, collaborative practice and client-centred service/care. Each domain contains a number of indicative examples such as “Works in effective collaboration with team members to ensure safe, Journal of Interprofessional Care

9 high quality service/care” and grade-related descriptors which ensure students’ capabilities are rated as unsatisfactory, developing, at the required standard or outstanding. Piloting of the tool was conducted in 2009 and 2010 in a range of clinical placements. Feedback was obtained from both the students and staff involved in the pilots and refinements to the tool made. Preliminary analysis of data obtained will be presented which indicates no significant difference between student self-rating of their interprofessional capabilities on the ICAT and the ratings those students received from their clinical educator/facilitator. Results from qualitative analysis will also be presented which examine the key strengths and weaknesses of the students’ interprofessional practice. The limitations of this research and plans for the future will also be presented.

Inventory of Quantitative Instruments to Measure Interprofessional Education and Collaborative Practice in HealthCare Siegrid Deutschlander1, Lynda Weaver2, Jana Lait1, Robin Roots3, Luljeta Pallaveshi4, Patricia McCarthy5, Esther Suter1, Nancy Arthur6, Judith Burgess7 and Rebecca Law8 Health Systems & Workforce Research Unit, Alberta Health Services, Calgary Alberta, 2Palliative Care Education and Quality Management, Bruye`re Continuing Care, Ottawa ON, 3Rehabilitation Science, College of Health Disciplines, University of British Columbia, Vancouver British Columbia, 4Specialized Geriatric Services, St. Joseph’s Health Care London, Parkwood Hospital London ON, 5Centre for Collaborative Health Professional Education, Faculty of Education, Memorial University, St. John’s Newfoundland, 6Division of Applied Psychology, Faculty of Education, University of Calgary, Calgary Alberta, 7Student Health Services, University of Victoria, Victoria British Columbia, 8School of Pharmacy and Faculty of Medicine, Memorial University of Newfoundland, St. John’s Newfoundland, Canada 1

Background/Rationale: Recent Canadian federal and provincial government reports have stressed the need for interprofessional teamwork in healthcare settings to enhance the sustainability and quality of patient care. This has driven a surge of changes in healthcare professionals’ education and ways of practice towards collaborative patient-centred care. Evaluation is vital to assess progress and impact of these endeavours. To support such evaluation efforts, a subcommittee of the Canadian Interprofessional Health Collaborative (CIHC) conducted a comprehensive literature search to compile a state-of-the-art inventory of quantitative evaluation instruments related to interprofessional education and collaborative practice. Methods: Comprehensive literature searches were completed in a number of academic databases using search terms in the areas of interprofessionality, collaboration, patient-centred care, evaluation and survey questionnaires. The search yielded 1900 abstracts. From these abstracts, about 262 articles were reviewed. Tools from these articles identified as relevant were included in the table. Results: The completed table contains over 130 instruments that are organized according to six modified Kirkpatrick evaluation outcome domains: attitudes, perceptions; knowledge, skills, abilities; behaviour; organizational practice; patient satisfaction; and provider satisfaction. For each instrument, the table lists the author/year of publication; number of items and type of rating scale of the instrument; the setting and sample the instrument was used; psychometric properties (where available); and contact information to obtain the instrument. This inventory, two years in the making, will reside on the CIHC website (www.cihc.ca). Conclusions: The table will assist educators, administrators, providers and evaluators to find appropriate tools that meet their evaluation needs specific to their interprofessional education and collaborative practice initiatives. It will add value by saving evaluators time and effort to develop new tools. It offers the potential to compare evaluation findings across settings.

Evaluation of an Algorithm to Educate Health Professions Students on Interprofessional Case Studies Joy Doll1, Kathleen Packard2, Hardeep Chehal3, Ann Maio4, Jennifer Furze5, Kathryn Huggett4, Gail Jensen5, Diane Jorgensen2, Marlene Wilken6 and Yongyue Qi7 Department of Occupational Therapy, School of Pharmacy and Health Professions, 2Department of Pharmacy Practice, School of Pharmacy and Health Professions, 3Department of General Dentistry, School of Dentistry, 4Department of Medicine, School of Medicine, 5Department of Physical Therapy, School of Pharmacy and Health Professions, 6Department of Nursing, School of Nursing, 7School of Pharmacy and Health Professions, Creighton University, Omaha, NE 1


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Background/Rationale: Healthcare professionals must work in teams as demands for efficient and quality healthcare increase. Clinical cases are tools to transition health professions students from didactic knowledge and theory and connect to real world contexts. As cases represent the complexity and uncertainty of clinical practice, they are ideal for the introduction of interprofessional skills. The study evaluated the Interprofessional Team Reasoning Algorithm (IPTRA) as a tool to facilitate teaching and learning with case studies. Eighteen students from dentistry, medicine, nursing, occupational therapy, pharmacy, and physical therapy were randomized to three interventions (six per team) and were videotaped while working up a case. Team 1 (control) was given only the case, team 2 was given the case plus IPTRA, and team 3 was given the case, IPTRA, and shown videos of providers working up another case, both poor and best practices. Students’ perceptions of interprofessional skills were measured pre and post intervention using a modified Team Skills Scale (Hepburn et al., 1996). Students’ performance was assessed by blinded faculty members using a rubric based on a Framework for the Development of Interprofessional Education Values and Core Competencies Collaboration (University of Toronto). After completing the case, there were significant improvements in students’ perception of team skills for teams 2 and 3, but not 1 (team 1 change 2 7.0% þ 10.1%, team 2 change 19.0% þ 14.4%, and team 3 change 16.5% þ 11.9%, p ¼ 0.005). Overall scores for student performance were (of 12 points) 6.0 þ 1.87 for team 1, 5.4 þ 1.14 for team 2, and 10.4 þ 0.89 for team 3 ( p ¼ 0.009). In this study of six disciplines, the IPTRA, in combination with modeled examples of interprofessional communication, was an effective tool to teach skills necessary to work up a patient case. As the landscape of interprofessional education evolves, tools like the IPTRA will facilitate incorporation of these skills into health professions education.

Evaluation of an Innovative Interprofessional Student Run Clinic Donna Drynan, Lesley Bainbridge and Valerie Ball College of Health Disciplines, University of British Columbia, Vancouver, BC, Canada

Background/Rationale: All health professional academic programs are examining ways to develop interprofessional clinical learning opportunities. One example involves expansion of a Physical Therapy student-led clinic to include other healthcare provider students. In 2010 Occupational Therapy and Medicine introduced students to the clinic so that a truly interprofessional learning experience could be tested. The objectives of the clinic include: 1. to significantly enhance student teaching and learning by providing an innovative interprofessional clinical placement site 2. to combine teaching and learning within and between health professions that are naturally aligned in clinical practice; and 3. to evaluate the feasibility of sustaining a clinic that is truly interprofessional and which could provide a model for the incorporation of other health professions. A pilot study evaluating this interprofessional student led model for its effect on student’s knowledge and beliefs related to interprofessional teamwork and on preceptor experiences was completed. Methods: Data collection consisted of Likert scale surveys and open ended questions. The process included: 1. Pre and post student self-assessment 2. Observer assessment 3. Student post placement evaluation 4. Observer post placement evaluation 5. Data was collected from two cohorts with an N of 16. Results: Preliminary review of the results from the pilot study indicates that on self -assessment students have a marked improvement in Role Clarification and a possible improvement in Client Centred Care. Change in communication is variable across professions. Particular attention will be given to the differences between the professions and a comparative analysis between two cohorts will be presented. Conclusion: Lessons learned can be applied to a variety of clinical settings where there is an opportunity to incorporate interprofessional activities and reflection.

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Putting Students in the Driver’s Seat: An Interprofessional Education Passport Donna Drynan, Victoria Wood and Lynda Eccott College of Health Disciplines, University of British Columbia, Vancouver, BC, Canada Background/Rationale: Ensuring health and human service students participate in interprofessional learning opportunities as a required component of their program is a continual challenge. We developed an Interprofessional Education Passport that gives learners control over their participation in interprofessional education. The passport helps students track their interprofessional learning and demonstrate that they have acquired the necessary competencies to be an effective member of an interprofessional team. While there is limited literature on the concept of a learning passport, they are similar to learning portfolios, which encourage learners to reflect on and plan their learning process. They can be used as both a reporting and a pedagogical tool, providing an easy and inexpensive learning aid that improves the quality of education. Methodology: The passport has been pilot tested with a cohort of Occupational Therapy students at UBC. Participants used the passport to keep track of and reflect on their interprofessional learning throughout one academic year. The completed passports were analyzed for the number of interprofessional learning activities engaged in; the type of activities; and the depth of reflection. Several students also participated in a focus group to provide feedback on the passport approach to interprofessional education. Results: The pilot established that the Interprofessional Education Passport offers a viable approach for tracking interprofessional learning. Conclusion: Implementation of the passport appears to be a feasible approach for large academic institutions in order to ensure learners engage in interprofessional education as a required component of their program. It is flexible and puts students in the driver’s seat with regard to their learning.

Effective Interprofessional Efforts that Promote Smoking Cessation: A Review of Best Practices Donna Frownfelter1, Sarah K. Allen2, Sekhar Mamidi3, Hope T. Bilyk4, Kevin O. Rynn5 and Cathy J. Lazarus6 Post Professional DPT Program Director, Assistant Professor, Rosalind Franklin University of Medicine and Science, The College of Health Professions, 2Vice President, Rosalind Franklin University Health System, 3Director of Pharmacy Skills Laboratory, Assistant Professor of Pharmacy Practice, Rosalind Franklin University College of Pharmacy, 4Assistant Professor, Department of Nutrition, College of Health Professions, Assistant Professor, Department of Medicine, Chicago Medical School, Rosalind Franklin University of Medicine and Science, 5Associate Dean for Clinical Affairs, Associate Professor of Pharmacy Practice, Rosalind Franklin University College of Pharmacy, 6Senior Associate Dean for Student Affairs, Professor of Medicine, Chicago Medical School at Rosalind Franklin University of Medicine and Science, Chicago, IL 1

Background/Rationale: Smoking remains the number one preventable cause of death and morbidity in the United States and across much of the world. Today’s patients have complex health needs, often needing more than one healthcare professional for their treatment (Bridges, 2011). The literature shows that when two or more health professionals address smoking cessation, the incidence of successful quitting rises significantly (An, 2008). For a variety of reasons, healthcare professionals often do not consider patient counseling regarding smoking cessation to be a part of their role. Creating a system where all healthcare professionals on the team: 1) take smoking cessation counseling seriously, 2) have an effective interprofessional communication system, 3) understand and practice effective motivational interviewing (MI) skills, and 4) give reinforcing messages based on their area of practice and expertise provides a total message that is compelling and enhances a patient’s ability to effectively quit using tobacco products. Objectives: Following this session, participants will be able to: . Internalize the importance of all healthcare professionals having a role in helping their patients to quit smoking. . Understand the Transtheoretical Model Stages of Behavior Change in relationship to smoking cessation.


12 . Understand the principles of MI and how to apply them to smoking cessation counseling. . Identify steps needed to create effective interprofessional teams for smoking cessation at your practice site.

Teaching Methods: 1. Didactic Overview: Effective interprofessional efforts that promote smoking cessation 2. Group Review: Very short case studies to develop skills in identifying correct Transtheoretical Model Stages of Behavior Change 3. Small Group: MI skill building 4. Small Group Discussion: Various healthcare provider team member(s) providing personalized messages to patients about internal motivations to change health behaviors 5. Group Overview and Question and Answer (Q and A) Session: Development of an effective smoking cessation counseling system at individual practice sites

An Evaluation of Interprofessional Education Placement Activities for Health Professional Learners at Two Teaching Hospitals Pippa Hall1,2, Tara Tucker1,2, Pamela Grassau3, Enkenyelesh Bekele3, Lynn Casimiro4, Paula Tchen4, Me`lanie Germain4, Caroline Borris4, Vale´rie Lemieux4, Maryse Bouvette2 and Lynda Weaver2 Division of Palliative Medicine, University of Ottawa, 2Bruye`re Continuing Care, Ottawa, 3E´lisabeth Bruye`re Research Institute, Ottawa, 4Montfort Hospital, Ottawa, ON, Canada 1

Background/Rationale: As part of their regular clinical placement experiences, all pre-licensure health professional learners at two teaching hospitals in a Canadian city participate in various interprofessional (IP) learning activities. It is unclear from local experience and the literature if these activities are effective in increasing learners’ IP competence and stimulating reflection on interprofessional practice and teamwork that incorporates patients and families as key team members. Our project draws on an evaluation research design to more fully understand the effectiveness of learning activities at various levels of intensity in the development of IP competence. The two-year project looks at three different ways of providing IP education to students from multiple health professions (e.g., medicine, nursing, social work) as part of their regular learning schedule. Learners are assigned, based on their schedules, to a) an intense intervention (lecture, reflection exercise, case studies, team OSCE (TOSCE), b) a brief intervention (lecture, TOSCE), or c) no specific IP teaching. The evaluation strategy was designed to determine changes in IP competence as outlined by the Canadian Interprofessional Health Collaborative competency framework through quantitative assessment with validated tools. In addition, focus groups/interviews immediately after the education and three months post-project telephone interviews provide open-ended assessment of learners’ reactions to and perceived effects from the learning process. Early results from quantitative and qualitative measures will be presented to offer insight into which method is the most beneficial for IP education of future health professionals.

Interprofessional Education in the Care of Complex Community-Based Patients Laura Hanyok1, Kathleen Lent Becker2 and Benita Walton Moss2 Division of General Internal Medicine, School of Medicine, 2Department of Community Health, School of Nursing, Johns Hopkins University, Baltimore, MD 1

Background/Rationale: Interprofessional training has been shown to improve communication, collaboration, and enhance quality of care. Historically, education for nurses and physicians occurs in silos with little cross-fertilization. The Daniels Initiative was created to teach graduate and undergraduate nursing and medical students and resident physicians the skills of interprofessional collaboration, while caring for complex community based patients. The Initiative focuses on developing an interprofessional community of practice. Methods: The program consisted of two parallel arms; 1) an undergraduate nursing/medicine arm; and 2) a graduate nurse practitioner (NP)/resident physician arm. This presentation describes only the graduate NP/resident physician arm. Each arm had classroom based and clinically based portions where learners focused on the care of complex community dwelling adults. Emphasis was placed on communication and collaboration skills. Initially, three 90 min didactic classroom sessions were developed and Journal of Interprofessional Care

13 implemented for all NP students and first year residents. Patients were then jointly managed in NP/ resident dyads for three half-day clinic sessions and one home visit. These interprofessional groups learned together over an eight month period. Pre and post survey results of the 21 item Interprofessional Attitudes and Practices Survey will be described. Statistical analysis includes descriptive statistics, Pearson r, and paired t-tests analyzed with SPSS 18 for Windows. Themes from content analysis of qualitative data will be presented. Results: Sample size included 34 participants approximately equally divided between NP students and MD residents. Qualitative analysis revealed how little each discipline understood the educational process and scope of practice of one another. Survey results support improved collaboration, communication, and attitudes. Conclusion: The didactic classroom educational intervention was effective in enhancing interprofessional skills and knowledge. Future work will examine the impact of this didactic intervention on clinical practice. The importance of aligning skill levels of participants and NP/MD clinical practice dyads were important lessons learned.

Interprofessional Education and Patient Safety: Educating Across the Continuum of Health Professional Training Olga Heath1, Anne Kearney1, Ann Hollett1, Patricia McCarthy2, Juanita Barrett2, Brenda Kirby1 and Sharon Peters2 Centre for Collaborative Health Professional Education, Faculty of Medicine, 2Faculty of Medicine Memorial University, St. John’s, NL, Canada 1

Background/Rationale: The connection between effective interprofessional practice and patient safety is widely recognized. Where care is provided by professionals who collaborate well, outcomes for patients are improved. In 2008 a government Task Force on Adverse Health Events recommended that the university implement an interprofessional curriculum focused on patient safety. This paper describes the impact of interprofessional patient safety education initiatives implemented across the continuum of health professional training in response to this recommendation. Methods: Study 1 The classroom component included medicine, nursing and pharmacy students and used a case-based, blended learning model focused on disclosure of adverse events. Study 2 The practice placement element was customized for each professional school (medicine, nursing, pharmacy). The intervention included a workshop on collaborative care and patient safety supplemented by a student Competency Reflection Journal based upon the collaborator and patient safety competencies adopted by each school. Study 3 The continuing interprofessional education component was developed in partnership with the Regional Health Authority to identify and resolve specific barriers to collaboration and patient safety for an inpatient medicine team. Results: Study 1 A significant pre to post workshop increase (large effect size) in positive attitudes toward adverse event disclosure was sustained at six months with a slight decline at one year. Study 2 Pre-workshop to post-placement results for interprofessional attitudes and skills show significant improvements and large effect sizes. Patient safety knowledge scores improved significantly (moderate effect size) from pre-workshop to post-placement. Study 3 Preliminary results show high participant satisfaction and significant increases (large effect size) in knowledge about collaboration and patient safety. Six weeks post-intervention, 22.2% of identified solutions had been acted upon. Conclusions: Training in patient safety and collaboration across the continuum of health professional development provides the opportunity to reinforce key messages increasing likelihood of sustained changes in knowledge, attitudes and practice.

Complementary and Alternative Modalities: Expanding Boundaries for Interprofessional Education Bonny Jung1, Jenn Salfi2, Esther Konigsberg3, Laurie Wishart4 and Anne Malott5 Program for Interprofessional Practice, Education, and Research, Faculty of Health Sciences, 2School of Nursing, Faculty of Health Sciences, 3Michael G. DeGroote School of Medicine, Faculty of Health Sciences, 4School of Rehabilitation Science, Faculty of Health Sciences, 5Midwifery Education Program, Faculty of Health Sciences McMaster University, Hamilton ON, Canada 1


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Background/Rationale: Canada Complementary and Alternative Medicine (CAM) encompasses many different healthcare roles and modalities that are not considered conventional Western medicine. Many healthcare consumers in North America and internationally are turning to CAM to meet their care needs either as an alternative to, or in combination with conventional medicine. For students in main stream healthcare and social programs, curriculum schedules are already tight and it can be a challenge to incorporate content about the other professions and their roles within the healthcare team. It is even more challenging to learn about the different scopes of practices of professionals involved in CAM. A university program developed a CAM workshop incorporating interactive educational activities involving small group learning, experiential learning and case discussion. The aim of this interprofessional workshop is to expose students from nursing, nurse practitioner, occupational therapy, physiotherapy, medicine, physician assistant and midwifery programs to several different roles within CAM, for the purpose of preparing them for future collaboration with these professionals. The workshop also aims to help the students reflect on the interface between their own healthcare model and CAM models by introducing the similarities and differences in theories of practice, education and training, licensing requirements, and evidence-based research. This presentation describes the CAM learning activities, evaluation methods used and the preliminary outcomes of this project. As the workshop will be conducted in the fall of 2011, results are not available as of yet; however, evaluation will include quantitative and qualitative measures. The focus of this project will be of interest to educators and students in highlighting the importance of understanding the unique contributions of professionals involved in CAM to promote future collaboration and best patient care. Future interprofessional collaboration just may require a re-examination of professional and occupational boundaries.

Comparison of Attitudes and Perceptions toward Interprofessional Collaboration of Students Enrolled in an Interprofessional Course and Seminar Ginge Kettenbach1,2, Irma Ruebling1,2, Nina Westhus1,3, David Pole1,4, Judy Carlson1,3 and Rebecca Banks1,5 Interprofessional Education Program, 2Department of Physical Therapy and Athletic Training, Doisy College of Health Sciences, 3School of Nursing, 4Department of Family and Community Medicine, 5School of Social Work; Saint Louis University, St. Louis, MO 1

Background/Rationale: The goal of Interprofessional Education (IPE) is to develop skills for teamwork that will affect future interprofessional practice. An essential component is developing positive attitudes toward interprofessional teamwork and collaboration. Attitudes, especially when combined with knowledge, have been found to reliably predict future behavior. This study examined differences in attitudes and perceptions towards teamwork and IPE among students in an undergraduate introductory IPE course and those in a post-baccalaureate six session seminar. Methods: Undergraduate students completed a questionnaire regarding attitudes and perceptions towards IPE and teamwork before and after a one credit introductory IPE course at the beginning of their program. Students in post-baccalaureate professional programs completed the same questionnaire before and after a six-session IPE team seminar. Questionnaires included scales from the University of West England IP Questionnaire (UWE) and the Readiness for Interprofessional Learning Scale (RIPLS) Questionnaires. Results: The attitudes of the undergraduate students in the IPE course reflected significant improvement in the UWE IP learning scale ( p ¼ 0.004), IP interaction scale ( p ¼ 0.023), and IP relationship scale ( p ¼ 0.001). While changing in a positive direction on the same scales, the attitudes of students in the seminar did not show significant differences except in the relationship scale ( p ¼ 0.019). Student responses to the RIPLS positive professional identity scale were positive for both groups but significant for only the IPE course group ( p ¼ 0.013). On the RIPLS roles and responsibilities scale, the seminar students showed a significant negative difference ( p ¼ 0.016) and the introductory course students showed a significant positive difference ( p ¼ 0.028). Conclusions: Attending a one credit course more positively affected student attitudes towards IP education and teamwork than attending a six-session IP team seminar.


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Facilitating Interprofessional Simulation Learning Experiences: A Guide for Effective Debriefing Sharla King1, Elaine Greidanus2, Colette Foisy-Doll3 and Dawn Ansell4 1 Dept of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB, 2Health Sciences Education and Research Commons, University of Alberta, Edmonton, AB, 3Faculty of Health and Community Studies, MacEwan University, Edmonton, AB, 4NorQuest College, Edmonton, AB, Canada

Background/Rationale: Simulation is increasingly used to develop and enhance interprofessional communication competencies in pre-licensure students. Facilitating an effective debriefing of the simulation experience focusing on interprofessional competencies is critical. Linking interprofessional competencies to learning objectives is challenging due to the number of factors that impact what defines “competent” in interprofessional communication. The development of a framework to focus facilitators in their observations, assessments and feedback regarding communication and teamwork competencies was needed. Methods: Interprofessional teams of students participated in either mannequin-based or standardized patient simulation learning experiences that were facilitated by two instructors, each from different disciplines. Three sources of data were used to identify specific teamwork and communication competencies that students demonstrated while completing an interprofessional simulation: a) video analysis of interprofessional student simulations and debriefing; b) student self-report of their learning immediately after the simulations; and c) structured follow-up telephone interviews directed at assessing the impact of the simulation experience on students ongoing teamwork and communication learning. Results: Analyses of the data lead to the development of a debriefing guide specific to each simulation scenario. Each debriefing guide includes four key target learning opportunities along with prompts for the facilitators to note student behaviour and a list of questions designed to elicit reflection about the key competencies identified in the simulation. These questions are linked to student behaviour in the simulations and are framed within the Advocacy-Inquiry framework. Conclusions: These debriefing guides were used September - December 2010. This presentation highlights the steps in the development of this debriefing guide, along with video-clips of the simulations and debriefing. Preliminary analysis of the utility and efficiency of the use of these debriefing guides is presented with reference to student learning and facilitator perceptions of transferability to other learning contexts.

The CIHC National Competency Framework: Ratification and Development of Measurement for the CIHC National IP Competency Framework Carole Orchard1, Lesley Bainbridge2, Madeline Schmitt3 and Lynn Casimiro4 Office of Interprofessional Health Education & Research, The University of Western Ontario, London, ON, 2College of Health Disciplines, University of British Columbia, Vancouver, British Columbia, 3University of Rochester, Rochester, New York, 4 Office of Interprofessional Practice, Montfort Hospital, Ottawa, ON, Canada 1

Background/Rationale: The development and publication in 2010 of the CIHC National Interprofessional Competency Framework provided a means for practitioners, educators, and students to identify consistently with the key concepts that underpin interprofessional collaborative practice. Since that time an international group of IP champions from New Zealand, Australia, the United Kingdom, the U.S.A. and Canada have begun a collaboration to ratify the framework. It comprises six interconnected competency domains: patient/client/family/ community centred care; interprofessional communication; role clarification; team functioning; collaborative leadership; and interprofessional conflict resolution. The challenge in measurement is ensuring that the items to assess each domain are reflective of not only interprofessional collaborative practice but also of cultural relevance to a variety of health settings and across several countries. The outcomes of the Collaborating Across Border’s session will inform the next phase of the International Working Group in ratifying the items generated and developing measurement metrics for use in each of the participating countries. Objectives: . To familiarize participants with the CIHC Competency Framework and its development, past and future. . To provide participants with the opportunity to suggest changes to the items needed to reflect the competency domains more accurately. q 2013 Informa UK, Ltd.

16 . To ask participants to engage in a Delphi rating of items as part of the international research process. . To engage participants in identifying ways in which the competency framework can be used to support teaching and research.

Using a Multimethod Assessment Strategy to Evaluate a First-Year Interprofessional Education Program Jordan Orzoff and Sorrel Stielstra Western University of Health Sciences, Pomona, CA

Background/Rationale: First-year students in nine healthcare programs at Western University were required to participate in a twosemester case-based course providing orientation to and practice with interprofessional competencies. This was the second year this course had been offered. In its first year, substantial data collection occurred to assess attitudes toward IPE and experience with the course. Based on that data, significant changes were made to improve the course and better align it with its learning objectives. Method/Methodology: The revised assessment plan included formative assessment of the course experience through evaluation surveys completed after each of the five cases delivered, focus groups of students and faculty, and transcripts of key issues from debriefing sessions conducted in small groups throughout the year. Quizzes to assess student mastery of the key learning issue were administered after each content unit. Student demonstration of interprofessional collaboration was assessed during each smallgroup session by faculty using a participation rubric. Finally, large surveys to assess IPE experience and attitudes were completed by students before and after the course. These surveys also included a comparison of two published instruments, the RIPLS and IAQ, to validate their utility. Results: A range of findings will be presented, including the impact of the IPE course on attitudes toward IPE, the validity of the published instruments, student performance on the knowledge and participation assessments, and comparisons of performance over time and across professions. Conclusions: Use of a robust, multi-method assessment strategy can maximize the information gained in an IPE course for relatively modest investment of time and resources. The findings of such a strategy can provide feedback to faculty and administration, as well as expanding the state of knowledge about IPE delivery and assessment in general.

First Year Students’ Perceptions of Interprofessional Learning and Collaborative Working Karen T. Pardue Westbrook College of Health Professions, University of New England, Portland, ME

Background/Rationale: Contemporary reports conclude that medicine and health profession education has not kept pace with the ever-changing healthcare delivery landscape. The insular discipline-specific education which characterizes medical and health profession training renders graduates unfamiliar with communication and teamwork expectations inherent in today’s work environment. This lack of interprofessional capacity contributes to rising concerns surrounding patient safety, quality of care, and adverse health outcomes. In response to this need, the University of New England launched a new undergraduate interdisciplinary (IPE) curriculum in the Fall, 2010. This curriculum involves nine credits of course work during the first and second years of study. The freshman courses include Introduction to the Health Professions and Issues in Health Care, emphasizing the competencies of communication, team/group work, problem solving and self-awareness. This research study examines the impact of this curriculum by determining first year students’ perceptions of interprofessional learning and self-assessment regarding communication and teamwork skills, interprofessional interaction, and interprofessional relationships before and after engagement in this course work. Methodology: This quasi-experimental study employs a non-equivalent group pre-test/post-test design. All students in the IPE curriculum (N ¼ 212) completed both freshman courses, and were surveyed at the beginning and end of the academic year. Students in Arts and Sciences enrolled in a health-related major but not in the IPE curriculum (N ¼ 92) serve as a non-equivalent comparison group. The University of West England (UWE) Interprofessional Questionnaire provides instrumentation. Journal of Interprofessional Care

17 Results: End-of-year data collection is in progress. Data analysis will include descriptive and inferential statistics, and will examine differences/changes in students’ attitudes towards IPE, students’ assessment of teamwork and communication abilities, and capacity for interprofessional interaction among learners in the IPE curriculum and the comparison group. Conclusion: Understanding educational approaches that uphold formation of interprofessional capacity shapes the creation of a workforce well prepared to enact safe, patient-centered, team-based care.

Formulating and Implementing a Comprehensive Outcomes Assessment of Interprofessional Education (IPE) Irma Ruebling1,2, Ginge Kettenbach2, Judy Carlson3, Rebecca Banks1,4, David Pole1,5 and Anthony Breitbach2 Interprofessional Education Program, Saint Louis University, 2Department of Physical Therapy and Athletic Training, Doisy College of Health Sciences, 3School of Nursing, 4School of Social Work, 5Department of Family and Community Medicine, School of Medicine Saint Louis University, St. Louis, MO 1

Background/Rationale: A significant volume of literature exists stating the need to enhance the scope and quality of research on the learning outcomes of Interprofessional Education (IPE) and research and the influence of these learning outcomes on improved patient/client health outcomes. We have developed an assessment plan that identifies and links the specific learning outcomes with measurements, methodologies and research questions that guide and enable us to produce assessments that accurately reflect the impacts of IPE programs. The purpose of this workshop is to consider and discuss a blueprint for a comprehensive assessment plan based on attitudes, knowledge, and skills of IPE which is longitudinal and multi-method. The process of assessment starts with student learning outcomes and objectives which then guide the research purpose, questions, and methods. Brief examples of the process of producing outcome assessments will be given. Methodological challenges that have been represented as shortcomings of IPE research will be identified. Discussion will focus on how these challenges may be addressed. Objectives: By the end of the workshop, participants will be able to: . Apply a conceptual framework for a comprehensive outcome assessment program. . Generate ideas for instituting a comprehensive assessment plan for the IPE program at their institution. . Begin the process of formulating research questions and methodologies based upon competencies. . Identify feasible strategies for overcoming challenges to strengthening IPE research. Teaching Methods: First, a presentation of our process for developing an assessment plan with examples from one IPE curriculum will be provided. Second, audience questions and responses will be entertained. Third, as a facilitated small group with a worksheet for a guide, participants will begin to plan an assessment project for at least one competency. Finally, the participants will gather for questions and comments about how they have begun the process.

Core Competencies for Interprofessional Collaborative Practice: A U.S. Expert Panel Report Madeline H. Schmitt, Chair (on behalf of the Expert Panel) School of Nursing, University of Rochester, Rochester, NY

Background/Rationale: Based on compelling practice needs, in 2003 the US Institute of Medicine identified the ability to work in interdisciplinary teams as a core competency for future health professionals. Since then, some professions and educational institutions have individually interpreted the meaning of this competency in student education. However, the lack of an identified set of core competencies has impeded the preparation of health professions graduates ready for collaborative practice. To address this situation, six national health professions education associations (AACN, AACOM, AACP, ADEA, AAMC, and ASPH) have collaborated to promote constituent efforts toward substantive interprofessional learning experiences that prepare future clinicians for team-based patient care. In 2010, they convened an expert panel to recommend a set of core competencies for interprofessional practice relevant q 2013 Informa UK, Ltd.

18 across the six professions, along with learning experiences and educational strategies for achieving the competencies. The panel report, containing four competency domains and related competencies, was released May 10, 2011. Objectives: . Describe contents of the report; and, based on experiences of workshop participants . Discuss learning approaches and activities participants are using, or could use, to support achievement of the competencies . Reflect on how they can facilitate the implementation of the core competencies in their educational institution, and in their profession

Issues in Achieving Role Competencies for Interprofessional Practice Madeline H. Schmitt1, Judith Gedney Baggs2, Gerri Lamb3 and Sally Norton1 University of Rochester, NY, 2Oregon Health and Sciences University, Portland, OR, 3Arizona State University, Phoenix, AZ

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Background/Rationale: Interprofessional competency frameworks usually identify awareness of, ability to describe, and use knowledge of one’s own and others’ roles in achieving patients’ goals as a core competency domain for teamwork and team-based care (AAMC, 2011; CIHC, 2010; Suter et al., 2009; Thistlethwaite & Mora, 2010). There are also interprofessional learning activities that target development of role competency, like shadowing other professionals. The goal of core competency development is to prepare future health professionals to be “collaboration ready” for patient-centered care (WHO, 2010), yet research literature on role issues in patient-centered interprofessional practice seldom informs learning activities intended to develop this competency. Methodology: The data for this presentation are drawn from several hospital-focused qualitative studies by the author as a co-investigator, in which lack of role clarity across professions and with patients and families has been problematic. The roles include that of attending physician in the hospital setting, family roles in end-of-life decision making, staff nurses’ care coordination role, and the advanced practice nurse role in a hospital-based palliative care team. To illustrate one aspect of the problem for competency development, in a study of staff nurses’ care coordination activities, nurses had no language to describe their continuous and important role in patient care coordination. Results: The presentation will involve a comparison of educationally defined core interprofessional role competencies and activities/learning methods used to develop these competencies, as compared to research examples drawn from practice related to a lack of role knowledge or clarity affecting the ability to use role information for efficient and effective care. Discussion: The discussion will focus on the importance of greater education-practice collaboration in learning what the needs in interprofessional practice are and how to bridge the gap between what is needed and how we educate future health professionals for collaborative practice.

Teaching Interprofessionalism: Show Them, Don’t Tell Them by Using “Vectors” Sarah E. Shannon1, Karen McDonough2, Doug Brock3, Brenda Zierler2 and Brian Ross4 Department of Biobehavioral Nursing & Health Systems, School of Nursing, 2Department of Medicine, School of Medicine, Department of Medical Education & Biomedical Informatics, School of Medicine, 4Department of Anesthesia, School of Medicine University of Washington, Seattle, WA 1

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Background/Rationale: One way to teach interprofessionalism (IP) to health professions students is to design a learning opportunity where IP is the explicit curriculum. However, IPE may be poorly received by some students in this format, particularly if they feel negatively targeted. Another way to approach teaching IP is to use vectors with interprofessionalism as the implicit curriculum. Clinical topics that engage the entire healthcare team make good learning vectors (i.e., vehicles for allowing discovery-based learning) such as end-of-life care, discharge planning or error disclosure. Methods: We designed a learning event for approximately 500 health professions students on the topic of error disclosure. A general 80 minute session taught the basic principles of error disclosure. Students then broke into interprofessional groups of 10–12 for a 75minute skills practice with two faculty: one who acted as the family member of a patient who had experienced a serious error and one Journal of Interprofessional Care

19 who facilitated the role play and debrief. Student learners completed an evaluation of the learning event that included a single openended item asking, “Please share one thing you learned today that you plan to apply in your future practice.” Results: Surveys were received from 332 students (197 medical, 55 nursing, 40 pharmacy, 38 physician assistant). A total of 299 students completed the open ended item with 127 learners (42%) explicitly noting the value of interprofessionalism. (EG: “I learned the importance of really working as a team and supporting each other.”) Other comments focused on aspects of error disclosure or communication skills. Conclusions: Teaching interprofessionalism outside of a clinical context may not be well received. However using a shared clinical challenge, such as disclosing a healthcare error to a patient or family member, is an effective way to teach interprofessionalism. Students learn the value of interprofessionalism through personal discovery and active engagement.

Beyond the Survey: Evaluation of an Interprofessional Education Intervention Patty Vari1, Ava Porter1, Dave Trinkle2, Sara Brown1, Wilton Kennedy3, Abrina Schnurman-Crook4, Jeannie Garber1, Judy Lash3 and Rick Vari2 Department of Nursing, Jefferson College of Health Sciences (JCHS), Roanoke, VA, 2Department of Interprofessionalism, Virginia Tech Carilion School of Medicine (VTCSOM), Roanoke, VA, 3Physician Assistant Program, JCHS, Roanoke, VA, 4 Hollins University, Roanoke, VA 1

Background/Rationale: The IOM and WHO reports concluded one of the most important changes needed for a safer health system was to achieve collaborative practice readiness in health professions graduates. The Interprofessional Education Collaborative (IPEC) expert panel developed core competencies to guide the development of collaborative practice educational endeavors. Methods to implement and evaluate those competencies are in the developing stages. The purpose of this study is to test an interprofessional collaborative education intervention by comparing pre and post measures on interprofessional self-efficacy, knowledge, and skills and determine the demographic and experiential correlates of a significant positive change in the self-efficacy measure. Methods: Participants include nursing, medical, and physician assistant students enrolled in an Interprofessional Leadership (IPL) course. The study design is quasi-experimental. The intervention consists of facilitating small groups toward self reflection to build collaborative skills. Skills are operationalized in community service-learning projects and case-based quality and safety healthcare scenarios. Participants complete three pre and post-test assessments, consisting of written responses to scenario questions, demonstration of team skills, and completion of a self efficacy in interprofessional skills tool (Mann, et al., 2007, Self-Efficacy Measure of Interprofessional Practice Competencies for Students). Writings and team skills demonstration are scored quantitatively by an independent panel. Results: Descriptive and inferential statistics computed on demographic and survey responses and on written questions and teamwork scenario scores will be presented (post measures collected 4/25/11). Analysis will include paired t-tests, chi-squares, and logistic regression. With 90 IPL students, there is 80% power to detect a difference of 0.6 points in the means of the self-efficacy scores. Conclusions: As we move to competency based interprofessional education, the research methods used to provide the evidence for effective education modalities will need to encompass more than self-perception surveys. This study utilizes written responses and taped demonstrations to demonstrate acquisition of collaboration competencies.

Developing Learning Objectives Based on the Canadian National Interprofessional Competency Framework Victoria Wood, Carrie DePalma, Lynda Eccott, Donna Drynan, Valerie Ball, Christie Newton and Lesley Bainbridge College of Health Disciplines, University of British Columbia, Vancouver BC, Canada


20 Background/Rationale: This workshop will present a model for developing interprofessional learning objectives using the CIHC National Interprofessional Competency Framework. Together, learning objectives support the competencies to be acquired by learners and provide a foundation for the development of instructional materials, curricular content, and teaching techniques. They provide a description of the knowledge, attitudes, and behaviours learners will achieve as a result of a particular learning activity and serve as a basis for assessment. Interprofessional learning objectives are influenced by many factors such as the context of learning and the level of learners, making it unrealistic to develop a list of learning objectives that would meet all users’ needs. Therefore, the College of Health Disciplines developed a model that will assist educators in creating interprofessional learning objectives that: . Represent a specific domain of learning . Consider the context of learning . Reflect the complexity of interprofessional learning . Are patient-centred

The model will allow programs to explicitly integrate interprofessional learning priorities/activities into curricula and support programs to demonstrate that they are prepared to meet interprofessional accreditation standards, such as those guided by the Accreditation of Interprofessional Health Education (AIPHE) project in Canada. Objectives: 1. Understand the importance of making interprofessional learning explicit by articulating interprofessional learning objectives. 2. Gain experience using the UBC model and the tools presented. 3. Create interprofessional learning objectives for their educational context.

COMPETENCY THEME Poster Format

Disabilities Matter: Measuring the Impact of a Unique Educational Intervention Using Interprofessional Teams Lisa M. Alexander1, Andrea Brassard1, Susan LeLacheur1, Karen Lewis2 and Joyce Maring1 Department of Health Care Sciences, School of Medicine and Health Sciences, 2Clinical Learning and Simulation Center, the George Washington University, Washington, DC 1

Background/Rationale: Individuals with intellectual and developmental disabilities (IDD) are known to have unique health needs that are often overlooked by clinicians leading to significant health disparities. This study evaluated the effect of an interprofessional educational program on the knowledge and attitudes of students towards providing care for individuals with I/DD. Eighty-six (86) students from medicine, physician assistant, physical therapy, and nurse practitioner programs completed a webinar session about the healthcare needs of persons with IDD. A subset of 36 students completed standardized patient (SP) encounters with individuals living with IDD trained as SPs. The Multinational Study of Attitudes toward Individuals with Intellectual Disabilities (MATIDD) and Implicit Association Test (IAT) were administered before and after the educational program(s). Student focus groups were conducted to further understand the impact of the SP experience. Sixty-one (61) students completed the pre and posttests; 32 in the SP group and 28 in the webinar only group. No significant differences were found between IAT pre and post test scores although scores correlated significantly with the students’ previous exposure to individuals with IDD ( p ¼ .021). Students participating in the SP encounter demonstrated a significant change in post test scores on the MATIDD reflecting a stronger belief in the capability of individuals with IDD ( p ¼ .007). Students in the webinar only group did not demonstrate a significant change in scores. Focus group feedback confirmed the value of the interprofessional educational experience and SP encounters with individuals with IDD. The educational intervention demonstrated a beneficial impact on participants’ knowledge and attitude towards individuals with IDD and may serve to prepare them to better meet the healthcare needs of this population. Further research is needed to determine whether this model has a beneficial impact on the disability and interprofessional competencies of future clinicians that will facilitate and enhance practice experiences.


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Professionalism for Patient Safety: A Large Scale Interprofessional Event for Beginning Medicine, Nursing and Pharmacy Students Helen Amerongen1, Cathleen Michaels2, Lynne Tomasa3, Nancy Coleman4, John Murphy5 and Andreas Theodorou4 Department of Cellular and Molecular Medicine, 2Division of Community & Systems Health Science, 3Department of Family and Community Medicine, 4Department of Pediatrics, 5Department of Pharmacy Practice and Science; The University of Arizona, Tucson, AZ 1

Background/Rationale: We describe an Interprofessional (IP) event for beginning medical, nursing and pharmacy students that addresses the importance of respect among professionals and functional team behaviors for improved patient safety. We designed a large-scale event early in professional training to enable easier incorporation into already established curricula, and to shape student IP values, including collaboration, prior to the formation of strong intraprofessional identities. Methodology: A total of 360 students and 21 faculty facilitators from Medicine, Nursing and Pharmacy participated in the three-hour exercise conducted in the fall of 2010, early in the three health professional programs. The event consisted of two parts. Part I aimed at countering professional stereotypes with education about scopes of practice with individual and small mixed professional groups. Part II involved students analyzing four case vignettes illustrating disruptive behaviors of IP teams. Then students identified and proposed alternatives to disruptive behaviors such as splitting, hazing and fundamental attribution error. Favorable experiences with wellfunctioning teams were used to wrap-up the event. Retrospective pre-post surveys of students and facilitators solicited feedback about the two learning activities. Results: All professional student groups indicated that their knowledge of health professional roles was greater after the exercise, with nursing students having the highest estimate of their knowledge prior to the exercise and medical students, the lowest. Post-exercise, student comments overwhelmingly indicated greater appreciation for the extent of professional roles especially of nurses and pharmacists. All IP students equally indicated increased ability to identify disruptive behaviors, plus increased understanding of the impact of disruptive behaviors on patient safety. Overall, students acknowledged the relevance and importance of IP training to improve health outcomes. Conclusions: This exercise provides an early introduction of health professions students to the IP competencies of role clarification and team functioning.

How to Develop and Implement a Comprehensive Inter-Institutional Interprofessional Education (IPE) Program Sheree Aston, Susan Mackintosh and Patricia Callard Department of Interprofessional Education, Office of Academic Affairs, Western University of Health Sciences, Pomona, CA

Background/Rationale: Western University of Health Sciences (WesternU), a community based academic health center located in southern California, developed and implemented a three phase comprehensive interprofessional education program for students from nine entry level graduate health professional programs. Phase one involves a case-based course, phase two consists of a teamwork in healthcare course with small group experiential activities followed by phase three: interprofessional clinical education. In August 2011, WesternU opened an osteopathic medical program in rural Oregon. An innovative inter-institutional IPE program was established with two local educational partners in order to provide the required IPE curriculum for our medical students. This innovative program may offer single purpose health professional programs and/or small health science universities insight into how to provide meaningful IPE experiences for their students.


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My Sabbatical Experience: A Learning Journey Zoraida D. Beekhoo and Lawrence S. Bloomberg Faculty of Nursing; University of Toronto, Toronto, ON, Canada

Background/Rationale: In the fall of 2009, a mandatory IPE curriculum was implemented at the University of Toronto (ON, Canada) for all health professional students. This competency-based curriculum included core competencies (learning activities) and elective sessions. Although the importance of incorporating IPE into the undergraduate program is well understood, the challenge continues to be in the development of innovative methods for teaching interprofessional skills. In order to engage students and enhance the learning experience, these learning activities must be reflective of current practice and prove to be relevant for their future professional practice. Thus, the best way for students to learn the value of IPE is through direct involvement and role modeling of collaborative practice. In this poster presentation, I will share knowledge, insight, and experiences gained during my sabbatical year. I had the opportunity to meet with a number of IPE champions from leading Canadian Universities. Current issues related to the integration of IPE content into the curriculum will be explored. Benefits and challenges to working within an interprofessional team environment will be discussed. Highlights of different learning activities which facilitate collaboration among students and enhance the overall IPE experience will be emphasized.

Education in Gerontology: A Meeting of Disciplines and Epistemologies Louise Belzile1,2, Yves Couturier1,2, Dominique Lorrain1,2 and Ghyslaine Lalande2 Research Center on Aging, Sherbrooke, Canada, 2University of Sherbrooke, Sherbrooke, Canada

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Background/Rationale: Most higher and recent education programs on aging promote cross-disciplinary and multidimensional approaches. Mainly because aging is multifaceted, its study cannot be achieved through a single discipline. Therefore, through a holistic, integrated, collaborative and interdisciplinary view of aging, our graduate research program in gerontology strives to maximize the comprehension of factors promoting autonomy and wellbeing in later stages of life. The curriculum studied here promotes the importance of biological, psychological and sociological aspects of aging. The professors come from different areas and disciplines ranging from fundamental to professional fields, from a social perspective to a medical perspective. In this presentation we will address issues relating to the manners by which these students, also coming from different fields, acquire new knowledge from their own research in gerontology, while taking into consideration views from the various disciplines underlying their object of studies, mainly at the pedagogical level. We will specially underline the way to animate interepistemological seminars in this context.

Students’ Reflective Attitudes toward Providing Care and Supportive Services to Persons with Disabilities Natasha Bhuyan1, Lynne Tomasa2, Leslie Cohen2 and James Kerwin2 Class of 2012, 2Department of Family and Community Medicine, College of Medicine, The University of Arizona, Tucson, AZ

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Background/Rationale: Training in patient-centered and team-based healthcare for persons with disabilities among health professions has traditionally been lacking, although this is a population that requires a great deal of care and is often stigmatized, both socially and medically. Evidence is mixed on the impact of standard medical education on students’ attitudes towards disability and their comfort in providing care for persons with disabilities. An interprofessional student activity that involves active participation from persons with disabilities has been implemented. Methodology: Students from medicine, nursing, pharmacy and law participated in a three hour (2010) or two hour (2011) activity that involved readings prior to the activity, an introductory presentation, video clips, small mixed-group case discussions and a panel Journal of Interprofessional Care

23 discussion with persons living with disabilities. Following the activity, an online questionnaire of multiple-choice and open-ended questions was distributed to all students. To assess attitudes, students were asked to select one or more of the following choices to describe their attitudes: 1) Apprehensive/Nervous; 2) Ambivalent/Conflicted; 3) Comfortable; 4) Inquisitive/Interested; and 5) Eager/Enthusiastic. Results: A total of 317 student evaluations were completed in 2010 and 2011. In 2010 and 2011, 18% and 26% of students, respectively, identified being apprehensive/nervous before the activity about providing healthcare or supportive services to persons with disabilities. After the activity, students in both years reported feeling much less apprehensive/nervous (7%). Shifts in attitudes were also reflected in students’ responses regarding their feelings about being eager/enthusiastic. In 2010 and 2011, 14% and 11% reported feeling eager/enthusiastic before the activity. After the activity, student responses were 31% and 30%, showing a dramatic shift toward feeling more eager/enthusiastic. Conclusions: An interprofessional activity that includes persons with disabilities as active participant teachers can have a positive impact on changing students’ self-perceived attitudes toward providing healthcare or supportive services to persons with disabilities.

An Interprofessional Case Conference for Students at the Medical University of South Carolina: A Description and Evaluation Amy V. Blue1, Carla Bistrick2, Debora Brown3, Jerry Burik4, Ann Hollerbach5, Amy E. Leaphart1, Douglass E. Norcross6, Kelly R. Ragucci7 and K. Jackson Thomas3 Department of Academic Affairs, 2Division of Cardiovascular Perfusion, College of Health Professions, 3Division of Physical Therapy, College of Health Professions, 4Division of Occupational Therapy, College of Health Professions, 5College of Nursing, 6 Department of Surgery, College of Medicine, 7Department of Clinical Pharmacy and Outcomes Sciences, College of Pharmacy, The Medical University of South Carolina, Charleston, SC 1

Background/Rationale: The Creating Collaborative Care mission at the Medical University of South Carolina (MUSC) is to provide an environment for students to learn and practice interprofessional collaboration in healthcare delivery and research. One method to achieve this mission is through interprofessional case conferences, which will provide students with an opportunity to demonstrate teamwork competencies through patient case discussions. Methods: Students who were on clinical rotations and who were representing four colleges at MUSC were given a patient case to review prior to a two-hour case conference. These students were expected to be prepared to discuss the role that their particular profession would have as part of the team taking care of the patient throughout the hospital stay. One week later, all students were asked to reconvene and bring a case from their own clinical experience to discuss with the group. A similar process ensued, although the focus was on asking other students to provide expert knowledge in how to best care for the patient. At the end of the second session, all students were asked to complete an evaluation (Likert scale 1-strongly disagree; 5-strongly agree) of the interprofessional case conference experience, which included two open-ended questions related to benefits of the experience and suggestions for improvement. Results: The average Likert scale score was 4.35 and students provided positive feedback overall. Specifically, appreciation for interprofessional collaboration, knowledge of specific professions, understanding one’s own role on a team, worthiness for professional development and overall enjoyment were evaluated. Suggestions included having all six colleges and a wider variety of professions involved and providing additional information and expectations prior to first session. Conclusion: The positive results support our efforts to establish an environment for students to learn and practice interprofessional collaboration in the healthcare setting, and affirm continuation of this pilot project.

The Nation’s First DO/DMD Interprofessional Education Dual Degree Program Abby J. Brodie1, Dominick P. De Paola1, Karl Haden2, Elaine Wallace3 and Amber M.H. Johnson1,3 Office of Academic Affairs, College of Dental Medicine, Nova Southeastern University, Fort Lauderdale, FL, 2Academy for Academic Leadership, Atlanta, GA, 3Dean’s Office, College of Osteopathic Medicine, Nova Southeastern University, Fort Lauderdale, FL 1


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Background/Rationale: A curricular model to promote interprofessional healthcare ideology and practice has been developed and implemented as the nation’s first DO/DMD dual degree program at Nova Southeastern University (NSU) College of Osteopathic Medicine and NSU College of Dental Medicine. As integration of oral health and systemic health become part of the healthcare model, graduates of this program will be prepared to utilize an holistic approach for the delivery of care intended to promote preventive medicine and general dentistry, as a primary care model. The program requires students to be enrolled in both medical and dental courses in a sequential manner with capstone experiences in the terminal year. The need to establish common core competencies, the need to continue to seek funding for students’ tuition relief, the need to assess the impact of early outcomes of the program, and eventual long term outcomes measured have been identified. This workshop, suitable for all CAB III attendees from a variety of healthcare disciplines, will include a description of the existing dual degree program as it relates to team building, collaboration and leadership strategies, curriculum, recruitment and retention, and dual practice potential. Attendees will have the opportunity to work in interprofessional groups to 1) develop collaboration, team building, and leadership strategies; and 2) develop a set of Core Competencies on which to base a dual degree program.

An Interprofessional Healthcare Education (IPHE) Learner-Developed and Centered Curriculum at UCSF Breanne Cisneros1, Amber Fitzsimmons2, Stella Kim3, Gene Lowry4, Jennifer Rosenbaum4, Jennifer Samore5, Renee Courey6 and Joanne Spetz1,7 School of Nursing, 2Graduate Program in Physical Therapy, 3School of Dentistry, 4School of Medicine, 5School of Pharmacy, Pathways to Discovery, 7Institute for Health Policy Studies University of California at San Francisco, San Francisco, CA, USA

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Background/Rationale: Improving quality of, and access to, care while controlling growth of healthcare costs relies on interprofessional collaboration. Current scholarship points to the efficacy of student leadership in successful creation, and deployment of, interprofessional curricula, and the need for study of the impact of interprofessional learning. Students representing the five health professions programs at UCSF created a novel interdisciplinary yearlong IPHE curriculum and assessed its impact on communication, knowledge, and perceived relevance of collaboration among 1st-year learners in dentistry, medicine, nursing, pharmacy and physical therapy. Objectives: . Analyze the process of learner-developed curriculum from the perspective of the student team. . Describe the utilization of both classroom learning and the on-line Collaborative Learning Environment for IPHE. . Understand the evaluation methods and data acquired.

An Interprofessional Course in Disaster Preparedness Richard Clendaniel1, Patricia Dieter1, Ian Greenwald2, Victoria Kaprielian1, Brenda Nevidjon3, Annamarie Streilein1 and Jessica Thompson4 Department of Community and Family Medicine, 2Department of Surgery, 3School of Nursing, 4Emergency Medical Services, Health System, Duke University, Durham, NC, USA 1

Background/Rationale: An interprofessional collaboration group of our Schools of Medicine and Nursing was founded to discuss common issues and identify areas in which shared curricula might occur. Disaster preparedness was identified as a subject ripe for collaboration. An interprofessional disaster preparedness course was developed. The four-day course includes lectures and exercises that cut across professional curricula. The project aims to encourage students to learn and work together in interprofessional teams, focusing on disaster preparedness. Faculty members from the Doctor of Medicine (MD), Physician Assistant (PA), Doctor of Physical Therapy (DPT) and Nursing programs developed the course outline and objectives, testing and evaluation. 300 students from MD, PA, and DPT, nursing and pharmacy programs and 40 interprofessional faculty members participate in the course each year. Students are Journal of Interprofessional Care

25 assigned to interprofessional teams of 7 –8 learners for small groups, learning kiosks, table-top exercises and mass disaster simulations. Topics include incident command, decontamination, chemicals, biological terrorism, explosions, special needs victims, mental health and others. Mass disaster simulations have included pandemics, natural disasters, explosions, food-borne illness and others. Students peer evaluate in their teams. Faculty and students debrief and evaluate the course each year. This curriculum provides a unique opportunity for a variety of health professions students to participate in a course in which all learners receive the same instruction and participatory expectations are the same for all students. Although the curriculum is logistically difficult due to the variety of presentation methods and numbers of students, feedback indicates that the course is well received and regarded as important not just for its content, but also for the opportunity it offers to interact with other health professions students in the classroom and “hands on” settings.

Five Components for Success: Using a Checklist to Plan an Interprofessional Learning Activity Nancy Coleman1, Lynne Tomasa2, Cathleen Michaels3, John Murphy4 and Andreas Theodorou1 Department of Pediatrics, 2Department of Family and Community Medicine, 3Department of Community and Systems Health Science, 4Department of Pharmacy Practice and Science, The University of Arizona, Tucson, AZ, USA 1

Background/Rationale: In producing IPE activities that vary widely in content, learning format, and numbers and characteristics of participants, we identified the key components for success and built a flexible checklist around them. Broadly, a successful activity is one that students find valuable, requires interprofessional interactions, demonstrates the value of an interprofessional health professions team, enhances appreciation of professional roles, and promotes patient-centered care and humanistic values. Methodology: Through systematic review of student and facilitator feedback and post-activity debriefing, we identified the important commonalities in organization and implementation priorities. We created a master IPE Activity Checklist built around five key components that included a behavioral emphasis essential for planning a successful interprofessional activity. Results: The five key components for success are: 1) Process: communication, inclusiveness, sensitivity to differences in healthcare cultures; 2) People: planning committee, students, faculty/facilitators, institutional leaders; 3) Program/Learning Outcomes: learning objectives and methods meaningful to various professions; 4) Logistics: early planning, schedules, classrooms, technology, handouts, facilitator training and more; 5) Data: collection, analysis and reporting. Differing IPE activities share commonalities that were distilled into a checklist, organized by these key components and including subcategories of elements. The elements can be extremely numerous and detailed, as in logistics, or fairly brief, and can be included or excluded according to needs of the activity. It is used to maintain focus on the key elements from beginning of planning to final data analysis. Conclusions: A task and process oriented checklist serves as a useful tool to organize, plan, and maintain focus on the key components of any interprofessional activity. Including behavioral aspects of teamwork as key elements of the planning process, such as communication and sensitivity to professional culture differences, enhances its usefulness. The IPE Activity Checklist contributes to producing a successful IPE event.

Enhancing Assessment, Treatment and Care: The Development and Implementation of an Interprofessional Practice Education Plan in Psychiatry April Collins, Jane Paterson, Maria Reyes and Carrie Clark Centre for Addiction and Mental Health, Toronto, ON, Canada

Background/Rationale: Today, recovery is at the centre of mental health reform, around which the mental health delivery system is being organized. A recovery vision of service is grounded in the idea that people can recover from mental illness, and that the service delivery system must be constructed based on this knowledge. Achieving both a recovery oriented system of care and the implementation of a recovery management philosophy require dramatic changes in treatment philosophy, clinical and support q 2013 Informa UK, Ltd.

26 services, the therapeutic relationship, interprofessional roles, clients’ expectations, training and supervision of staff and intra and inter organizational dynamics. Traditional professional training has developed a workforce that has seen its role as a benign authority providing care for persons with severe, unremitting illnesses, unable to make decisions independently. This resulted in few expectations for lasting improvement and little hope offered to clients to establish a productive and satisfying life. This workshop will focus on the development and implementation of an Interprofessional Practice Education Plan which invests in staff to ensure that they are supported in the development of new or expanded skills and competencies to better serve clients in ways that are consistent with a recovery oriented system of care. We will demonstrate how the principles of interprofessional education and collaboration were utilized in the Schizophrenia Program, the largest clinical program at the Centre for Addiction and Mental Health. Objectives: By attending the workshop participants will learn: . How to develop an evidence based blueprint for interprofessional practice . About communication and building commitment cycle . Clinical practice change adoption, resistance management, top barriers and success factors Methods: Demonstration of curriculum development; the processes undertaken with clinical teams to examine scopes of practice and the achievement of professional engagement; sharing of collaborative exercises created to enhance knowledge transfer.

Implementation and Evaluation of an Interprofessional Curriculum Neil Cottrell, Susan Waller, Michael Barras, Adam Burston, Robyn Dickie, Michele Groves, Bradley Kendall and Linda Rylands Greenslopes Private Hospital Clinical School, the University of Queensland, Brisbane St. Lucia, QLD, Australia

Background/Rationale: In 2010/2011, an interprofessional (IP) curriculum was developed and implemented for final year students from Nursing, Medicine, Pharmacy, Occupational Therapy and Physiotherapy on clinical placement at a 570 bed, private tertiary teaching hospital in Brisbane, Australia. The IP curriculum consisted of simulation role playing, simulation ward rounds and case preparation and presentations in which students participated on one afternoon a week for six weeks. The first students completed the curriculum in April and the following describes the methodology and outcome of this initial evaluation. Methods: Evaluation of the IP curriculum was conducted through a survey composed of the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS). All students participating in the IP curriculum completed the survey prior to their participation and on completion of the activities. Results: A total of 32 students participated in the curriculum from the following disciplines; Medicine (n ¼ 9), Nursing (n ¼ 3), Pharmacy (n ¼ 11), Physiotherapy (n ¼ 4) and Occupational Therapy (n ¼ 4). From the RIPLS, the Teamwork and Collaboration subscale post-survey scores increased across all the disciplines and this was significant for Medicine (36.33 versus 37.67, p ¼ 0.047) and Pharmacy (40.00 versus 43.18, p ¼ 0.002). Perception of Actual Cooperation subscale scores from the (IEPS) increased across all disciplines and this was significant for Pharmacy (24.8 versus 27.8, p ¼ 0.024). Conclusions: Introduction of an IP curriculum at this large tertiary private teaching hospital appears to have improved the willingness for students to share knowledge and skills when working and learning together and improved the perception of actual cooperation with each other.

Pilot of a Lifelong Professional Development Metric in an Interprofessional Scholarly Concentration Program Renee Courey1, Carrie Chen1, Kristen Fitzhenry2, Mary Beattie3, Halima Mohammed3, Josh Adler1, Howard Bernstein1, Madhavi Dandu1, Dan Dohan1, Dan Lowenstein1, Robert Nussbaum1, George Sawaya1, Christopher Stewart1, Naomi Wortis1 and Louise Aronson1 Pathways to Discovery, 2Office of Undergraduate Medical Education, School of Medicine, 3Pathways Funding Agency, University of California, San Francisco, CA, USA 1


27 Background/Rationale: The UCSF Pathways to Discovery program prepares interprofessional trainees at multiple levels in discovery and leadership. Learners complete formal curricula and faculty-mentored projects in areas ranging from the molecular to the global. Traditionally, assessment measured only course participation, project quality, presentations, publications, and learner satisfaction. Because the program aims to launch careers in innovation, academia and leadership, a means of charting steps along a continuum of professional development relevant to all health professions was also required. In 2010 –11, we designed, piloted, and refined an assessment tool, adapted from the Dreyfus scale, to capture progress in skills acquisition for scholarship and leadership careers. We measured development in three competency areas relevant to innovation leadership – “Research and Scholarship,” “Leadership and Advocacy,” and “Professional Identity Development.” In 2010, the scale was sent to 52 faculty mentors and did not allow selection of expert 33/52 faculty mentors responded. For the three competency areas, 52%, 64%, and 67%, respectively, placed their mentees at proficient, the highest available level, describing competency usually achieved at the assistant professor stage. The number of mentors selecting the highest level of achievement greatly exceeded expectations. Program leaders anticipated that most undergraduate learners would move from novice or beginner to beginner or competent. The failure to capture accurate data on the stage of learners’ professional development may be due to the culture of grading. Mentor education and the explicit distinction of formative career progression assessment from summative performance assessment informed the 2011 implementation. Presented this time as a survey and not an evaluation, the instructions defined success as movement from point to point and included examples of where to position faculty, exceptionally skilled and accomplished students, and students new to the field. A comparative analysis of the year 1 and 2 results, and future refinements, are discussed.

Development and Validation of the Interprofessional Collaborator Assessment Rubric (ICAR) Vernon Curran1, Lynn Casimiro2, Valerie Banfield3, Pippa Hall4, Kelly Lackie3, Patricia McCarthy1, Ivy Oandasan5, Brian Simmons5 and Susan Wagner5 Centre for Collaborative Health Professional Education, Faculty of Medicine, Memorial University, St. John’s NL, 2Montfort Hospital, Ottawa ON, 3RN Professional Development Centre, Halifax NS, 4Faculty of Medicine; University of Ottawa, Ottawa ON, 5 Centre for Interprofessional Education, Faculty of Medicine; University of Toronto, Toronto, ON, Canada 1

Abstract: There have been increasing calls for a competency-based approach in interprofessional education (IPE). The purpose of this multi-site research project was to develop a validated set of interprofessional collaborator competencies and an associated competency-based assessment rubric, in both English and French languages. The first phase involved a detailed comparative analysis of peer-reviewed and grey literature using typological analysis to construct a draft list of interprofessional collaborator competency categories and statements. A two-round Delphi survey of experts was undertaken to validate these competencies. In the second phase, an assessment rubric was developed based on the validated competencies and then evaluated for utility, clarity, practicality and fairness through multi-site focus groups with students and faculty at both college and university levels. The presentation will outline an approach to developing, constructing and validating a bilingual instrument for interprofessional learning and assessment. The approach was collaborative in nature, involving an interprofessional project team and respondents from across multiple health profession education programs. The Delphi survey ratings indicate a high level of agreement with the importance of the competency statements and focus group participants rated the rubric positively and felt it had value. The focus group results were also useful in pre-piloting the contextual application of the instrument across multiple health profession education programs. This rubric instrument may be used across a variety of professions and learning contexts. Future work includes evaluation of further dimensions of validity and reliability for this tool across a variety of settings.

The Importance of Reflection on Building Interprofessional Team Skills Joy Doll1, Kathleen Packard2, Hardeep Chehal3, Jennifer Furze4, Kathryn Huggett5, Gail Jensen4, Diane Jorgensen2, Anna Maio5 and Marlene Wilken6 Department of Occupational Therapy, School of Pharmacy and Health Professions, 2Department of Pharmacy Practice, School of Pharmacy and Health Professions, 3Department of General Dentistry, School of Dentistry, 4Department of Physical Therapy, 1


28 School of Pharmacy and Health Professions, 5Department of Medicine, School of Medicine, 6Department of Nursing, School of Nursing; Creighton University, Omaha, NE, USA

Background/Rationale: The changing face of healthcare will require increasing accountability for both health professions education and practice for health professionals to work collaboratively. Each profession must understand the other professions in order to maximize the expertise of team members. However, it is dangerous to assume that the implementation of IPE always positions students to work successfully in IP practice as professionals. Developing reflective skills as part of IP practice is essential to ensure that each student/professional can engage in IP care planning in a purposeful and authentic manner, adjusting to the needs of the team and patient. This study will describe the use of reflection in IPE to position students for success in IP endeavors. Methods: This project was funded by the National Association of Boards of Pharmacy and AACP District 5 Individual Study Grant with IRB approval. An objective of this study was to integrate reflection into an IPE experience and evaluate the outcomes of postreflections. Eighteen student participants across the health sciences were given 7 reflection questions after participating in an IPE activity. Two faculty members from 2 different health professions conducted a thematic analysis of student reflections to identify lessons learned by students about IP practice. Two investigators worked independently and then met to reach consensus with advisement from co-investigators. Results: From the qualitative analysis, 5 themes emerged from the students: 1) prioritization of patient care goals; 2) knowledge of other professions’ scope of practice; 3) holistic versus non-holistic care; 4) team interaction skills; and 5) view/belief of other professions as a resource/value. Conclusions: In this project, evidence from students’ perceptions of learning indicates that reflection was an important element in the IP learning experience and is consistent with the literature that supports reflection as a critical skill that health professions should use in practice.

Assessing Collective Capability in Interprofessional Education J. Stuart Donn1, Granger Avery2, Rebecca Lindley2 and Jel Coward2 Clinical Education Division, British Columbia Ambulance Service, Vancouver, 2Dept of Family Practice, University of British Columbia Faculty of Medicine Vancouver, British Columbia, Canada 1

Background/Rationale: The inclusion of pre-hospital professionals in an Interprofessional Education initiative was dependent on several factors. Increased recognition of the need to enhance patient care in remote and rural settings where there can be a shortage of trained personnel was one factor. Addressing demonstrated healthcare needs in a cost efficient manner was a second. Recognizing the contributions that other professions could make to the quality of the program was a third. The structure of the CARE (Comprehensive Approach to Rural Emergencies) course provides both skill instruction as well as opportunities for healthcare teams to experience real time responses to typical emergencies. The skills instruction sessions are profession specific in content or emphasis allowing for learners to benefit from new approaches, explanation of difficult or complex areas, and reinforcement of infrequently used skills within their scope of practice. The scenario practice of a multi-profession team places participants in realistic settings that have at base an appreciation of the development of team approaches to coping successfully with challenging and complex cases. The debriefing captures elements of both the teamwork aspects as well as the response to the medical presentation. Methodology: The inclusion of pre-hospital professionals presents unique issues. What has been recognized is the lack of understanding of the roles, scope of practice, and standards of care that each profession brings. The use of an assessment instrument for determining collective capability before and after the course provides data on both the integration of tasks, and the integration of knowledge in rural interprofessional practice. The dimensions include goals, practice, leadership, communication and mutual respect/trust. Conclusions: The adaptive changes in the program development to now include a collective capability assessment in adjusting and presenting an interprofessional course focused on rural healthcare issues will be presented.


29

Is “See One, Do One, Teach One” Really Enough? Paul Gamble and Karim Bandali The Michener Institute for Applied Health Sciences, Toronto, ON, Canada

Background/Rationale: As the importance of interprofessional education and collaboration (IPC) continue to grow, the emphasis on non-cognitive skills as defined by the relational, affective, and moral qualities of health providers are now also recognized as crucial elements of professionalism and effective patient-centered care. Within any healthcare curriculum, the determination of students’ readiness for their clinical practicum also involves the measurement of these noncognitive abilities in addition to the professionspecific competencies. That said, very little is known about the constructs of readiness for clinical practice within the applied health professions. Methods: The purpose of this study was to investigate the definition of the core non-cognitive competencies through a quantitative triangulated survey methodology with focus groups that consisted of 24 faculty, 158 clinical educators and 24 students across a number of applied health programs at The Michener Institute for Applied Health Sciences in Canada. Results: The outcomes of faculty and clinical educator participation were analyzed for the expectations, perceptions, and beliefs of this group towards a clinically ready student, while the student participation was examined for critical support needed by students reaching clinical readiness. Recurring themes of profession-specific technical skills, communication ability, professionalism, self-reflection abilities, affective behavior and other centeredness were identified in the reflections of faculty members and clinical educators. Student participants recommended successful curricula to contain specified comprehensible performance expectations, transferable skills, and the availability of diverse practice opportunities. Conclusions: Clinical readiness in applied health students was characterized by the concurrent possession of the appropriate profession specific skills, innate personal traits and attitudinal attributes. These findings were key to revising: i) Michener’s admissions processes to assess the required balance of cognitive and non-cognitive competencies applicants should possess for success in a healthcare discipline; ii) Michener’s curriculum to improve the path of students to clinical competence by providing clearly defined expectations, adaptable skill learning and ample chances to practice through the incorporation of IPC, simulation-based education and competency assessments.

Fishbowls and Leadership Personal Profiles: Tools to Facilitate the Interprofessional Journey Jeannie Garber1, Abrina Schnurman-Crook2, Judy Lash3, Patty Vari1, Ava Porter1, Dave Trinkle4, Wilton Kennedy3, Sara Brown1 and Rick Vari4 Department of Nursing, Jefferson College of Health Sciences (JCHS), 2Hollins University, Roanoke, VA, USA, 3Physician Assistant Program, JCHS, Roanoke, VA, USA, 4Department of Interprofessionalism, Virginia Tech Carilion School of Medicine (VTCSOM), Roanoke, VA, USA 1

Background/Rationale: Faculty representing diverse healthcare and leadership professions from Virginia Tech Carilion School of Medicine, Jefferson College of Health Sciences (JCHS), and Hollins University collaboratively developed an interprofessional curriculum for nursing, medical and physician assistant students. The overarching goals of the curriculum were founded on the concepts of self-awareness, communication, leadership and teamwork. Innovative strategies, Fishbowl activities and Leadership Personal Profiles, were employed to create a unique interprofessional educational experience. Fishbowl activities were used to facilitate a dynamic learning experience. Students practiced communication and conflict resolution skills while being observed and evaluated by a peer audience and a faculty facilitator. This component of the course was designed to support the development of knowledge, skills and attitudes regarding interprofessional communication and teamwork. Leadership Personal Profiles were completed by students prior to beginning the course and provided baseline information about each student’s default interpersonal communication style, need for inclusion, decision-making approaches, etc. This process was designed to promote self-reflection and to serve as a foundation for leadership development.


30 Objectives: Participants will: experience an interprofessional fishbowl experience; critique the use of fishbowl activities as an educational tool for interprofessionalism; evaluate various Leadership Personal Profile instruments; explore the value of Leadership Personal Profile results in relation to interprofessionalism.

Spiritual Care Education Debra Garee Department of Nursing and Health Sciences, Mount Vernon Nazarene University, Mount Vernon, OH, USA

Background/Rationale: Spiritual care competence has been underdeveloped and neglected in many nursing schools. The purpose of this research was to learn how student nurses in an intentionally Christian university develop skills to provide spiritual care to clients. The study design was a cross sectional descriptive design. Competence of student nurses to provide spiritual care throughout a baccalaureate level, nurse education program were measured. The researcher hypothesized that students attending a four year intentionally Christian university would report competence in the ability to administer spiritual care at the conclusion of the program. The sample consisted of 142 pre-licensure students. Students completed the Spiritual Care Competence Scale and answered openended questions to gather information about their abilities to give spiritual care. The methods and placement of spiritual care teaching in the curriculum were assessed through interviews with the seven teaching faculty in the program. The responses of nursing students were compared in each category of the Spiritual Care Competence Scale across program levels (sophomore through senior student status). The results indicate that students gained understanding and increased their perceived competence to administer spiritual care as their time in the program increased. Faculty provided spiritual care education and learning opportunities throughout the program. Students reported practicing spiritual care that included prayer, referrals, open dialogue, and therapeutic presence in the clinical setting. This study provided evidence that students can be taught to give spiritual care through nursing education. Spiritual care can and must be taught to nursing students to ensure holistic nursing practice is achieved. Nurse educators can effectively educate students in spirituality and spiritual care. Assessment and intervention strategies were effectively taught throughout the program with students acquiring competence.

Implementing an Interprofessional Cultural Competence Model Across an Entire Academic Health Care Center W. Kent Guion1 and Lori B. Schumacher2 Associate Provost for Multicultural Affairs, Office of the Provost, 2Associate Dean for Simulated Learning Innovations, College of Nursing, Georgia Health Sciences University, Augusta, GA, USA 1

Background/Rationale: Cultural and linguistic barriers along with a subtle mix of bias and prejudice have been linked to failures in the healthcare system when providing care. Healthcare professionals should be equipped with knowledge, attitudes and skills necessary to develop as culturally competent professionals. A conceptual model for educating and preparing competent professionals has been developed based on two assumptions: that culturally competence is broadly defined and that healthcare professionals are neither culturally nor ethnically neutral. Through the recursive process involving faculty, staff, students, patients and families, Georgia Health Sciences University has developed an education continuum Healthy Perspectives: Better Healthcare through Better Understanding, to infuse cultural competence education across the healthcare center. Methods: The model is focused on an interprofessional education process modeling skills and attitudes during the initial stages of clinical education and requires reflection, engagement, sensitivity development and acceptance of differences, which can enhance communication between healthcare professionals, patients, and families. Baseline measures of cultural competence will be assessed followed by education, interventions and ongoing assessments throughout the educational continuum. Healthcare disciplines involved include the Colleges of Allied Health Sciences, Dental Medicine, Medicine, and Nursing. Results: Interprofessional groups will be assigned to work together utilizing online modules that assess biases and backgrounds and appreciate cultural differences. Next, simulations (standardized patients, simulators, avatars) will be used to apply and practice skills Journal of Interprofessional Care

31 and knowledge. Finally, the application of cultural competence attitudes and knowledge will be evaluated in clinical practice with actual patients. Conclusions: Cultural competence is evolving and must include a comprehensive approach to address racial and ethnic disparities in healthcare. The implementation of the cultural competence model will be implemented across an academic healthcare center over the next five years with the goal of developing culturally competent healthcare professionals.

Moving from Awkward to “Aha!”: Strategies for Building Reflective Capacity among Health Science Students and Faculty Tara Hatch1, Renate Kahlke1, Sharla King1, Barbara Gitzel2 and Hedy S. Wald3 Health Sciences Education and Research Commons, University of Alberta, Edmonton, AB, Canada, 2Dental Hygiene Program, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada, 3Department of Family Medicine, Warren Alpert Medical School of Medicine, Brown University, Providence, RI, USA 1

Background/Rationale: The Health Sciences Education and Research Commons collaborates to develop and deliver interprofessional education (IPE) for students from eight health science faculties. Curriculum is based on four IP competencies: communication, collaboration, role clarification and reflection. In two IPE courses, students completed written assignments analyzing their individual and team performance. Students frequently struggled with these reflection assignments. Some reported that they expected to be struck by an elusive “aha” moment, and in the absence of an epiphany were unsure how to write about the experience. Others failed to see the value in reflection as a process to facilitate their learning and professional development. Course facilitators reported feeling ill-prepared to support struggling students in developing this competency. In exploring this issue, the course coordinators found facilitators and students often lacked clear understanding of the purpose and/or process of reflection. Variation in assignment expectations and grading was observed across course sections. Description: In response, we developed a reflection guide to describe the rationale of assignments and to support the development of reflection skills. This tool was made available to students enrolled in both courses and online to all students and faculty. We identified the need to provide faculty development to IPE course facilitators. Beyond the scope of the IPE courses, we also aimed to enhance capacity in health science instructors so that reflection skills would be sustained and further developed through integration in all discipline specific coursework. To this end, we delivered: a workshop for course facilitators, featuring student participation; a seminar and workshop by a visiting scholar to campus faculty; and a workshop tailored for Dental Hygiene instructors.

A Method of Evaluation of an Interprofessional Program Goal Leigh Ann Hewston1, Christine Arenson2, Molly Rose2, Reena Antony2, Kellie Smith3, Elena Umland4, Carolyn Giordano5, Kevin J. Lyons5, Jon Veloski6 and Stephen Kern7 Department of Physical Therapy, School of Health Professions, 2Jefferson Interprofessional Education Center, 3School of Nursing, School of Pharmacy, 5Office of Institutional Research, 6Department of Medical Education Research, School of Medicine, 7 Department of Occupational Therapy, School of Health Professions, Thomas Jefferson University, Philadelphia, PA, USA 1

4

Background/Rationale: The Jefferson Health Mentor Program (JHMP) is a longitudinal interprofessional program for first and second year students in the College of Medicine and the Schools of Health Professions, Nursing and Pharmacy. One goal of the program is that students will understand and value the roles and contributions of the various members of the interprofessional healthcare team. The purpose of this presentation is to describe a method, based on the work of Gillian Nesbit and colleagues, to evaluate the effectiveness of the program in reaching this goal. Methods: Students enrolled in the JHMP were given a brief case scenario and asked to list and describe roles of health professionals who would be part of the team in the care of the patient after admission to a hospital. The case scenario was completed prior to the start of, and at the completion of the 2 year JHMP. The case scenarios (n ¼ 311) were read and scored by a group of health mentor faculty on a scale based on Biggs’ structure of the observed learning outcome (SOLO) taxonomy. Scoring was considered completed when two readers independently agreed on a score. q 2013 Informa UK, Ltd.

32 Results: There was a significant difference from pre to post scores of the scenarios completed by the nursing and medical students over the two years but not in the scenarios completed by the other health professional students. Conclusion: The results of the study suggest that medical and nursing students improve in their ability to list and describe the roles of various members of the healthcare team after participating in the JHMP. Discussion of the value of this method is warranted. The method may be of particular interest to others who have similar needs of evaluating interprofessional program goals.

Using an Interdisciplinary Clinical Skills Scenario to Develop Collaborative Team Skills among Medical and Health Professions Students Christine Hsieh1, E. Adel Herge2, Tarae Waddell-Terry1 and Christine Arenson1 Department of Family and Community Medicine, Medical College, 2Department of Occupational Therapy, School of Health Professions, Thomas Jefferson University, Philadelphia, PA, USA 1

Background/Rationale: Emerging practice models increasingly depend on interdisciplinary teams for chronic care management; however, medical and health profession students have limited opportunity to practice together during their educational training. Our GEC developed this Clinical Skills Scenario (CSS) to provide medical and health professions students an opportunity to work together as a team. Methods: The CSS focuses on an elderly woman hospitalized for an acute stroke that has functional deficits and is ready to be discharged from the hospital. The goal for the interdisciplinary team is to develop a plan of care for discharge based on her condition and patient/family wishes. Students view a 20 min video depicting various disciplines responsible for the patient’s care. After the video, students are grouped in interprofessional teams, review the patient’s chart, and discuss discharge care planning for the patient. Then the teams conduct a family meeting with the standardized patient and caregiver. At the end, students debrief with faculty and standardized patients regarding their skills as a team. The program was piloted in March 2010. Participants included 38 students in six teams; two faculty observers per team; and two SPs per team (patient and caregiver). Results: Common student narrative themes include 1) the importance of communicating professional role in the team; 2) learning the roles of other disciplines on the team; and 3) effectiveness of a team approach to discharge planning for a patient. Conclusions: The CSS facilitated the students’ recognition of the important roles each profession play in caring for a patient in a healthcare team. Students reported the experience as very rewarding and beneficial for increasing knowledge of teamwork and collaborative skills in a healthcare scenario. Faculty and standardized patient and caregiver evaluations of the simulated team provided valuable insights into how students interact in a team scenario.

Doing the Same Differently: An IPE Experience on Role Clarification and Collaboration to Improve Client Centered Care Michelle Hughes and Audrey Kenmir School of Community & Health Studies (SCHS), Collaborative Nursing Degree Program, Centennial College, Toronto, ON, Canada

Background/Rationale: To become competent health professionals, students must be educated about their professional role and understand how their role interconnects with the roles of the interprofessional team when providing client care. Faculty at Centennial College from the Collaborative Nursing Degree Program and Occupational and Physiotherapy Assistant Program (OTA/PTA) created an Interprofessional Educational (IPE) project for nineteen first year student volunteers to learn with, from, and about each other. The project utilized pre/post questionnaires, group discussions, and case scenarios. The IPE project was structured around the National Interprofessional Competency Framework domains of Role Clarification and Client-Centered Care. The purpose of the project was to introduce IPE experiential learning opportunities for students with the intent to eventually incorporate IPE into the curriculum and to enhance students’ understanding of their professional role and the role of others, with the goal to improve client centered care and outcomes. Journal of Interprofessional Care

33 Method: The project was guided by Kolb’s (1984) experiential learning theory. The project was divided into three sessions. Sessions included group discussions, use of case studies, skill performance and questionnaires. The goal was for students to transform their experiences into new learning as they participated in each component of Kolb’s learning cycles. Results: This IPE project generated positive outcomes as identified by an increased understanding of students’ own roles and those of others. This created comfort, confidence and opportunity for collaboration despite similarity of professional roles. Students understood how collaboration enhances client centered care and outcomes. Conclusion: Based on the success of the project the objective was to create a research opportunity and to implement IPE initiatives into future curriculum. Recommendations for future IPE projects emerged. Flexibility with faculty and students’ scheduling is required to increase opportunities for collaboration between different programs to develop an IPE focused curriculum.

Patients Perceived as Difficult: Pilot Testing of a New Curriculum on Patient Complexity and Interdisciplinary Team Care Todd James Geriatrics Program, Division of General Internal Medicine and Geriatrics, Indiana University School of Medicine, Indianapolis, IN, USA

Background/Rationale: By 2030, the number of people over age 65 will increase to 20% of the population. Many of these seniors will acquire geriatric syndromes and functional decline. For such patients, usual care and decision-making are often difficult. Medicine residents have few opportunities to learn about and categorize patient complexity and to work with interdisciplinary teams. The overall goal of this curriculum is that as a resident cares for vulnerable seniors with high complexity, the resident will collaborate with an interdisciplinary team (IDT). The goal for the first unit is that as a resident caring for a vulnerable senior, the physician will identify patient complexity and when appropriate, engage an interdisciplinary team for comprehensive evaluation. The goal for the second unit is that the resident will learn to work with an interdisciplinary team. The first unit will prepare resident physicians to identify complexity. This complexity includes functional decline and other personspecific factors that interfere with usual care and decision-making. Understanding complexity will help residents appropriately engage and collaborate with an IDT. The curriculum is developed using the outpatient setting as represented by a new model of care, the Geriatric Resources for Assessment and Care of Elders (GRACE) program at Wishard Memorial Hospital. Wishard is the third largest public safety-net hospital in the US. Teaching strategies include a narrated, audio PowerPoint presentation, practice of the MCAM tool with model cases and application of the tool to patient encounters during the GRACE IDT meeting. The pilot for the first unit will occur during the geriatrics block rotation for medicine residents at IU School of Medicine. Three to five residents per month will complete the program. Content experts validated the curriculum. Evaluation will include pre and post questionnaires and a structured, qualitative exit interview. We will report results and analysis of the pilot testing.

Essential Competencies for Intraprofessional Practice Wilma Jelley1, Nathalie Larocque2, Mike Borghese1 and Ron Jelley3 1 Faculty of Health Sciences, University of Ottawa, Ottawa, ON, Canada, 2Occupational Therapist Assistant and Physical Therapist Assistant Program, La Cite´ colle´giale, Ottawa, ON, Canada, 3R.W. Jelley Consulting, Ottawa, ON, Canada

Background/Rationale: The responsibility of healthcare providers to effectively integrate support personnel into their plan of client care is essential. Intraprofessional collaboration refers to the practice between members of the same profession (e.g., nursing) who may have different education and different scopes of practice. The researchers’ objective was to determine the essential competencies involved in intraprofessional collaborative practice. These competencies are not well established and very little research exists on intraprofessional practice. In the current healthcare environment, the focus is on incorporation of support personnel in client care for the purposes of cost containment, efficiency and productivity. The researchers developed an electronic survey using a 5 point scale to gather participants’ perceptions on the essential competencies in the relationship between clinicians and assistants within the same q 2013 Informa UK, Ltd.

34 profession (e.g., dentists and dental assistants, etc.). Healthcare professionals in Canada and the United States who had experience working on a team with support personnel were invited to complete the survey, which also included demographic questions. Over 1200 healthcare providers from 13 different professions responded with the majority, over 90%, from physical therapy. Each item on the scale was scored and the results compared based on demographic information. Analysis of the data identified 5 competencies perceived by the majority of respondents as essential to ideal intraprofessional practice. The essential competencies were active listening, expressing ideas concisely and respectfully, recognizing and communicating all significant changes in a client’s status, completing actions based on one’s own role constraints, building trust and respecting knowledge and skills of others. The results were the same regardless of how the data was sorted (i.e. by role, clinician versus support personnel, age, gender, area of practice). When considering team functioning in healthcare it is necessary to consider the intraprofessional team as well as the interprofessional team.

Collaborating to Explore Work Challenges and Ergonomic Strategies Leslie Johnson1, Laura Macdonald2, Lisa Diamond-Burchuk1 and Laureen Bellows2 School of Medical Rehabilitation, University of Manitoba, Winnipeg, Manitoba, Canada, 2School of Dental Hygiene, University of Manitoba, Winnipeg, Manitoba, Canada 1

Background/Rationale: Interprofessional education is encouraged in classroom environments, however helping students recognize these experiences as relevant can be a struggle. An initiative in the university-based Dental Hygiene Clinic has resulted in an innovative learning experience which bridges the gap between Interprofessional Education (IPE) and Interprofessional Practice (IPP), via service learning. In this learning encounter, dental hygiene (DH) and occupational therapy (OT) students collaborate to understand and address the work-related challenges of DH students who are at risk of developing musculoskeletal conditions due to the nature of doing repetitive work in static positions. Methods: Faculty members from the OT and DH programs facilitated OT and DH students meeting together in the clinical teaching setting. In small, interprofessional learning groups, students began by discussing their role in healthcare delivery. Then, DH students provided services to a simulated patient, while OT students completed a job demands analysis. In the follow-up discussion, students shared their observations and discussed ergonomic interventions. Results: Students in each faculty report that the collaborative experience was positive. OT students valued the opportunity to practice job demands analysis and explore ergonomic strategies in a controlled setting with engaged learning partners. DH students indicated that their awareness of DH challenges was raised, and that strategies related to working more comfortably and safely were helpful. Conclusions: In this innovative project, students gleaned new knowledge about, from and with each other. OT students further understood the complex demands of a DH practice, and DH students considered ergonomic management strategies. In addition to addressing the individual professional learning needs, students engaged in collective problem solving which led to a richer understanding of work challenges and solutions in the clinic. The experience is a component of an emerging interprofessional education culture which promotes engaged and participatory learning.

Fostering Interprofessional Development of Medical and Pharmacy Students through Collaborative Care of Senior Mentors: Results of an Interprofessional Curricular Model Mackie King1, Sarah Shrader1, Rebecca Hardin2 and Kathleen Wiley2 Department of Clinical Pharmacy and Outcomes Sciences, South Carolina College of Pharmacy, 2Department of Internal Medicine, College of Medicine, The Medical University of South Carolina, Charleston, SC, USA 1

Background/Rationale: Senior mentor programs pairing elderly patients with students to learn about geriatric medical issues have been incorporated within various medical school curricula with much success. The objectives of this project were 1) develop an interprofessional curricular model using a senior mentor program emphasizing geriatric medication principles; and 2) to evaluate student and mentor attitudes about interprofessional education and healthcare delivery. Journal of Interprofessional Care

35 Methods: The study obtained approval from the institutional review board of the Medical University of South Carolina. Thirty interprofessional teams (n ¼ 90 students) consisting of one third-year pharmacy student and two second-year medical students were examined. The interprofessional teams conducted a patient interview, medication history, and assessment with the senior mentor. After the in-home interview, the teams analyzed their findings, emphasizing medication issues in the elderly. All teams participated in a discussion highlighting clinical issues of polypharmacy in the elderly as well as interprofessional clinical collaboration. After completing the assignment, students and senior mentors completed an anonymous voluntary survey. Results: Fifty-three surveys (59%) were completed by the students and eighteen surveys (90%) were completed by the mentors assessing their attitudes toward interprofessional collaboration. A five-item Likert scale was used (1 ¼ strongly disagree, 5 ¼ strongly agree). The surveys indicated that students had increased appreciation of the value of interprofessional collaboration (mean ¼ 4.11), enjoyed learning in an interprofessional environment (mean ¼ 4.27), and felt the senior mentor activity was worthwhile for their professional development (mean ¼ 4.08). The senior mentors responded that the pharmacy student was a positive (mean ¼ 4.67) and educational addition (mean ¼ 4.56) to the interprofessional team. Conclusion: The senior mentor program had positive effects on students’ development of interprofessional skills and provided a positive perception by senior mentors of interprofessional teams. Due to the results of this interprofessional curricular model, this will be a mandatory exercise for all medical and pharmacy students to complete in the future.

Integration of Interprofessional Competencies in Health Sciences Programs: A Bridge from Classroom to Practice Sharla King1, Mark Hall2, LuAnne McFarlane3, Elizabeth Taylor4, Barbara Norton2, Teresa Paslawski3, Lisa Guirguis5, Tara Hatch6, Renate Kahlke6, Karen Peterson7 and Cori Schmitz4 Department of Educational Psychology, 2Department of Physical Therapy, 3Deparment of Speech Pathology and Audiology, Department of Occupational Therapy, 5Faculty of Pharmacy and Pharmaceutical Sciences, 6Health Sciences Education and Research Commons, 7Faculty of Nursing, University of Alberta, Edmonton, AB, Canada 1

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Background/Rationale: Interprofessional education (IPE) and collaborative practice are viewed as strategies to address the current crises in health workforce. At our institution, the approaches to IPE are fragmented. In response to this, an IP Learning Pathway was developed. The goal of the Pathway is to achieve a more integrated approach to IPE, and to document IP competences throughout each health science program. The Pathway is supported by the Virtual IP Educator Resource (VIPER) Centre, a web-based repository of resources to document and connect IP competencies in practice settings and academic courses. It is designed to house IP educational resources for classroom and practice educators and to support them in integrating IP competencies into their curricula. Resources housed in VIPER are for students, faculty and practice educators. Methods: In September 2011, first year students in the Departments of Physical Therapy, Occupational Therapy and Speech Language Pathology, and the Faculties of Nursing and Pharmacy will participate in a 3-hour event or ‘launch’ that introduces them to IP competencies and the Pathway. This launch will serve as a common foundation for further IP experiences. Multiple baseline measures will be obtained to allow for the evaluation of the impact of the Pathway on student learning of IP competencies. Focus groups will be conducted to gain a richer understanding of student and educator perspectives regarding the IP Pathway and the VIPER Centre. Results: At this presentation we will describe the Pathway launch. We will also report on the baseline data and results of the focus groups of students and educators involved. Conclusions: This presentation describes the beginning of a 2-year pilot project to track and support IPE. The aim of this initiative is to achieve a more integrated approach to IPE, to prepare students to work in a collaborative work environment.

Clinical Care Planning: Interprofessional Course (CCPIC) Marcia Levinson1, E. Adel Herge2, Amy Egras3 and Kathryn Shaffer4 Department of Physical Therapy, 2Department of Occupational Therapy, Jefferson School of Health Professions, 3Jefferson School of Pharmacy, 4Jefferson School of Nursing, Thomas Jefferson University, Philadelphia, PA, USA 1


36 Background/Rationale: Evidence suggests interprofessional collaborative practice significantly improves patient outcomes in reduced mortality, increase patient safety, and enhanced quality-of-life. Key elements of successful implementation of interprofessional education are identified as increasing knowledge of other disciplines’ roles and responsibilities, breaking down discipline specific curriculums, defining individual competencies, building skills in team collaboration acknowledging the patient as the expert, and developing improved communication strategies. Description: The goal of this project is to prepare students for active roles in interprofessional healthcare planning, emphasizing key elements of IPE, such as principles of group dynamics and familiarization with roles and functions of healthcare professionals. Approximately 100 students from five disciplines work in small interprofessional groups of 6 –8 to construct a patient centered plan of care for an assigned patient. In interprofessional teams, students construct a care plan for a sample patient who is presented in paper and DVD format. Standardized patients portray the patient and patient’s family/caregivers on the DVD. The DVD brings the information provided on the paper case presentation “to life”. At the end of the course, student teams present their care plan to a panel of interprofessional clinicians from the community representing the students’ professions; a nurse, occupational therapist, pharmacist, physical therapist and physician sit on the clinician panel and provide feedback to the students. Outcomes include pretest-posttest on perception of professional roles, a written comprehensive patient centered plan of care, a reflection paper, and a standardized evaluation of the course.

We Have Liftoff: Building an Interprofessional Online Learning Environment Danielle L. Lusk, Glen R. Mayhew and Lisa Allison-Jones Department of Academic Affairs, Jefferson College of Health Sciences, Roanoke, VA, USA

Background/Rationale: The need for interprofessional teamwork in health sciences curriculum was noted in the Institute of Medicine’s Health Professions Education: A Bridge to Quality report (Greiner & Knebel, 2003). To address that need, Jefferson College of Health Sciences is creating an interprofessional education program focusing on teamwork. While specific challenges lie within teaching interprofessionalism and teamwork, more challenges arise when adding in the element of teaching these courses online. This poster will describe the first course of a three-course sequence on teamwork: its design, the challenges faced during course development, and innovative educational strategies to engage students. Methodology: Faculty from various disciplines designed this new interprofessional course “Fundamentals of Teamwork” along with an instructional designer. The goal of the first course is to teach students valuable teamwork skills needed in their future professions. This course will set the stage for subsequent courses where they learn about the roles of responsibilities of different healthcare professionals and how to work effectively in a healthcare team. The faculty team needed to design an engaging course that would interest students and motivate them in an online learning environment. Results and Conclusions: The course, taught beginning in fall 2011, has been designed around a particular case study. The case study, Apollo 13, looks at various functions and structures of teamwork. The faculty team decided that this movie will provide stronger engagement from students who are examining basic teamwork skills before moving on to more specific healthcare team skills in the next two courses. Learners will be able to see various stages of teamwork in action while evaluating how personality contributes to team functioning. In addition to using a case study design, faculty will be utilizing interactive lectures. Student learning outcomes and perceptions about the 10-week course will be shared at the conference.

A Year in Review: Lessons Learned from Implementation of a Case-Based Interprofessional Education Course Susan Mackintosh1, Jordan Orzoff1, Sheree Aston1 and Daniel Robinson2 Department of Interprofessional Education, Western University of Health Sciences, Pomona, California, 2College of Pharmacy, Western University of Health Sciences, Pomona, CA, USA 1


37 Background/Rationale: Western University of Health Sciences (WesternU) completed the first full year of a required case based course, which was designed to instill non-clinical and non-technical interprofessional competencies for nine graduate level health professions students. By analyzing information sources from the abbreviated course during the spring semester of the 2009 –2010 academic year, and from the beginning of the 2010–2011 academic year, course revisions were made that greatly enhanced the interprofessional education experience for the students. The intent of this presentation is to describe the original version of the case based course, review the outcome data from the course, and discuss how that information was utilized to revise the course to its current format. Additionally, preliminary examination of the revised course will be reviewed including how any additional lessons learned will be applied toward future course revisions. Objectives: Describe the original format of the WesternU interprofessional case based course. . Describe techniques used to evaluate the original course. . Discuss application of lessons learned toward course revisions. . Discuss preliminary findings of the effectiveness of the revised course. . Synthesize how current course reviews may influence course content for the next academic year.

Building a Sustainable Academic Community Partnership: Focus on Fall Prevention Nancy MacRae and Betsey Gray Occupational Therapy Department and School of Social Work, Westbrook College of Health Professions, University of New England, Portland, ME, USA

Background/Rationale: The Strategies to Nurture Aging People (SNAP), an interprofessional academic and community initiative, began at the University of New England, Portland, Maine in 2009. The project, entitled: Building a Sustainable Academic Community Partnership: Focus on Fall Prevention is an alternative model for developing a sustainable community service program. The interprofessional team is composed of student and faculty representatives from the Nursing, Occupational Therapy, and Social Work Programs, and community representatives from the selected site, an older adult independent living facility. Interprofessional teamwork is the vehicle used to deliver older adult-specific programs to reduce fall risk and to support or enhance the health of the participants. The research component of the project includes both quantitative and qualitative measures: pre and post tests for the students and older adults, course evaluations, and journal excerpts from the students. The educational model includes four types of learning partners: the older adults, the students, the faculty, and the support network in the community. It is based on adult education principles and utilizes health literacy/plain language concepts to facilitate clear communication. Values of the project are advocacy, engagement in meaningful occupations, lifelong learning and the reciprocal concept of teaching and learning.

Innovation through Collaboration: IPE for Internationally Educated Nurses in the Practice Setting Pat Marten-Daniel1, Mandy Lowe2, Sylvia Summers1, Henk Demeris1, Jessica Jardine2 and Tracy Paulenko2 1 Nursing, Centre for Continuous Learning, George Brown College, Toronto, ON, 2Interprofessional Education, Toronto Rehabilitation Institute, Toronto, ON, Canada

Background/Rationale: The purpose of this presentation is to share the collaborative work done by a community college and an academic rehabilitation institute in developing, implementing and evaluating a pilot project used to enhance IPE for Internationally Educated Nurses (IENs) in an urban setting in Canada. The overall IPE objective for the IENs involved in this pilot program were to increase learners’ understanding of the role, contributions, expertise of other health professionals, develop competencies for interprofessional (IP) collaboration, understand nurses’ contribution as IP team members and appreciate the impact on care provision in meeting patients’ goals. This innovative program focused on a unique population of internationally educated healthcare providers with little or no IPE/C experience. This inter-organizational collaboration looked beyond tradition in developing clinical learning q 2013 Informa UK, Ltd.

38 experiences for groups of IENs that involve the complexity of human interaction on IP teams. IENs learning emerged through interprofessional facilitation and explicit reflection on interprofessional learning. Situation based learning is grounded in the assumption that specific practice situations will yield intended learner outcomes and that learning is enhanced and more effective when the learners engaged and assumed the role of an active participant on the IP team. Key lessons learned in developing, implementing and evaluating the program will be shared to enable others to reflect on how to tailor IPE for internationally educated health professionals.

Lived Experience of Internationally Educated Nurses Engaged in Interprofessional Education/Care Pilot Pat Marten-Daniel, Sylvia Summers and Henk Demeris Nursing, Centre for Continuous Learning; George Brown College, Toronto, ON, Canada

Background/Rationale: The purpose of this presentation is to give voice to the Internationally Educated Nurses (IEN) engaged in an Interprofessional Education/Care (IPE/C) clinical pilot. Direct quotes will be used to give IENs a voice as partners in sharing their lived experiences. The overall mission of the pilot project was to develop an increased understanding of the unique and shared expertise that each profession brings to the solution of the patient’s healthcare issues; develop an understanding of team dynamics, communication skills within the team and conflict resolution within the context of a well-functioning interprofessional team; gain first-hand experience on the cultural norms and expectations related to the practice of Nursing in ON with a focus on interprofessional care teams; and, provide opportunities for IENs to demonstrate/practice their English language, healthcare communication skills in a safe and supportive IPE learning environment. Pre-pilot perceptions, midway reflections and emerging new understandings are shared through powerful quotes. Self-identified rewards from participants will be shared.

Reflections on Interprofessional Collaboration among Maternity Care Providers Filomena Meffe1, Sherry Espin2, Laura Mandelbaum1 and Catherine Moravac1 Department of Obstetrics and Gynaecology, St. Michaels Hospital, Toronto, ON, 2Daphne Cockwell School of Nursing, Ryerson University, Toronto, ON, Canada 1

Background/Rationale: Little is known about how maternity care providers interact with each other in interprofessional situations, what they think or know about each other’s scope of practice, and how they manage decision-making particularly when roles appear to overlap. To begin to address this gap in knowledge we embarked on a research study to better understand the nature of interprofessional interactions in an intrapartum context. In this ethnographic study, one researcher conducted ten weeks of observational fieldwork from July to September, 2010 in the labour and birth unit of an urban teaching hospital and also conducted one-to-one interviews with maternity care professionals from midwifery, nursing, obstetrics, family medicine, respiratory therapy and anesthesiology. Data were thematically analyzed for emerging themes by a multi-disciplinary team of professionals. We were particularly interested in situations in which nurses, anesthesiologists, physicians and midwives interacted while managing the care of pregnant women and further exploring the nature of communication between maternity care providers during clinical decision-making. A primary objective of conducting this research was to shed light on what type of initiatives could be implemented in the future to improve interprofessional collaboration among maternity care providers at this particular hospital setting. This oral presentation will highlight key findings, including role clarity, role overlap, tensions between the professions, and the meaning of working together. Further discussion will touch upon the methodological possibilities and limitations associated with conducting ethnographic research in clinical settings. This work will serve as a point of departure for possible next steps in this emerging field.


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Using Standardized Colleagues to Develop Interprofessional Communication Skills in Difficult Conversations Susan M. Meyer1, Hollis D. Day2 and Helen K. Burns3 1 Department of Pharmacy and Therapeutics, School of Pharmacy, 2Department of General Internal Medicine, School of Medicine; University of Pittsburgh, Pittsburgh, PA, 3Excela Health, Greensburg, PA, USA

Background/Rationale: Interprofessional communication is a critical element to patient care. This study compared two methods of teaching pharmacy students how to communicate with physicians in challenging scenarios: standardized colleagues (adaptation of standardized patients) and video triggers/group discussions. Methods: In spring 2010, 57 students interacted with medical faculty as standardized colleagues portraying particular professional roles, attitudes, and communication styles. Pharmacy and medical faculty provided feedback on demonstrated behaviors impacting communication effectiveness. Forty-seven (47) students viewed videos demonstrating interprofessional interactions and participated in facilitated discussions of the demonstrated interprofessional communication skills. A self-evaluation of comfort and confidence in communication skills adapted from a validated instrument was administered at baseline, three, and six months. Students completed an evaluation of the perceived helpfulness of the activity. Data from students with scores on all three time points were used in the analysis (n ¼ 92) using paired samples t-tests. An independent samples t-test was performed to determine differences in mean scores for the activities. The activity was repeated in spring 2011. Analysis focused on student perceptions of the teaching strategy for the purposes of improving interprofessional communication skills. Results: Results of the repeated measures ANOVA demonstrated an increase in comfort and confidence over time (F ¼ 42.508, df ¼ 2, p , .001). Paired samples t-tests showed a significant increase between baseline and three months (t ¼2 7.615, df ¼ 99, p , .001). An independent samples t-test revealed a significant difference in helpfulness, confidence, and comfort between the video and standardized colleagues methods (t ¼ 2 2.396, df ¼ 82.69, p ¼ .019). Student feedback regarding the standardized colleague teaching strategy was overwhelmingly positive. Conclusions: Using standardized colleagues can enhance students’ abilities to communicate effectively in challenging situations.

From Stereotypes to Scope of Practice: Building Interprofessional Respect Cathleen Michaels1, Helen Amerongen2, Lynne Tomasa3, Nancy Coleman4, John Murphy5 and Andreas Theodorou4 Division of Community & Systems Health Science, 2Department of Cellular and Molecular Medicine, 3Department of Family and Community Medicine, 4Department of Pediatrics, 5Department of Pharmacy Practice and Science, The University of Arizona, Tucson, AZ, USA 1

Background/Rationale: Stereotyping is considered a basic human process but it can negatively influence Interprofessional (IP) education and practice. We set out to address negative stereotyping among health professions students in a large-scale IP event that evolved over a 5-year period. We report that examining scopes of practice rather than directly addressing stereotypes is a more effective means of developing positive understanding of health professionals’ roles. Methodology: An IP event focused on professional collaboration was held annually from 2006 through 2010. Attended by 360 –400 IP students predominantly from the Colleges of Medicine, Nursing and Pharmacy, this event focused on teamwork and understanding each other’s professions. Students met in rooms designed to allow both large and small group discussions and activities. The event in the first four years featured themes of culture and communication including selected content on professional stereotypes, positive role models, and disruptive behavior. The 2010 exercise shifted to explore scope of practice rather than directly examining stereotypes. Students individually, then in small groups selected those activities thought to fall within the scope of practice of medicine, nursing and/or pharmacy. They then participated in facilitated large group discussion to confirm or correct their decisions. Feedback was solicited with retrospective pre-post surveys of students and facilitators. Results: In 2006 to 2009 the direct addressing and demonstration of negative stereotypes, regardless of the specific learning activity, was associated with tension among students identifying with their professions. In contrast, the 2010 IP event generated positive q 2013 Informa UK, Ltd.

40 feedback by directly addressing scope of practice to highlight similarities and complementarity, countering stereotypic thinking about professional roles and abilities. Conclusions: Studying scope of practice is an effective way to shift IP students from stereotyping to understanding other professions, a foundation for achieving IP competencies for effective teamwork.

A Team Observed Structured Clinical Encounter (TOSCE) for Learners in Maternity Care: A Pilot Project Beth Murray-Davis1, Patty Solomon2, Denise Marshall3, Anne Malott3, Elizabeth Shaw3, Kelly Dore1 and Valerie Mueller1 Department of Obstetrics and Gynecology, Faculty of Health Sciences, 2School or Rehabilitation Sciences, Faculty of Health Sciences, 3Department of Family Medicine, Faculty of Health Sciences McMaster University, Hamilton, ON, Canada 1

Background/Rationale: This presentation will describe the design, implementation and evaluation of a Team Observed Structured Clinical Encounter (TOSCE) for learners in maternity care. Interprofessional working occurs daily during maternity care. However, lack of team-work and communication between professionals, rigid adherence to professional hierarchies and differing approaches to care have posed challenges within maternity services. Key policy documents advocating for an interprofessional workforce have specifically addressed the need for interprofessional training in maternity care. Use of the TOSCEs as a strategy for interprofessional learning is growing, yet this pilot project will be one of the first in Canada with a specific focus on maternity care. Methods: The objective of the TOSCE is to foster development of collaborative competencies based on the Canadian Interprofessional Health Collaborative (CIHC) interprofessional competency framework, which includes six domains – communication, collaboration, roles/responsibilities, collaborative family-centered approach, conflict management, and teamwork. Content of stations is based on commonly encountered situations in obstetrics which would benefit from collaboration. These were created by an interprofessional team with expertise in TOSCE design and obstetrical content to ensure relevance and authenticity. During the station, three learners from midwifery, family medicine and obstetrics interact with the ‘patient’ to manage the clinical scenario. Two interprofessional evaluators assess learners on their collaborative competencies. Results: The TOSCE will run for the first time in September 2011. Evaluation will include attention to reliability, validity, acceptability, feasibility and educational impact. Findings will be available for presentation at CAB III. Conclusions: The findings will be useful as the TOSCE goes beyond traditional IPE assessment of attitudes and stereotypes, instead providing assessment of changes in knowledge and behavior. A TOSCE focused on obstetrical issues may be a valuable and feasible tool that could be adopted at other educational institutions and within the clinical setting.

Safety Culture Transformation Study Jean Nagelkerk1, Brenda Pawl1 and Tom Peterson2 Office of the Vice Provost for Health, Grand Valley State University, Grand Rapids, MI, USA, 2Safety, Quality and Community Health, Helen DeVos Children’s Hospital, Grand Rapids, MI, USA 1

Background/Rationale: This study addresses a critical element of patient care, and the need for health professionals to communicate effectively in the provision of safe, quality, patient-centered care. The West Michigan Interprofessional Education Initiative in partnership with the Helen DeVos Children’s Hospital (HDCH) Foundation is testing an innovative interdisciplinary patient safety curriculum. In 2008, a hospital-wide safety transformation initiative (didactic only) to improve the safety and quality of care was launched. A significant decrease was seen in critical safety incidents. The enhanced program builds on the initial safety program by adding simulation and safety rounding components. The comprehensive approach is designed to embed safety as a competency for staff and learners by providing practice and modeling opportunities and to promote patient safety through interprofessional education and practice. The study uses a quasi-experimental research design. The purposive sample includes all healthcare staff and students assigned to seven Children’s patient care unit in HDCH during the calendar year 2011. Safety dashboard metrics will be compared with data from other Journal of Interprofessional Care

41 units. The independent study variables are participation in: 1) the Basic Safety Training; 2) simulation; and 3) a safety rounding experience. All other units in the Children’s hospital will only have the Basic Safety Training for staff and students. At the time of the abstract submission, three months of data have been collected on 62 staff members and 21 health professions students. Hospital and unit safety dashboard metrics have also been collected. The study will assist in filing a gap in the literature on the enhancement of safety behaviors through the use of simulation and rounding experiences.

Interprofessional Learning Modules for Dentistry and Dental Hygiene Students Nancy R. Neish1 and Cynthia L. Andrews2 School of Dental Hygiene, 2Faculty of Dentistry, Dalhousie University, Halifax Nova Scotia, Canada

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Background/Rationale: This presentation describes interprofessional learning opportunities provided to dentistry and dental hygiene students attending the Faculty of Dentistry at Dalhousie University during the 2010/11 academic year. Organized as four educational modules, these learning opportunities were designed to encourage dentistry and dental hygiene students to gain an understanding of their respective roles and expertise, and to learn how to work together to provide optimal oral healthcare to the community they serve. To facilitate the implementation of similar modules at other interested institutions, the poster presentation will provide a description of each module, including the learning objectives, the session format, content and evaluation forms. Methods: The topics chosen for the four modules were: Patient/Client Co-Management, Collaborative Practice in the Real World, The Hidden Team, and Tobacco Dependence Education. The modules were designed as two-hour sessions. The format included an introductory plenary session, small group work, and a reconvening plenary session where representatives from each of the small groups gave presentations to the whole group on their group’s activities. Each small group was composed of both dentistry and dental hygiene students. Results: Evaluation forms were completed at the end of each session and results will be included in the presentation. Conclusions: To date, there have been few studies concerned with dentistry and dental hygiene student interprofessional educational opportunities. It is hoped that fostering these opportunities will enhance collaboration and mutual respect among future oral healthcare professionals resulting in improved patient/client outcomes.

The UCSF Interprofessional Aging and Palliative Care Elective Josette Rivera1, Lynda Mackin2, Kirby Lee3, Susan Hyde4 Adam Moylan1, Joan Abrams1, Cary Speidell1 and Louise Aronson1 Division of Geriatrics, Department of Medicine, 2Department of Physiological Nursing, 3Department of Clinical Pharmacy, Department of Preventive and Restorative Dental Sciences, University of California, San Francisco, CA, USA

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Background/Rationale: According to the 2008 Institute of Medicine report, Retooling for an Aging America, the healthcare workforce is markedly underprepared to care for the increasing numbers of elderly Americans. Literature also suggests interprofessional education enhances collaboration essential to good geriatric clinical outcomes. We developed the Interprofessional Aging and Palliative Care (IAPC) elective to train students in interprofessional collaboration and best practice medical care for old and dying patients. Methods: An interprofessional faculty team reviewed existing UCSF courses, the Multidisciplinary Competencies in the Care of Older Adults, and the geriatrics and education literatures to identify local needs and effective interprofessional educational strategies. Because of differing calendars across UCSF health professions schools, we developed a multi-modal, competency-based course which allows students to create individualized plans of study. Students select activities from a menu of lunchtime didactics, clinical experiences, relevant local conferences, and online learning modules. The quarterly course can be repeated for credit and is open to students from Dentistry, Medicine, Nursing, Pharmacy, and Physical Therapy. Communication, access to modules and post-tests, sign-up for clinical activities, and student evaluations occur via a specially designed course site on the UCSF educational web platform. q 2013 Informa UK, Ltd.

42 Results: With the introduction of the IAPC elective, annual enrollment increased from 8 –12 nursing and medical students to 90–120 students from all programs. Mean overall satisfaction was 4.33 on a 5-point scale. Students rated course flexibility, didactics, and clinical activities most highly, with interprofessional focus and online learning modules also well rated. They reported significantly higher mean self-efficacy for each competency domain, p , .001. Conclusions: A flexible, multi-modal course structure led to a 10-fold increase in elective enrollment and improved interprofessional participation. Next steps include coordination to ensure interprofessional collaboration in clinical activities and piloting in-class interprofessional teamwork sessions to develop patient care plans and compete in educational games.

A Framework for Introducing Interprofessional Education (IPE) into a Large, Multi-site Curriculum Jenn Salfi1, Dianne Allen2, Donna Rawlin3 and Bonny Jung1 School of Nursing, McMaster University, Hamilton, ON, Canada, 2School of Nursing, Conestoga College, Kitchener, ON, Canada, 3School of Nursing, Mohawk College, Hamilton, ON, Canada 1

Background/Rationale: Interprofessional education (IPE) is an essential step in preparing a “collaborative practice-ready” workforce that is better prepared to meet the health needs of the population (World Health Organization, 2010). IPE provides an opportunity to learn about the roles and skill sets of other professionals, as well as helps develop team skills and behaviors. Although the benefits of IPE are countless, there are several barriers associated with incorporating IPE within health professional programs, for example: incompatible clinical shifts and timetables, rigid curriculum schedules, and lack of faculty competence and expertise. A large student population and a curriculum that spans across multiple sites further complicates the ability to effectively implement IPE within applied professional curricula. Methodology: This poster will present a curriculum plan for IPE integration into a large (2000 students), multi-site program. Based on a framework that was grounded in theoretical literature and driven by four core IPE competencies, this curriculum plan has already assisted with the integration of IPE into a four year program, as it outlines appropriate competencies, strategies, and outcomes per level of the program. To date, several strategies have been put into place with regards to faculty development, curriculum innovation and evaluation. As the culture of this large, multi-site program begins to shift to embrace IPE, measures are under way to evaluate and ensure that this framework is, in fact, helping to prepare a “collaborative practice-ready workforce.” Results: Preliminary results and feedback will be available for presentation by November 2011. Conclusions: The significance of this presentation is that it provides a framework to assist in the adoption of IPE. It is critical that IPE be successful in preparing all students for effective interprofessional collaboration upon graduation – despite the complexities and the many challenges associated with this curriculum goal.

The Interprofessional (IP) Issues Assignment: Are We Preparing Our Students for Collaborative Practice? Jenn Salfi1, Dianne Allen2, Donna Rawlin3 and Bonny Jung1 School of Nursing, McMaster University, Hamilton, ON, Canada, 2School of Nursing, Conestoga College, Kitchener, ON, Canada School of Nursing, Mohawk College, Hamilton, ON, Canada

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Background/Rationale: The call for improved collaboration between healthcare professionals has increased the need for educators to emphasize interprofessional education (IPE) within their pre-licensure programs. Since interprofessional collaboration (IPC) is now a requirement in many pre-licensure programs, it is critical that designated IPE assignments and activities be effective in preparing students for interprofessional collaboration upon graduation. The Interprofessional (IP) Issues Assignment was created to assist students to acquire core IPE competencies, despite the many challenges associated with developing and sustaining IPE initiatives in a pre-licensure program. Methods: This poster presentation will briefly describe this assignment, which has been made mandatory in one Canadian School of Nursing for just over two years. To assess whether or not this assignment has been effective in helping prepare students for Journal of Interprofessional Care

43 collaborative practice, both quantitative and qualitative data was collected as part of an embedded mixed-method study. Students were recruited from three academic sites, and data collection ran from January –April 2011. To monitor changes in attitudes and perceptions, four demographic questions and an established questionnaire were administered to student nurses before and after the IP Issues Assignment had been completed (n ¼ 350). To elaborate and add “meaning” to the quantitative data, semi-structured interviews were conducted within four focus groups (n ¼ 14). Results: Data collection has just been completed, and data is in the process of being analyzed. Results will be available for presentation in November 2011. Conclusion: As one of the skills required for effective collaboration is to be able to identify, manage, and/or resolve conflict within a team, this assignment helps to increase the students’ awareness of issues and barriers to effective collaborative practice. It is critical that IPE initiatives be effective in preparing students for effective interprofessional collaboration upon graduation.

Challenges and Opportunities for Collaboration: Development of an Imbedded Interprofessional Education (IPE) Curriculum for Health Sciences College Programs Darlene J. Scott Nursing Division, Saskatchewan Institute of Applied Science and Technology, Saskatoon, SK, Canada

Background/Rationale: Interprofessional education (IPE) is the foundation of collaborative patient-centered practice. For successful healthcare collaborative teams, these concepts and skills must be part of the pre-licensure curriculum. IPE is a complex process involving a continuum and integration of learning that stretches from a program’s classroom to healthcare practice and community setting. To best facilitate this focus, the Saskatchewan Institute of Applied Science and Technology (SIAST) faculty team developed an IPE framework curriculum designed to be imbedded in health science programs. Method: Through the collaborative partnership between Science and Health Division and Nursing Division, a group of volunteer faculty, early adopters, reviewed the national and international literature related to IPE curricula development. Using IPE competencies and team developed guiding principles, this group selected and modified a model that imbeds IPE content into existing program curricula. Results: The curriculum concentrates on three IPE skill concepts or skill sets: collaboration, communication, values and ethics. The level of complexity increases from collaboration through communication to the more complex skill set of values and ethics. Each skill set has three associated learning outcomes which build a continuum of expertise: from exposure or introduction to content; immersion or opportunities for development to competence or valuing and application of concepts and skills. Each of these is a complete unit or module with specific learning outcomes. Each module contains suggested content, activities, resources, assessment tools and teaching strategies that have been developed for each learning outcome. Conclusions: The IPE curriculum team has worked collaboratively to ensure the common core curriculum of IPE skills is relevant, appropriate and useable for all 27 health science programs across the 4 SIAST campuses. The core curriculum is flexible and adaptable to meet the specific needs of an individual program and can be integrated into existing courses within the specific program curriculum.

A Collaborative Model of Maternity Education with Family Medicine Residents and Midwifery Students Elizabeth Shaw1, Beth Murray-Davis2, Brian Kerley1 and Sandy Knight1 Department of Family Medicine, Faculty of Health Sciences, 2Midwifery Education Program, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada 1

Background/Rationale: In Canada, the number of family physicians providing obstetric care continues to decrease, and midwifery providers remain small in number. Several studies support development of models to enhance collaboration between midwives q 2013 Informa UK, Ltd.

44 and physicians, and to expose students and postgraduate trainees to these models. A curriculum that develops skills for working collaboratively and for developing an understanding of scope of practice and philosophy of care of all maternity care providers is needed. A pilot project was undertaken to implement and evaluate an interprofessional learning opportunity which involved pairing midwifery students (MWS) and family medicine residents (FMR) for presentations during a shared seminar series and clinical placements. Methods: The aim was to describe how FMR and MWS develop skills to effectively collaborate and to identify facilitators and barriers to this type of education. A convenience sample of all 12 FMR and 6 MWS in this community and their preceptors participated in an educational seminar series co-presented by FMR/MWS and paired clinical placement within the midwifery practice. Mixed methods research was used including pre-post quantitative surveys and qualitative focus groups, using a grounded theory framework. Results: Due to small sample size, survey results showed no significant pre-post changes in attitudes. Post-intervention trends for FMRs showed more positive attitudes regarding midwifery academic rigor and professional competence, and increased willingness to work with and understand the contributions of others. Qualitative analysis highlighted themes relating to engaging learners and clarifying learning objectives, logistical challenges, and perceived value of IPE contrasted with profession-specific competencies. Conclusions: This pilot project highlights barriers and enablers to interprofessional education (IPE). Qualitative findings will inform the modification of this intervention for future use. Positive trends suggest this could be a useful model for IPE for primary maternity care.

Simulating an Infectious Disease Pandemic to Train Future Health Professionals in Ethics and Public Health Hal Strich Department of Family and Community Medicine, College of Medicine, The University of Arizona, Tucson, AZ, USA

Background/Rationale: The University of Arizona Health Sciences Center (AHSC) has created a program of interprofessional education (IPE) involving the Colleges of Medicine, Pharmacy, Nursing, Public Health, Law, and Social Work (Arizona State University) through sessions integrated into the curricula of the respective colleges. The Emergency Preparedness IPE encompasses an all-hazards approach to public emergencies, providing a basic framework to prepare health professions students for a range of disasters. The session focuses on pandemic influenza in which students are exposed to many of the complex issues they will face during an infectious disease emergency. Students gain an understanding of the social, psychological, ethical, legal, and public health issues associated with a public emergency, and learn the importance of cooperation and collaboration among different professions and organizations. The half-day session consists of a series of scenarios that simulate real-life problems associated with an infectious disease pandemic that students work through as tabletop exercises. Scenarios have addressed limited resources and mass care, health and safety of healthcare workers, public health in a privatized medical system, border health, and public education and communication. The program has been well received by students, with significant positive improvements reported in their awareness, understanding, and appreciation of issues across all Colleges. Students acquire an understanding of emergency preparedness, gain insight into other’s beliefs and perspectives, and explore issues of ethics and social justice. The author describes the key determinants of program effectiveness, and challenges for implementing a program of this nature.

Pioneering Interprofessional Education Programs that Include Veterinary Medicine John H. Tegzes1 and Laura K. Molgaard2 College of Veterinary Medicine, Western University of Health Sciences, 2College of Veterinary Medicine, University of Minnesota, Saint Paul, MN, USA 1

Background/Rationale: Western University of Health Sciences College of Veterinary Medicine and the University of Minnesota, College of Veterinary Medicine, are the first two colleges of veterinary medicine to participate in large-scale interprofessional education programs with the other health professions colleges at our two respective universities. Both programs are in the process of Journal of Interprofessional Care

45 implementing a three phase plan beginning with a required course for first year professional students, including a complement of human health professions programs (phase I). This poster will give an overview of the two schools’ involvement in interprofessional education programs as well as addressing the unique challenges veterinary medicine poses for universities who aim to include students from a profession that does not directly deal with human patients. Based on our experiences, we will suggest ideas for greater inclusion of veterinary students. We will also suggest ways to include veterinary medicine even when an institution does not have veterinary students, and emphasize why it is important to do so, while outlining some of the unique strengths that veterinary medicine can bring to interprofessional education.

Interprofessional Student Champions: Can Early Exposures to Interprofessional Learning Result in Life-Long Commitments to Interprofessional Patient-Centred Collaborative Practice? Carole A. Orchard and Mary Beth Bezzina Office of Interprofessional Health Education & Research, The University of Western Ontario, London, ON, Canada

Background/Rationale: The need to create interprofessional student champions has long been advocated within the field. Such champions are theorized to become change agents in the greater healthcare system. However, our understanding of what learning situations within post-secondary education create such champions and what is the impact of this learning on their evolving professional practice is unknown. Methodology: A qualitative study of student IP champions was carried out in a university setting within South Western Ontario, Canada. A total of 10 students who received early exposures to interprofessional learning over two to five years were video-interviewed to determine the impact of IP exposures on their current practice. Each was asked to respond to the following questions: (1) What was your first exposure to interprofessional education concepts? (2) What impact did this initial exposure have on you and your thinking towards your professional practice development? (3) What other interprofessional learning opportunities did you gain as well? (4) As you look back from this initial exposure how has it changed the way you move forward in your practice development compared to others with whom you are working? (5) How have you shared your knowledge about interprofessional collaborative practice with others and (6) As you reflect on your learning are there activities that you feel should be provided through the IPE Office that would help other students learn about interprofessional collaborative practice? Results: Video clips of these interviews and the qualitative analysis of the themes that emerged will be presented. The findings will show how these students both varied in obtaining their first exposure and used the learning to shape their future professional practices. Conclusion: Insights from the findings can be utilized in shaping further interprofessional learning and recruitment of such students, once they graduate, into healthcare agencies.

CPR Simulation: Active Learning about Team Roles and Communication Andreas Theodorou1, Marc Berg1, Lynne Tomasa2, Cathleen Michaels3, Nancy Coleman1, Allan J. Hamilton4 and John Murphy5 1 Department of Pediatrics, 2Department of Family and Community Medicine, 3Department of Community and Systems Health Science, 4Department of Surgery, 5Department of Pharmacy Practice and Science; the University of Arizona, Tucson, AZ

Background/Rationale: The integration of interprofessional education (IPE) into our health professions curricula is founded on the concept that it will lead to better patient outcomes. This is most demonstrable during complex or life threatening situations such as cardiac arrest. Therefore, one of our first IP activities utilized cardio pulmonary resuscitation as the context for health science students to learn from national leaders on CPR research and then either observe or participate in a simulated CPR event. Methodology: The 2007 IPE CPR activity consisted of a lecture by prominent figures in CPR research, live skit demonstrating good and bad team behavior, and a worksheet to respond to the skits. In 2008, students again heard a lecture followed by a hands-on session in a high-fidelity simulation lab performing CPR and practicing team skills. The one-hour simulation sessions allowed each student to participate in an assigned group of six mixed (nursing, pharmacy and medical) students with a faculty facilitator. q 2012 Informa UK, Ltd.

46 Results: After the activity, the majority (. 80%) of 2007 and 2008 students both reported a “high” or “very high” level of knowledge of differing roles and responsibilities during CPR. The number of students responding “very high” alone was greater in 2008 than 2007 (43% vs. 29%). Likewise, the majority of students (. 85%) reported “high” or “very high” knowledge of effective team dynamics in responding to a clinical crisis after the activity. Again, the number of students responding “very high” alone was greater in the 2008 class compared to the 2007 (39% vs. 27%). Conclusions: Our experience suggests that an interactive, ‘hands-on’ approach to learning interprofessional teamwork and communication skills is superior to a traditional ‘passive’ educational experience. Whether this is related to simulation or more generically to interpersonal interaction during learning is unknown and an area for future study.

Creation of a Formal Interfaculty Undergraduate Interprofessional Collaboration (IPC) Curriculum for Health and Psycho-Social Sciences Students at Universite´ de Montreál Marie-Claude Vanier1, Chantal Besner2a, Louise Boulanger2b, Isabelle Brault2c, E´ric Drouin2d, Raynald Gareau2d, Fanny Gue´rin2e, Paule Lebel2d, Diane Lefebvre2f, He´le`ne Lefebvre2c, Marie-Joseé Levert2c, Joseé Montreuil2a, France Nolin2g, Annie Pullen-Sansfaçon2h, Louise Saint-Denis2g and Pierre-Yves Therriault2i Chair of Interfaculty Operational Committee and Associate, Clinical Professor, Faculty of Pharmacy, Universite´ de Montreál, Members of Interfaculty Operational Committee, (Programs of aphysiotherapy, baudiology/speech therapy, cnursing, d medicine, epsychology, fcoordinator OIC, gnutrition, hsocial work, ioccupational therapy), Quebec, Canada 1

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Background/Rationale: Efficient provision of care involves interdependency between professionals, families and patients and requires effective collaboration. In order to better prepare students to face this reality, our university developed an undergraduate interfaculty IPC curriculum. Methods: A 2008-2009 pilot project showed relevance and feasibility of interprofessional educational (IPE) activities in a large cohort. Following this project, deans of four faculties (Arts and Sciences, Medicine, Nursing and Pharmacy) agreed to create three mandatory one credit IPC courses shared by 10 programs (audiology, medicine, nutrition, nursing, occupational therapy, pharmacy, physiotherapy, psychology, social work and speech therapy). One CSS (collaboration en sciences sante´) course was included in each of the first three years of participating programs (CSS1900; CSS2900; CSS3900). An Interfaculty Operational Committee (IOC) composed of professors from each program is responsible for development, coordination and assessment/evaluation of these courses. The IOC is supported by a coordinator and an Interfaculty Students Advisory Committee. Each CSS course is submitted yearly to students’ evaluation. Results: The three courses were implemented in 2010–2011, each involving 15 hours of work structured as follows: a) on-line preparatory modules; b) intradisciplinary preparatory activities; and c) three-hour interdisciplinary workshop. Main theoretical topics covered were: principles of collaboration and team meetings (CSS1900), principles of IPC (CSS2900) and collaborative practice and conflict prevention (CSS3900). Workshops used a small group discussion format. Size of cohorts (1052 to 1109 students) required important human and material resources. Inclusion of an expert-patient was tested in a few discussion groups and was very positively received by students. Conclusions: Strong support of deans, dedication of faculties’ champions (IOC members) and efficient support of a coordinator allowed implementation of a joint interfaculty curriculum of IPC courses. Next steps are to: 1) assess impact of IPC curriculum; 2) refine evaluation methods; 3) integrate expert-patient in each workshop group; and 4) integrate additional disciplines.

Addressing Complex, Multi-Dimensional Health Problems using IPE Betsy VanLeit1 Teresa Anderson1 Laura Banks1, Ellen Cosgrove1 Cameron Crandall1, Michel Disco2, Jean Giddens3, Andrew Hsi1, Chris Kiscaden1, Judy Liesveld3, Nancy Ridenour3 and David Sklar1 School of Medicine, 2College of Pharmacy, 3College of Nursing, Health Sciences Center, University of New Mexico, Albuquerque, NM 1


47

Background/Rationale: Team-based healthcare improves quality and efficiency, enhances patient outcomes, and leads to increased job satisfaction. To prepare for collaborative practice, learners require interprofessional educational experiences to gain team-based knowledge, attitudes and competencies. In 2010, we piloted a half-day learning event using team-based responses to a domestic violence case. Evaluations indicated improved understanding of how to respond to domestic violence and increased understanding of team roles, but also a desire for longer interprofessional learning experiences. Methods: In April 2011, we implemented a 15 day learning event for 274 students (representing Medicine, Nursing, Occupational Therapy, Physical Therapy and Pharmacy) that used online and face-to-face learning. Thirty faculty-facilitated interprofessional teams of 8-10 students considered a complex healthcare scenario that involved family violence, substance use and child development issues. The teams started discussions in-person, and then moved to 14 days of online case unfolding and discussion. On day 15, students presented posters and attended a question and answer session with a community expert panel. Results: Students completed a pre- and post-learning experience survey that asked about many aspects of course processes and content. We recorded all online questions and discussion topics that occurred within the small groups and posters that the groups completed on topics including: responses to the needs of case family members; recommendations for violence prevention; and responses to community substance issues. Preliminary results indicate that the combined use of group case discussion, online learning, poster sessions and expert panel summary positively affected interprofessional knowledge and attitudes. Conclusions: Combining in-person and online learning may be a way to facilitate interprofessional competency development that addresses all levels of the Kirkpatrick Evaluation Pyramid including student reaction, learning competence, expected behavior and potential impact. Future refinements of our learning event will involve increased attention to learner behavior with patients and systems.

Changes in Student Attitudes toward Interprofessional Learning and Collaboration Arising from a Case-Based Educational Experience Robert Wellmon1, Barbara Gilin2, Linda Knauss3 and Margaret Linn4 Institute for Physical Therapy Education, 2Center for Social Work Education, 3Institute for Graduate Clinical Psychology, 4Center for Education; School of Human Service Professions; Widener University, Chester, PA 1

Background/Rationale: Being able to work effectively with other disciplines is an important and necessary skill for healthcare practitioners. Prior to entry into professional practice, academic institutions can provide educational experiences that foster the prerequisite competencies needed to successfully collaborate with other healthcare professionals. Finding the time in the curriculum to include meaningful and valid interprofessional educational (IPE) experiences is challenging. To address this challenge and provide students with the capability to work effectively with others, Widener University’s School of Human Service Professions created a six hour, case-based IPE module. The purpose of this study was to examine changes in attitudes toward learning from and collaborating with other healthcare peers and professionals arising from an IPE experience. Methods: A total of 122 graduate students from clinical psychology (n ¼ 34), education (n ¼ 17), physical therapy (n ¼ 36) and social work (n ¼ 35) were enrolled in the study. Attitudes towards learning from and collaborating with other disciplines were examined prior to and immediately after an IPE experience using the Interdisciplinary Education Preparation Scale (IEPS), the Readiness for Professional Learning Scale (RIPLS) and the Attitudes Toward Healthcare Teams Scales (ATHCTS). A four (discipline) by two (pre versus post-IPE) repeated measures ANOVA was used to investigate between and within group differences. Post hoc differences were explored using a Bonferroni procedure. Results: Statistically significant increases in post-IPE scores on the IEPS, RIPLS and ATHCTS were found indicating positive changes in attitudes toward learning from and collaborating with graduate students and other healthcare professionals. Conclusions: A well structured educational experience, consisting of six hours of interprofessional interaction, can change student attitudes toward learning from and collaborating with peers in other healthcare disciplines. Changing student attitudes toward learning from and working with other healthcare professionals prior to licensure is a first and necessary step in fostering the type of professional collaboration needed to improve the quality of care.


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Developing Educational Opportunities to Teach Interprofessional Team Communication Skills Pamela Wener Department of Occupational Therapy, University of Manitoba, Winnipeg, Manitoba, Canada

Background/Rationale: To guide competency development, the Canadian Interprofessional Health Collaborative (CIHC) developed a framework that identifies interprofessional (IP) communication as foundational to the process of collaboration. Although the IP communication competency includes descriptors such as shared goals and mutual trust and respect, educational opportunities that focus on team communication skills are lacking. This presentation will share the development of educational opportunities that include learning objectives, educational approaches and materials that may be used to teach IP communication skills to faculty and students. Methods: Using the CIHC competency framework as a guide, a working group that included educators from seven educational programs, dental hygiene, dentistry, kinesiology, medicine, occupational therapy, pharmacy, and physical therapy educational programs collaborated to develop two educational opportunities that focused on IP team communication skills. Educators collected and reviewed existing and available educational strategies and curricular materials related to IP team communication skills. Next, the group conducted a literature review to garner the best available information about educational approaches and materials about IP team communication. Over the next 14 months, individual working group members assumed responsibility to develop portions of the educational opportunities and present their work back to the group at monthly meetings for feedback. Results: Two unique and flexible educational opportunities to teach IP communication skills to students and faculty we identified. Educational approaches include virtual as well as face-to-face learning, measurable learning objectives, easily adapted curricular resources and an evaluation tool to measure learner’s understanding. Conclusions: Developing educational opportunities that support students and faculty to gain IP team communication skills is critical and underpins all other interprofessional education learning opportunities. Ensuring that students and faculty have foundational knowledge in IP team communications skills sets the stage for future interprofessional education and practice.

COMPETENCY THEME Workshop Format

Faculty Development for IPE- Unfolding the HOW Cindy Beel-Bates1 and Jeanne Smith2 Kirkhof College of Nursing, 2Simulation Center, Grand Valley State University, Grand Rapids, MI

1

Background/Rationale: This workshop describes the development of a continuing education program for faculty to become competent, effective facilitators of interprofessional education (IPE) for health professions students. The faculty program overlaps with the student IPE course. While the IPE competencies are core to both, the faculty program centers on the development of IPE team facilitation skills. Banfield and Lackie’s (2009) IPE Performance-based Competencies for Facilitation model provides the framework for the faculty program. The faculty program incorporates blended/hybrid, spaced and social media tools as methodologies for the delivery of the program. Faculty “live” the IPE experience required of students through simulation and clinical activities with multiple community partners. A faculty from occupational, physical and speech and language therapies, social work, nursing, and physician assistant studies will pilot the program and provide formative feedback. The program will be offered the semester before the student course. By the end of this workshop attendees will: . Identify IPE competencies central to students and faculty. . Increase awareness that additional competencies are required of faculty to effectively facilitate IPE. . Describe Kolb’s four quadrant experiential learning theory. . Identify methodologies for the development of an IPE faculty development program.


49 Attendees will: 1. Participate in a small group activity to identify and prioritize five IPE competencies of a student course and a faculty development program. 2. Experience the four quadrants of Kolb’s learning cycle through a video clip exercise about IPE facilitation skills. 3. Participate in a small group simulation exercise practicing IPE facilitation skills.

The University of Virginia Interprofessional Education Initiative (UVA IPEI): A Step-Wise Approach to Integrating IPE into Medical and Nursing Education Valentina Brashers1, Christine Peterson2 and Dorothy Tullmann3 School of Nursing and Attending Physician in Internal Medicine, 2School of Medicine, 3School of Nursing, University of Virginia, Charlottesville, VA 1

Background/Rationale: The University of Virginia Interprofessional Education Initiative (UVA IPEI) is a collaborative effort by the Schools of Medicine and Nursing, and Health System administrators, faculty, staff and students. The IPEI mission is “To establish interprofessional educational experiences and assess their effectiveness in developing competencies required for interprofessional practice” and the IPEI goal is to create, assess, and logically integrate IPE experiences into the curricula of the Schools of Medicine and Nursing to train “collaboration ready” graduates. Four primary IPE teams: (Curriculum Consultation, Communications and Development, Funding Resources, and Oversight) work together using a systematic approach to identify institutional strengths, opportunities, and barriers to IPE. Through this stepwise model, UVA has implemented several innovative IPE experiences and has rapidly become a national leader in IPE. Learning Objectives: At the completion of this experience, participants will be able to: . Identify the strengths, barriers and opportunities for IPE at the participant’s own academic institution. . Describe a step by step approach used by UVA to successfully promote IPE. . Create a modified step-by-step approach to promoting IPE that is appropriate for the participant’s own academic institution. . Discuss remaining challenges to creating, assessing and integrating IPE experiences into healthcare curricula. Teaching Methods: 1. Individual reflection: Participants will answer specific questions on a worksheet about their academic institution’s readiness and resources for IPE. 2. Didactic presentation: Presenters will describe UVA’s approach to identifying and dealing with opportunities and strengths as well as barriers to IPE, emphasizing those that are universal but also including those that may be institution-specific. 3. Facilitated small group discussion: Participants with similar interests will work together to develop step by step plans for implementing IPE at their home institutions. 4. Open large group discussion: Participants will discuss questions and ideas that were raised in the small groups.

Becoming an Effective IP Mentor Siegrid Deutschlander and Esther Suter Health Systems & Workforce Research Unit, Alberta Health Services, Calgary, Alberta, Canada

Background/Rationale: In its framework for action, the World Health Organization (2010) has made an urgent call to policy-makers, educators and health workers to embed interprofessional education and collaborative practice in all of the services they deliver. This raises the expectations for each healthcare provider to act as “interprofessional mentor” and create interprofessional learning opportunities for students during students’ clinical placements. However, not all healthcare providers are trained in collaborative practice, familiar with the competencies required to be effective collaborators or comfortable to evaluate students’ interprofessional competencies. q 2012 Informa UK, Ltd.

50 Objectives: To present a continuing education module that aims to increase healthcare providers’ leadership skills in IP mentoring, that is, to facilitate, supervise, and evaluate student’s ability to work effectively in interprofessional teams. Participants will learn about the interprofessional competency framework, how to create interprofessional learning activities for students, how to debrief with students about their collaborative experiences using the interprofessional competency framework, and how to evaluate students’ progress. Teaching Methods: . Present core components of the interprofessional education module including interprofessional competencies framework . Self-assessment activities around interprofessional competencies and interprofessional collaboration . Group discussions on student learning activities that enhance interprofessional competencies

An Interactive Model for IPE with Health Professions Students Cynthia A Grapczynski1, Andrew Booth2, Deborah Bambini3, Shelley Schuurman4 and Cynthia Beel-Bates3 Department of Occupational Therapy, College of Health Professions, 2Department of Physicians Assistant Studies, College of Health Professions, 3Kirkhof College of Nursing, 4School of Social Work Grand Valley State University, Grand Rapids, MI 1

Background/Rationale: This workshop describes the efforts of one interprofessional team to develop and test a model for interprofessional education (IPE). A group of interprofessional faculty created the Interprofessional Model for Teaching Responsible Client-Centered Practice (IMTRCP) to guide IPE efforts. In July 2010 a pilot workshop was held, based on this model, involving four students each from the professions of nursing, occupational therapy, physician assistant, and social work. Using the IMTRCP model, a variety of learning activities were created including Cafe´ Conversations, four role exploration stations, case studies, and small and large group debriefing exercises. Four inter-professional student teams, each assigned a different case study, rotated through the four stations where they discussed questions about professional identities, responsibilities, knowledge bases, and communities of different professions; the four major concepts of the IMTRCP model. Each student completed a pre and post workshop survey using the 19 item Readiness for Interprofessional Learning Scale (RIPLS) and the 18 item Interdisciplinary Education Perception Scale (IEPS). In addition, qualitative data were obtained during the cafe´ conversations, the two debriefing exercises, and from seven evaluation questions. The quantitative and qualitative data both supported the IMTRCP model. The workshop served as a way for students from various health professions to understand the value of other professions and to practice and experience the synergy of “team” as the most effective way to serve individual, group and community clients. This study was a first attempt at validating the IMTRCP. By the end of this workshop attendees will describe the development of the IMTRCP, describe how one institution implemented an IPE event based on this model, know how to replicate this event for their own students, and know how to evaluate outcomes of integration of IPE events into curricula. In small groups attendees will explore the different components of the model.

Working Through Challenges of Reliably and Validly Assessing Interprofessional Teamwork Dana Hammer1,5, Peggy Odegard1,5, Doug Brock2,5, Chia-Ju Chiu3,5, Erin Abu-Rish3,5, Brenda Zierler3,5, Debra Liner3,5, Doug Schaad2,5, Sharon Wilson3,5 and Linda Vorvick4,5 1 Department of Pharmacy, School of Pharmacy, 2Department of Medical Education and Biomedical Informatics, School of Medicine, 3Department of Biobehavioral Nursing and Health Systems, School of Nursing, 4MEDEX Northwest Division of Physician Assistant Studies, School of Medicine, 5Center for Health Science Interprofessional Education, Research, and Practice, The University of Washington, Seattle, WA

Background/Rationale: Reliably and validly assessing interprofessional teamwork presents a variety of challenges. Some of these include: . Identifying performance measurement goal . Determining what should be measured Journal of Interprofessional Care

51 . . . . . .

Identifying or creating reliable, valid measurement instruments Training users Conducting assessment(s) Providing feedback using data from the instrument(s) Analyzing and interpreting data from the instrument(s) Repeating the process to improve the instrument(s)

While challenges exist, it is critical to overcome them to determine if interprofessional education efforts make a difference. Researchers from the University of Washington will lead workshop participants through a series of activities and discussions addressing these challenges. Participants should leave the workshop with ideas and strategies for how to address these challenges. Objectives: By the end of this workshop, participants will be able to: . Discuss challenges in reliably and validly assessing interprofessional teamwork . Create or select an IP teamwork assessment instrument . Test their instrument(s) on live and/or videotaped teamwork scenarios . Network with other participants to share ideas Teaching Methods: Attendees will participate in facilitator-led discussions and small group interactive tasks. Activities in the workshop will simulate some of the challenges in the selection/creation and testing of an IP teamwork assessment instrument, and may include role-play and/or observing videotaped interactions while evaluating team performance. Participants will be encouraged to share their experiences, materials, and challenges.

Successful Interprofessional Practice Models Laying the Groundwork for the Patient Centered Medical Home: Geriatrics, Oncology and Palliative/Supportive Care Ana Maria Lopez1,2, Mindy Fain1 and Ellyn Lee1 Department of Medicine, 2Department of Pathology, College of Medicine, University of Arizona, Tucson, AZ

1

Background/Rationale: Implementing the patient centered medical home (PCMH) to achieve coordinated quality care requires an interprofessional approach to healthcare. Members of the PCMH may include, but are not limited to physicians, nurses, pharmacists, social workers, physical, occupational and respiratory therapists as well as integrative medicine specialists and traditional healers. Lessons learned from existing coordinated care practice models may serve as the foundation for the PCMH. Objectives: In this workshop, the attendees will gain insights into the foundational elements necessary to establish, implement and sustain an interprofessional model of healthcare with practice models in geriatric, oncology and palliative and supportive care serving as the prototypes. Discussion of benefits and challenges, assessment of quality outcomes and engagement of trainees will be highlighted. Teaching Methods: After presenting and sharing our experiences in the geriatric, oncology and palliative and supportive care setting, engagement in open discussion for reactions and unresolved learning issues will be facilitated. From this discussion, we anticipate eliciting learning issues regarding the interprofessional model of healthcare, such as development and implementation, engagement of trainees and sustainability and quality outcome measure assessments. Participants will self-select into one of these learning issues or themes and break into small groups. A facilitated small group discussion will ensue as participants and presenters further explore and focus in more depth into the identified learning issues. Participants will return to the large group setting to share lessons learned and insights gained. The last portion of the workshop will be to support ongoing participant engagement via the development of a virtual learning community of interested attendees through which the participants will continue to share experiences and lessons learned in the development, implementation, and assessment of interprofessional models of healthcare.


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The Team Observed Structured Clinical Encounter (TOSCE) for Maternity Care: A Workshop Demonstrating Its Use as an Assessment Tool for Teaching and Learning Denise Marshall1, Beth Murray-Davis2, Patty Solomon3, Anne Malott1, Elizabeth Shaw1, Kelly Dore2 and Valerie Mueller2 Department of Family Medicine, Faculty of Health Sciences, 2Department of Obstetrics and Gynecology, Faculty of Health Sciences, 3School or Rehabilitation Sciences, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada 1

Background/Rationale: The Team Observed Structured Clinical Encounter (TOSCE) is an objective assessment of a team’s ability to demonstrate interprofessional competencies in a clinical scenario based on the Canadian Interprofessional Health Collaborative (CIHC) competency framework. This tool, developed by McMaster University and the University of Ottawa, is useful as an evaluation methodology for interprofessional competencies. Given the scarcity of reliable evaluation tools for team practice, the TOSCE has become an important educational tool. Specifically within maternity care there is an acute need for interprofessional training, both during pre-qualification learning and in the clinical setting. The TOSCE provides one strategy for both formative and summative assessment of interprofessional working and learning. Objectives: . Participants will gain an understanding of the TOSCE as an educational tool and its use in interprofessional education and practice . Participants will learn how the TOSCE framework was used to develop a set of seven competency based stations on maternity care scenarios where multiple professionals must work well together in “teams” . Participants will observe one of the newly created Maternity Care TOSCE stations and see in action, how it can be used for both learners and practicing clinical teams. Teaching Methods: A brief review of TOSCE methodology and data regarding its effectiveness will be presented, followed by a TOSCE Maternity Care demonstration in which participants will be given the opportunity to participate as either an evaluator or student/provider. An update on the implementation of the TOSCE across training programs and clinical practice will be discussed. Emphasis will be placed on how to both use these new TOSCE stations for Maternity Care and how to develop you own TOSCE stations. Finally, participants will engage in a discussion and knowledge exchange regarding the usefulness of the TOSCE methodology in healthcare education and evaluation, and interprofessional practice.

Teaching Team Communication to Senior Students Using Interprofessional Simulation Scenarios Karen McDonough1, Sarah Shannon2, Brenda Zierler2 and Brian Ross3 Department of Medicine, School of Medicine, 2School of Nursing, 3Department of Anesthesia School of Medicine, University of Washington, Seattle, WA 1

Background/Rationale: In an effort to improve patient safety, many hospitals have implemented team training and simulation exercises for their existing interprofessional teams. However, similar training is largely absent from the curricula of most schools of medicine, nursing and pharmacy. At the University of Washington, we have developed half day team skills workshops aimed at all of our senior health professions students. Objectives: In this session, attendees will: . Participate in an interprofessional simulation scenario and engage in a structured debriefing of the scenario . Learn one method of teaching team communication skills to interprofessional groups of senior medical, nursing, and pharmacy students . Share useful teaching techniques and tips for fully engaging an interprofessional group of students in simulation


53 Teaching Methods: Introduction An interprofessional group from the University of Washington will act as the faculty for a simulation scenario used in interprofessional training of our senior students, a hospitalized patient who develops acute dyspnea. Volunteers from the workshop will be the learners, and the remainder of attendees will observe. All will participate in a structured debriefing. Depending on the number of attendees, this may be done in smaller subgroups. The debriefing will first cover medical management before moving on to our primary focus, team communication skills. We will share our techniques for teaching team skills, including establishing the team, using closed loop communication, sharing information, providing mutual support, engaging in advocacy and assertion, and advanced information sharing. Small groups will discuss 2 questions: 1. How could the effectiveness of this session be enhanced? 2. How is interprofessional simulation being used to teach team skills at their home institutions?

Small groups report back Wrap up and evaluation

Adding Caring and Compassion to Interprofessional Education: Strategies for Enriching and Redesigning Courses in the Health Professions Maralynne D. Mitcham1, David R. Graber1, Patty Coker-Bolt1, Paul Jacques1, Holly H. Wise1, Barbara Edlund2 and Dusti Annan-Coultas1 College of Health Professions, 2College of Nursing, Medical University of South Carolina, Charleston, SC

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Background/Rationale: Emanating from a 10-year quality enhancement plan for institutional accreditation, Creating Collaborative Care (C3), the interprofessional initiative at the Medical University of South Carolina is completing its fourth year of development. Efforts to integrate interprofessional education into the fabric of institutional life have progressed steadily, and recently we added another layer to our interprofessional work, that of infusing caring and compassion into selected health professions curricula. Funded by the Arthur Vining Davis Foundation’s, Caring Professionals Program (2009–2011) allowed us to follow a cohort of almost 200 graduate students in occupational therapy, physical therapy, physician assistant studies, and nursing, and engage them in a broad array of interprofessional learning experiences designed to foster caring attitudes and empathic behaviors. These learning experiences included enrichment and enhancement of existing coursework and re-design and creation of innovative new educational opportunities. As the program comes to completion, we have synthesized much of what we have learned and explored the effectiveness of using an interprofessional platform as an effective tool for enhancing caring and compassion in health professions students. In particular, we have designed several prototype examples for enriching and redesigning learning experiences across the curriculum that evoke desired humanistic qualities and characteristics. These prototype examples have potential for modification and use by other institutions. Objectives: . Address opportunities to infuse caring and compassion into health professions curricula. . Identify strategies for enriching and redesigning student learning experiences to promote interprofessional opportunities while deeply embedding humanistic learning outcomes into the culture of health professions curricula. . Design innovative interprofessional learning opportunities that will promote development of caring attitudes and empathic behaviors for health professions students. Teaching Methods: 1. Introductory, interactive slide presentation 2. Small group breakouts: structured interprofessional application exercises using strategies for instructional enrichment and redesign group interaction; discussion; critique 3. Summary feedback to the large group 4. Workshop synthesis


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Transcultural Healthcare Immersion: Learning about Collaborative Practice in Global Primary Care Settings Jennifer L. Morton1, Shelley Cohen Konrad2 and Trisha Mason3 Department of Nursing, Westbrook College of Health Professions, 2School of Social Work, Westbrook College of Health Professions, 3Center for International Education University of New England, Portland and Biddeford, ME 1

Background/Rationale: Over the past five years the University of New England has partnered with the International Health Mission in Sekondi, Ghana, West Africa to implement an interprofessional cultural-clinical immersion experience for students. Known as the Ghana Health Mission (GHM), the purpose of this shared learning has been to expose health professions students, faculty, and administrators to the health perceptions and practices of other cultures and to the value of interprofessional teamwork in local settings that provide primary health services across professional, cultural, and hierarchical boundaries. This global shared learning experience is guided by Morton’s Transcultural Healthcare Immersion Model (THI), which integrates interprofessional education competencies, cultural preparedness training and global/population health knowledge. THI’s innovative approach is multi-level and culminates in an intensive interprofessional and cultural immersion experience whereby students, faculty, community workers live in and work with those in the communities being served. In 2011, consistent with WHO’s vision of collaborative practice for global health as occurring “when multiple health workers provide comprehensive services by working together synergistically along with patients, their families, carers and communities” (2010), UNE and the University of Cape Coast established a working partnership that integrates students from UCC’s health professions programs with UNE students, as well as with local community nurses and health workers into this shared learning collaborative practice experience. Objectives: This workshop will: 1. introduce participants to an emerging cultural immersion interprofessional educational framework; 2. provide examples of how this framework has already been collaboratively implemented, and 3. illustrate how this model translates to collaborative practice across healthcare settings. Teaching Methods: For this workshop integrated lecture and multimedia presentation, including film, will be used followed by an experiential learning exercise focused on cultural awareness. Conversation and questions will conclude the session.

Coming Together, Teaching Together: Using Appreciative Inquiry to Design and Implement an Interprofessional Education Curriculum Karen T. Pardue1, Leah Coplon2, Dawne-Marie Dunbar2, Katie Hawke3, Kate Loukas4 and Jane Walsh5 Office of the Dean, Westbrook College of Health Professions, 2Department of Nursing, 3Department of Exercise and Sport Performance, 4Department of Occupational Therapy, 5Department of Dental Hygiene, University of New England, Biddeford, ME 1

Background/Rationale: The design and implementation of interprofessional curricula require extensive faculty engagement and collaboration outside of traditional discipline-focused silos. This workshop examines the experience of the Westbrook College of Health Professions at the University of New England in conceptualizing and executing nine-credits of interprofessional education (IPE) for all undergraduate health profession students. The utilization of Appreciative Inquiry as an interprofessional curriculum planning framework will be highlighted. Employing the participatory and strengths-based Appreciative Inquiry process brought faculty together and supported the identification of overarching interprofessional student learning outcomes to guide this program of study. The establishment of learning outcomes engendered the emergence of four discrete courses within this curriculum. Interdisciplinary faculty teams subsequently designed, and are currently implementing, these courses which include: 1) Introduction to the Health Professions, 2) Issues in Healthcare, 3) Methods of Scholarly Inquiry, and 4) Ethical Practice in Healthcare. This curriculum cultivates student capacity addressing communication, teamwork, problem solving, and knowledge of self. These courses employ active pedagogical approaches, emphasizing learner engagement instead of traditional, faculty-centric lecturing. Preliminary educational outcomes and evaluation data will be shared. Objectives: Participants in this workshop will be able to describe Appreciative Inquiry as a method for interprofessional curriculum development; analyze interprofessional learning outcomes and curricula for undergraduate health profession learners; discuss active Journal of Interprofessional Care

55 teaching/ learning strategies that promote learner engagement in IPE; and consider interprofessional curriculum development from the context of their own institution. Teaching Methods: This session includes a PowerPoint presentation capturing Appreciative Inquiry and the newly developed undergraduate health profession curriculum, audience discussion exploring alternative applications of Appreciative Inquiry in IPE, and small group work addressing active teaching strategies and approaches for measuring educational outcomes in IPE.

Theatre, Interprofessional Practice, and Eating Disorders: The Thin Line Cathy Plourde1, Marianne Mankowski2 and Jennifer Lee Morton3 Add Verb Productions, Westbrook College of Health Professions, 2School of Social Work, Westbrook College of Health Professions, 3Nursing, Westbrook College of Health Professions & Public Health; The University of New England, Portland, ME 1

Background/Rationale: Anorexia has the highest premature fatality rate of any mental illness, in part due to the complexity and elusiveness of the disease, and as many as 10 million females and 1 million males are in battle with an eating disorder (www.nationaleatingdisorders.org). Relying heavily on support from an interprofessional healthcare team, as well as the patient’s

personal support system of family and friends, full recovery is possible. Of additional concern is the fact that a patient/client’s caregivers can be devastated by the effects of an eating disorder and its all-consuming nature – which may span years and even decades – and may even have their own issues with eating disorders. A patient is often working with team members who are not in direct communication with each other, compromising impact and efficacy. Providers who work to learn what the other team members are doing are taking a first step in being able to coordinate services for the best care. This workshop features The Thin Line, a 30-minute live theatrical presentation performed by a professional actress. The play is inclusive of standard curriculum information about eating disorders, and presents the complexities of how they impact the people surrounding the patient. A post-performance interdisciplinary panel dialogues with each other, sharing their experiences in eating disorder treatment, and success/challenges of effective interprofessional strategies when operating outside of a treatment center/program. Workshop attendees will share best practices and strategies for creating eating disorder treatment competencies in a) students in healthcare professions b) community settings or c) within a practice/institution. The role of theatre in pedagogy, and its ability to help meet and embody IPE core competency recommendations is exciting as both a practice and an art. The Thin Line, developed with extensive research, is dramatic and engaging but does not serve as a how-to or provide other unintended glamorization of the issue. Objectives: . Participants will recognize not only the impact of eating disorders on a patient but also the larger social context that is touched by the illness. . Participants will learn elements of an interprofessional approach to dealing with eating disorders. . Participants will examine how inclusion of eating disorders in a curriculum will enrich the training of healthcare professionals as well as reach those in need of help. Method: 1. Affective learning: 30-minute theatrical presentation 2. Informal lecture and conversation; panel discussion and participant Q&A 3. Small group reflection, discussion, and cross-discipline sharing

Developing and Implementing an Online Interprofessional Course at the Medical University of South Carolina Kelly Ragucci1, Yiannis Koutalos2, Amy Blue3, Laurine Charles4, Katherine Charles5, Nancy Duffy6, David Howell7, Donna Kern8, Stephen Malley9, Brett Shigley9 and Jack Thomas7 Department of Clinical Pharmacy and Outcomes Sciences, College of Pharmacy, 2Departments of Ophthalmology and Neurosciences, College of Medicine, 3Creating Collaborative Care Office, Office of the Provost, 4Division of Education and Student Life, 5Department of Psychiatry and Behavioral Sciences, College of Medicine, 6College of Nursing, 7Division of Physician Assistant Studies, College of Health Professions, 8Department of Family Medicine, College of Medicine, 9College of Dental Medicine, The Medical University of South Carolina, Charleston, SC 1


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Background/Rationale: Interprofessional education (IPE) is recognized as a means to improve health profession training and to prepare practitioners to provide effective patient-centered collaborative care. Development of required IPE learning activities for large groups of students presents several challenges, including scheduling issues, faculty resources, and foci for learning content. At the Medical University of South Carolina (MUSC), as part of the institution’s IPE initiative, we developed in spring 2010 a required interprofessional patient-safety-focused hybrid course (on-line as well as face-to-face sessions), for all (nearly 700) of the university’s health professions students. The course format has evolved to address learner feedback. Objectives: The objectives of this workshop are for participants to: . Discuss the challenges in designing required IPE courses for students . Identify strategies to overcome those barriers . Describe examples of required IPE courses . Design elements of a required IPE course Teaching Methods: The workshop will be devoted to the formal presentation of the course, followed by a question and answer session. Participants will learn about course development and design, including its evolution from original (on-line) to current format (hybrid), course description, instructional features and evaluation results from both students and faculty facilitators. We will describe challenges in implementing the course and strategies used to address those. Additionally, recommendations will be given to others who may be interested in developing IPE courses for students at their own institution. Following this formal presentation, participants will be divided into small groups to discuss current efforts, including barriers and possible strategies, at their own institutions related to developing required interprofessional courses. Each group will then report a summary of their discussion to all workshop participants and general discussion and input will occur.

Teaching Error Disclosure to IP Students Using Low-Fidelity Simulation Sarah E. Shannon1, Karen McDonough2, Brian Ross3 and Brenda Zierler1 Department of Biobehavioral Nursing & Health Systems, School of Nursing, 2Department of Medicine, School of Medicine, Department of Anesthesia, School of Medicine, University of Washington, Seattle, WA

1 3

Background/Rationale: Patient safety experts recognize that we make errors as healthcare teams. Communication experts increasingly recognize that error disclosure also is a team sport. As educators we need to teach the communication and interprofessional skills for clinicians to be able to discuss errors among the healthcare team and then honestly, compassionately and effectively disclose those errors to patients and their families. At the University of Washington (UW), we developed a half day workshop aimed at all of our senior health professions students with the dual goals of teaching basic error disclosure skills and team skills. Objectives: In this session, attendees will . Engage in learning “Error Disclosure 101” including structured debriefing of demonstration of skills. . Participate in a low fidelity simulation for teaching communication skills to groups of 10 –15 interprofessional learners. . Share useful teaching strategies for fully engaging interprofessional learners in a challenging and engaging simulation experience. Teaching Methods: 1. Introduction 2. An interprofessional UW faculty group will demonstrate a “fishbowl” and interactive debrief for teaching basic communication skills to large groups. 3. Two UW faculty will demonstrate a low fidelity simulation technique, using volunteers from the workshop who will act as the learners, for teaching communication skills. The learners will practice disclosing a medical error to the family member of a patient who had a serious error occur in his care. One UW faculty member will play the family member while the other demonstrates facilitating the simulation including the debrief. 4. First in pairs and then as large group, participants will debrief the simulations to discuss challenges, learning pearls for students, managing the role of “family member” for the faculty, effectively facilitating different levels of learners, highlighting interprofessional learning points, etc. 5. Wrap up and evaluation.


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Assessment in Interprofessional Education (IPE): Determining Utility by Examining Development of an Interprofessional Objective Structured Clinical Examination (iOSCE) Brian Simmons1,2, Susan J. Wagner3,4, Eileen Egan-Lee5, Martina Esdaile1, Lindsay Baker5 and Scott Reeves3,5,6,7,8 Women and Babies Program, Sunnybrook Health Sciences Centre, Toronto, ON, Canada, 2Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, ON, Canada, 3Centre for Interprofessional Education, University of Toronto, Toronto, ON, Canada, 4Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, ON, Canada, 5 Centre for Faculty Development, Faculty of Medicine, University of Toronto and St. Michael’s Hospital, Toronto, ON, Canada, 6 Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, ON, Canada, 7The Wilson Centre, Faculty of Medicine, University of Toronto and University Health Network, Toronto, ON, Canada, 8Li Ka Shing Knowledge Institute, St. Michael’s Hospital, Toronto, ON, Canada 1

Background/Rationale: Interprofessional education (IPE) serves to equip future practitioners in healthcare for collaborative practice. IPE instills the knowledge, skills, attitudes and values necessary for interdependent collaboration and teamwork with a focus on the efficient delivery of high quality patient/client relational centred practice. Despite the broad adoption of IPE, there continues to be little focus on the development and implementation of sound assessment strategies to determine if learning has occurred. IPE curricula/programs often employ assessment tools focused on self-reported knowledge change. Objectives: In this workshop, participants will develop an understanding of the utility of an interprofessional objective structured examination (iOSCE) in IPE through examining its development. Van der Vleuten’s utility framework, that incorporates reliability, validity, feasibility and educational impact, will be used as the basis of this workshop to determine the potential usefulness of this and other assessment tools. Specifically, participants will be able to: 1) describe the importance of assessment and evaluation in IPE, 2) explain the development and implementation of an iOSCE and 3) determine the usefulness or utility of IPE assessment tools. Teaching Methods: A combination of interactive didactic presentations and small group discussion with practical examples, including those from participants’ own contexts, will be utilized.

COMPETENCY THEME Demonstration Format

Recruitment and Retention of Lay Teachers in Interprofessional Education – The Jefferson Health Mentors Program Experience Reena Antony1, Sokha Koeuth1, Catherine Mills1 and Lauren Collins2 Jefferson InterProfessional Education Center, 2Department of Family and Community Medicine, Jefferson Medical College Thomas Jefferson University, Philadelphia, PA, USA 1

Background/Rationale: The 2010 World Health Organization and 2003 Institute of Medicine reports have issued a call for collaborative, person-centered care. With growing recognition of the value of person-centered practice, interprofessional educational models must incorporate active health consumer participation. Using volunteer lay people as educators is an effective model for training health professions students in person-centered care. Description: Conceived in 2007, the Jefferson Health Mentors Program (HMP) is a two-year longitudinal interprofessional curriculum that brings together 250 community volunteers and 1200 students from six disciplines each academic year. One of the primary program goals is that students learn from Health Mentors (volunteer lay teachers) the importance and value of patient-centered care. Based on four years of experience, the implementation team will share behind-the-scenes strategies of lay teacher recruitment/retention and program logistics. Our demonstration will describe the multidimensional aspects of coordination, engagement, and empowerment of community lay teachers. q 2013 Informa UK, Ltd.

58 Implementing an interprofessional person-centered care program takes time, resources, and partnerships. We will walk you through each step of the process, including: advertising and marketing the program within the institution and community, outreach and recruitment strategies, and developing and sustaining community partnerships. We will share tips on how to conduct an informational/recruitment meeting and lay teacher orientation, as well as organize on-campus and off-site Health Mentor/student team meetings. We will discuss useful communication tools, highlight successful retention strategies, and detail lessons learned. The demonstration will showcase several examples of our planning materials/implementation tools, including: HMP brochure, application packet, newsletter, volunteer database template, and a Health Mentor video that can be used in a variety of settings. Participants will have the opportunity to learn the Jefferson HMP implementation infrastructure and replicate and/or adapt this model to any person-centered educational activity.

A Demonstration from the University of Colorado REACH Project: Improving Team Culture Using TeamSTEPPSe and Relationship Centered Communication Gwyn E. Barley Center for Advancing Professional Excellence University of Colorado, Aurora, CO, USA

Background/Rationale: The 2011 national study, “The Silent Treatment: Why Safety Tools and Checklists Aren’t Enough to Save Lives,” showed 85 percent of healthcare workers reported a safety tool warned them of a problem that otherwise might have been missed and could have harmed a patient. More than half (58 percent) of the participants said while they got the warning, they failed to effectively speak up and solve the problem. These results indicate that while safety tools are an essential part of the formula for preventing avoidable medical errors caused by poor communication, “cultures of silence” undermine their effectiveness. These cultures of silence are indicative of weak relationship centered communication skill development. Before an interprofessional team can engage in effective communication, they must overcome cultural and power imbalances that inhibit and impair effective team communication. Innovation: This program has adopted relationship-centered team communication methods BEFORE teaching the TeamSTEPPSe curriculum. These two tools are grounded in a patient-centered approach and have important synergy that allows for successful adoption of both. The TeamSTEPPSe curriculum, developed by the AHRQ, is recognized as the leading patient safety team communication curriculum in the US. The relationship-centered communication method is adapted from Shaw’s “The 4 Core Skills.” They are non-verbal technique, open-endedness, reflection, and empathy. These skills have direct applicability to successful team communication and patient safety. This presentation will share how the two tools have been integrated and how both skill sets are assessed with interprofessional teams from undergraduate to practice. Teams, like patients, need relationship-centered communication as a core value and skill set for communicating with each other and with patients and family members. The “culture of silence” must end with our new generations of health professionals. Brief overview of media: Audiovisual materials demonstrating curriculum and team skills in simulation

Collaboration in Action Pilot Project: Students Partner with Health Care Mentors to Achieve Interprofessional Competency Anne O’Riordan1, Jo-Anne Peterson2, Susanne Murphy3, Trisha Parsons3, Jeanette Parsons4, Debbie Docherty1, Bill Meyerman1 and Margo Paterson1 Office of Interprofessional Education and Practice, Faculty of Health Sciences, 2The School of Nursing, Faculty of Health Sciences, 3The School of Rehabilitation Therapy, Faculty of Health Sciences, 4The School of Graduate Studies Queen’s University, Kingston, ON, Canada 1

Background/Rationale: In 2010, the Canadian Interprofessional Health Collaborative published A National Interprofessional Competency Framework, identifying six interprofessional competencies for achieving collaboration in healthcare provision. This framework prompted an Office of Interprofessional Education and Practice (OIPEP) at a Canadian university to reframe the existing Journal of Interprofessional Care

59 interprofessional education (IPE) curriculum, and design new initiatives, for Faculty of Health Sciences students. With interprofessional competencies embedded in each activity, this curriculum follows a three stage developmental learning model leading students toward interprofessional (IP) competency: Exposure, Immersion and Competence. OIPEP introduces students to IPE concepts (Exposure) and provides opportunities to collaborate within the classroom setting (Immersion). Competence level activities ideally occur within practice environments, with teams and clients in the context of real world enablers and barriers. As health teams and institutions strive to consolidate IP care models, academic programs carry the responsibility for preparing students for future practice within effective learning environments. In 2011, OIPEP introduced a pilot activity, Collaboration in Action (CIA), placing student teams in the community to partner with healthcare mentors, individuals affected by health challenges, in order to learn about and experience collaborative teamwork (Competence). Nursing, occupational therapy and physical therapy students worked with each other and their mentors to enhance competency in: patient/ client/family/community-centred care, IP communication, role clarification, collaborative leadership, team functioning and conflict resolution. The project was overseen by an IP team of faculty and client representatives, mirroring the composition of the student teams. The initiative culminated in a celebratory event where students, mentors and planners acknowledged challenges and benefits of collaborative teamwork and shared lessons learned. 84% of respondents felt participation in CIA increased knowledge and understanding of interprofessional roles and would positively impact their future clinical practice. With the benefit of time for reflection, students and mentors offer perspectives on this innovation through Skype conversations.

Don’t Be Talking IPE with Silos on Your Mind Laura L Swisher1, Dawn M Schocken2, Gillian Sadhi1, Marisa J Belote3, Erik S Rauch3, Laura Gonzalez3, Christine Airey2, Micki Cuppett2, Amy Schwartz4, Marianne Koenig4, Rita D’Aoust2, Laura Haubner2, William Bond5 and Alicia Monroe2 School of Physical Therapy, College of Medicine, 2College of Medicine, 3College of Nursing, 4College of Pharmacy, 5College of Medicine, Lehigh Valley Health Network, University of South Florida Health, Tampa, FL, USA 1

Background/Rationale: Healthcare is undergoing a comprehensive paradigm shift to interprofessional team-based practice. An interprofessional team of University of South Florida (USF) faculty developed a modified interprofessional education (IPE) version of the TeamSTEPPS model of teamwork (USF Health TEAM ONE STEPPS). The USF Health team developed educational objectives, curricular materials, TeamSTEPPS skills and tools, learning activities, and outcome measures. Participants in the workshop will discuss the challenges of implementing an interprofessional teamwork curriculum within a complex academic healthcare center. Description: The CUS method of curriculum development: Concern, Uncomfortable and Safety (CUS) is a teamwork call out method from TeamSTEPPS. The USF Health IPE Team adopted this acronym in their curricular development. Concern – There was significant concern among USF Health faculty regarding the lack of a robust interprofessional educational curriculum encompassing team management. The USF Health IPE team was sent to master the TeamSTEPPS curriculum. Uncomfortable – The USF Health IPE Team was uncomfortable with wholesale adoption of TeamSTEPPS due to the clinical focus of program materials. An adaptation of the TeamSTEPPS was developed to enhance the relevance of the resulting team management and patient safety curriculum to pre-clinical and early clinical learners. Safety – This adapted curriculum was founded with patient safety as one of its core components. The USF Health TEAM ONE STEPPS curriculum was one of four that were developed to address the IPE initiative at USF Health. Brief Overview: The student roll out of this innovative project was initiated in July 2011 with all first year students on the USF Health campus (including medical, athletic training, physical therapy students, undergraduate and graduate nursing, and pharmacy students). Initial student reviews indicate this revisioned model of TeamSTEPPS embedded within IPE objectives was successful in initiating a culture change for USF Health students and faculty.


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Fostering Interprofessional Practice of Medical and Pharmacy Students through Interprofessional Diabetes Group Visits at a Student-Run Free Clinic: Results of an Interprofessional Curricular Model Amy Thompson and Sarah Shrader Department of Clinical Pharmacy and Outcomes Sciences, South Carolina College of Pharmacy, The Medical University of South Carolina, Charleston, SC, USA

Rationale: Group medical visits involving different healthcare practitioners are an example of interprofessional practice in the clinical environment. Data on interprofessional group visits suggest they can improve patient outcomes as well as increase patient and provider satisfaction. There is limited information published on group visits at student-run free clinics as an interprofessional curricular model for students. Description: Group medical visits for patients with diabetes were implemented as an interprofessional curricular model at a studentrun free clinic. These visits have been offered for a total of eight sessions, and were facilitated by both medical and pharmacy students, under the supervision of Certified Diabetes Educators. The students collaborated, with a physician, to perform brief medical visits for 5-10 patients focusing on diabetes standards of care for each patient. After the medical visits, the students facilitated a group education class using the U.S. Diabetes Conversation Mapw titled ‘Overview of Diabetes’. Overall, patient and student satisfaction regarding the interprofessional group medical visits was positive. Demonstration: Goals of the demonstration session include (1) provide a description of implementation of interprofessional group visits at a student-run free clinic (2) provide a demonstration of interprofessional group diabetes medical visits (3) provide results of patient and student satisfaction from the curricular model. A demonstration of the logistics of the interprofessional group medical visit and use of the U.S. Diabetes Conversation Mapw will provide an interactive component for participants. Video clips of a group visit will highlight this innovative curricular model. In addition, video clips of students and patients that have participated in the interprofessional diabetes group visits will provide their satisfaction and perspective on this curricular model. Media: Short video clips with audio will be played to demonstrate the interprofessional curricular model.

COMPETENCY THEME Discussion Format

The I4 Curriculum: Development and Implementation of Interprofessional Education Dianne Allen1, Jennifer Mohaupt1, Jennine Salfi2 and Marlene Raasok1 Conestoga College, Kitchener, ON, 2McMaster University, Hamilton, ON, Canada

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Background/Rationale: Interprofessional (IPC) collaboration is critical for improving health-related outcomes, patient safety, and healthy work environments. To help ensure this, it is imperative that healthcare providers are adequately prepared to work collaboratively upon graduation from their programs of study. Thus, integration of interprofessional education (IPE) into health and social science curricula is key. One of the main challenges faced by a Canadian college was that it offers a wide range of programs ranging from a one year certificate program, to two and three year diploma programs, to four year degree programs. Each program requires their graduates to develop interprofessional competencies but the variations in the programs made implementation a challenge. The project was informed by a variety of theories, including intergroup contact, invitational, social learning and knowledge transfer theory and was based on work of Sheffield Hallam University and Calgary Regional Health. The result is a means to ensure IPE curriculum that is client/family/community focused. Objectives: . To provide insight into the development of the I4 approach including its theoretical underpinnings . To explore the meaning and application of the four “I”s of I4 Journal of Interprofessional Care

61 . To explore the application of the IP competencies framework in various programs . To consider the value of role clarification in IPC

Discussion Questions: Thinking about the various healthcare providers and/or learners with whom you have contact, 1. How are the basic domains of Conestoga’s IP competency framework appropriate or inappropriate to them? 2. Do you agree with the delineation of basic and advanced competencies presented? Why or why not? 3. Which IPE camp do you sit in? Scaffolded learning? Later integration? 4. What is the potential value of the role clarification framework for learners/practitioners? 5. What are some impactful IPE activities that you use or could use to promote IPC?

Interprofessional Education, the Next Wave: Lessons Learned in Designing a New Primary Care Curriculum Steve Anderson1, Carolyn Bae2, Evelyn Cesarotti4, Jacqueline Chadick3, Stuart Flynn3, J Eve Krahe3, Gerri Lamb4, Catherine Lalley3, Michele Lundy3, Bernadette Melnyk4, Phillip Schneider2 and Donna Velasquez4 College of Public Programs, School of Social Work, 2College of Pharmacy – Phoenix, 3College of Medicine – Phoenix, University of Arizona, 4College of Nursing and Health Innovation Arizona State University, Phoenix, AZ USA 1

Background/Rationale: For many years, advances in IPE were limited by a persistent array of logistical and regulatory obstacles, including scheduling, faculty incentives, and accreditation. As many of these barriers to IPE begin to fall, we now have the opportunity to explore what is possible to achieve by educating our students “about, from, and with each other” (WHO, 2010) and how to create learning innovative environments. We have been funded by the Josiah Macy, Jr. Foundation to design a “new, innovative, and integrated,” primary care curriculum. This curriculum will bring together professional students in medicine, nursing, pharmacy, and social work to learn to work together effectively and to improve primary care outcomes with vulnerable and rural populations. Our grant team, comprised of top administrators and directors from each of these programs, has grappled with the traditional obstacles to IPE, and importantly, with critical questions about (1) knowledge, skills, and attitudes that should be shared across all programs, (2) timing of content and experiences to match them with student readiness; and (3) teaching strategies that balance the need for relationship building with dispersed clinical placements. In this discussion session, we will share the strategies we have been developing to achieve consensus on shared competencies, our results and ways to optimize new opportunities to advance IPE. Objectives: Participants will: . Explore the benefits and drawbacks of expanding IPE competencies beyond teamwork and collaborative competencies proposed by the Interprofessional Educational Collaborative (IPEC). . Propose sequencing of competencies and content/clinical experiences to match student readiness. . Share successful teaching/learning strategies for competency development. Questions for Group Discussion: 1. Where are the gaps in IPE competencies? 2. What is the right timing for bringing students together, for what content and experiences? 3. What is a meaningful balance between content/clinical experiences and between face-to-face and distance learning?

Timing is Everything: At What Point in Training Should IPE Be Introduced? Karyn D. Baum1 and N. Kevin Krane2 University of Minnesota, Minneapolis, MN, 2Tulane University School of Medicine, New Orleans, LA, USA

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Background/Rationale: There has been a call for improved models of care in the training of future healthcare providers with an emphasis on interprofessional education (IPE). However, it remains unclear as to when in their training students should begin q 2013 Informa UK, Ltd.

62 (or have) their IPE experiences. Educational approaches include utilizing IPE as early as during orientation to allowing only senior students to have these experiences. Because of the challenges in implementing IPE programs, implementation decisions are frequently based on available logistics and not best practices. A recent student suggested that early large-scale activities may limit meaningful interaction (Rosenfield D, et al., Med Educ 45:47; 2011). At the University of Minnesota and Tulane University, IPE has been implemented using variable models. A smaller program has also been implemented at Tulane for upper level medical, nursing, and pharmacy students. Experiences, including lessons learned from these two institutions, will be presented and discussed. This information will form the foundation for a general discussion among participants to address what might be the most effective timing for implementing IPE for different health professional students. Objectives: By the end of the session, participants will be able to: . Review the most common models for IPE timing . Discuss the literature surrounding the timing of IPE experiences . Develop their own plan for timing IPE experiences with their learners Questions: 1. What literature exists specifically examining when IPE should begin or occur? 2. When are most institutions exposing their students, and what have their conclusions been about timing? 3. How are each of the participants at the discussion group introducing (or planning to introduce) IPE to their learners? 4. What additional research might the IPE community need to undertake in order to build consensus around this issue?

Qualifying for Teamwork in Health and Social Services – Effective Learning Models for Interprofessional Collaboration Gerd Bjørke Centre for Educational Research and Development, Oslo University College, Olso, Norway

Background/Rationale: Teamwork has become increasingly important within health and social services as the specialization and fragmentation the last decades have become obvious features of the services. One of the educational challenges is to prepare students for future teamwork. Since 1995 the curriculum of the various study programmes within health and social education in Norway has a common part, aiming at improving the quality of care. By developing collaborative skills and understanding of other professionals’ characteristics and roles, as well as emphasizing the common ethical and scientific foundation for professional practice, the intentions are to prepare students for teamwork. There are, though, different ways of qualifying for collaborative skills in health and social services. What would be appropriate and effective learning models within the study programmes for learning interprofessional collaboration? This is the main question in a nationwide action-oriented network project including eight universities and colleges in Norway. The aim is to explore ways of learning interprofessional collaboration, to try out, evaluate and implement appropriate teaching and learning collaborative skills. Results: By attending this discussion group you will learn about various teaching and learning models aiming at developing collaborative skills. Through the group discussion experiences will be exchanged, and you will learn about strengths and weaknesses of various learning models. Questions to be discussed: 1. To what extent can interprofessional collaborative skills be named ‘generic skills’? 2. To what extent is experiential learning a necessity for acquiring collaborative skills? 3. What can different learning arenas offer for learning collaboration?

Assessing Interprofessional Competencies: Moving Beyond Attitudes Amy V. Blue1, James Ballard2, Carolyn Giordano3, Kevin Lyons3 and Andrea Pfeifle2 Office of the Provost and Department of Family Medicine; Medical University of South Carolina, Charleston, South Carolina, Center for Interprofessional HealthCare Education, Research, and Practice; University of Kentucky, Lexington, Kentucky, 3Office of Interprofessional Education, Thomas Jefferson University, Philadelphia, PA, USA 1

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Background/Rationale: The identification of interprofessional (IP) collaborative practice core competencies provides key outcomes for assessing learners’ acquisition of knowledge, skills, and attitudes in IP education. Methods to assess these competencies are critically needed to ensure learners have achieved them. Several instruments, such as the Readiness for Interprofessional Learning Scale, the Interdisciplinary Education Perception Scale, and others, provide useful tools for assessing attitudes toward various dimensions of interprofessional practice. However, tools for assessing other IP competencies, such as interprofessional communication, interprofessional teamwork, and role clarification alongside emerging roles and responsibilities for collaborative practice are not well established. Further, what information can existing attitudinal instruments provide in terms of IP competency? The purpose of this small group discussion is to examine and explore assessment of IP competencies. Objectives: Through attendance at this session, participants will be able to: . Describe merits and limitations of selected attitudinal instruments for IP competency assessment. . Identify several theoretical models to support assessment of IP competencies. . Discuss measures of IP competencies, specifically those that focus on the competencies of role clarification/roles and responsibilities, interprofessional communication, and interprofessional teamwork. . Discuss methods to implement the utilization of such measures in various learning settings. Questions for Group Discussion: 1. What can existing attitudinal instruments inform us in relation to IP competencies? 2. What theoretical models exist to support assessment of IP competencies? 3. What measures can be used (or developed) to assess IP competencies? 4. How might such measures be implemented in learning settings?

Interprofessional Education Beyond Health Care Professionals: Why and How? Amy V. Blue1, Yiannis Koutalos2 and Laura Molgaard3 Office of the Provost and Family Medicine, College of Medicine, 2Departments of Ophthalmology and Neurosciences, College of Medicine, Medical University of South Carolina, Charleston, South Carolina, 3College of Veterinary, Medicine University of Minnesota, St. Paul, MN, USA 1

Background/Rationale: Interprofessional education for healthcare professionals typically focuses on these learners improving their knowledge of each other’s professions, and acquiring interprofessional communication and teamwork skills for the purposes of improving healthcare delivery. Patient-centered care (of the individual human patient) is the focus and reason for interprofessional learning. However, healthcare delivery systems are complex enterprises with embedded processes that are beyond the scope of the relationship between the healthcare professional and the patient, client, or family. Biomedical research, health administration, veterinary medicine, bioengineering, and law are examples of professions that contribute in significant ways to healthcare delivery. On many campuses where health professions students are educated, learners from these other professions are also present. These nonhealthcare professions learners can gain from and contribute to healthcare oriented interprofessional learning. Simultaneously, the separation of these learners from patient care presents distinct challenges to their inclusion in interprofessional learning activities. The purpose of this 45 minute group discussion is to explore the value of including non-healthcare professionals within interprofessional learning and look at how to design appealing and educationally relevant activities. Objectives: . Identify educational benefits of the inclusion of learners from professions other than healthcare (i.e., biomedical research, health administration, veterinary medicine, bioengineering, law, etc.) in interprofessional learning activities. . Provide a range of examples of interprofessional learning activities that include these types of professionals. . Identify strategies to incorporate these learners in interprofessional activities. Questions for Group Discussion: 1. What can healthcare and non-healthcare professionals learn from each other by engaging in interprofessional learning together? 2. What kind of interprofessional healthcare learning activities would be relevant for non-healthcare professionals? 3. What are possible strategies to overcome challenges in creating interprofessional healthcare learning experiences for nonhealthcare professionals? q 2013 Informa UK, Ltd.

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IPE in the Community: Ethical Preparedness Annette Greer, Maria Clay and Jan VanRiper Department of Bioethics & Interdisciplinary Studies, Brody School of Medicine East Carolina University, Greenville, NC, USA

Background/Rationale: It is not uncommon for IP education to place teams of students in underserved settings and communities. These teams frequently engage in providing clinical service to a select population and/or in conducting a service or learning project in the community. As preparation for these activities, teams engage in teambuilding activities (e.g., learning each other’s scope of practice and/or role in the team), they develop skills in functioning as a team (e.g., shared leadership), and members of the team collectively acquire the specific knowledge about the service and/or intervention they will provide. Unfortunately, few teams attend to ethical preparedness in working as a team and in working within a community-student partnership. This highly interactive group discussion session will provide an opportunity for one SEARCH Program to share how it provides ethical preparedness to its Interprofessional students and will give group discussion participants an opportunity to discuss and apply ethical principles to common IP team/community situations. Objectives: By the end of the discussion group session, participants will be able to: . Identify a model for assessing ethical dilemmas that emerge in Interprofessional student teams. . Discuss five frequently encountered ethical issues to emerge in IP teams and between teams and the community. . Articulate three philosophical principles that underpin common IP student team and community issues. The group discussion will revolve around three cases developed to elicit discussion to three key questions: 1. What are the ethical dilemmas for students, faculty, and the community? Are these the same? 2. What principles inform and guide discussion of these ethical dilemmas? 3. What processes can be used to assist students (and others) in identifying, discussing, and resolving these ethical concerns?

Building the Aircraft in the Air: Collaborative Team Training in a New Zealand Emergency Department Willam Landman, Sue Christie, Jan McCarthy, Di Bratton, Stephanie Vos and Janice Chesters Waitemata District Health Board, Auckland, New Zealand

Background/Rationale: There is an extensive literature on delivering care in interprofessional teams. Healthcare teams are reported as ‘essential’, the ‘norm’ or the ‘way we do business’. However, healthcare professionals in New Zealand are not generally trained to work in interprofessional teams and are more secure working within their own discipline and report feeling more stressed when required to work together. Despite our knowledge of the literature we were surprised that the staff of an Emergency Department in a major New Zealand city had not taken part in any interdisciplinary team training. They trained for their work together in single disciplinary silos. All groups were well trained but each discipline had focused on their ‘job’ or ‘role’. This led to a lack of coordination and patient centeredness, a lack of understanding of how to lead and follow and a culture of ‘it is not my job’ and of ‘blaming’ others. A planned move to a new building and a history of patient complaints provided an opportunity for our small interprofessional team to deliver a series of team training scenarios in the new building; the first in a series of interventions to enhance interprofessional team performance. The evaluation of our training replicated the literature and therefore our experiences are likely to be common and of interest to conference delegates. Objectives: Professional training and coaching groups offer to deliver team development at a price. However, this Interprofessional Discussion Group would focus on exchanging more practical and cost effective ‘do it yourself ’ solutions. We would explore the following questions: . How can the group itself foster internal leadership? . How do we use actual settings to schedule training scenarios with standardized patients? . Can on line learning prepare the team to work together? . How do we train interprofessional debriefers or coaches?


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Troubleshooting the Biggest Problem in Interprofessional Education: SCHEDULING! Debra Liner1,2, Erin Abu-Rish1,2, Brenda Zierler1,2 and the UW Josiah Macy Grant Team 2 Department of Biobehavioral Nursing and Health Systems, School of Nursing, 2Center for Health Science Interprofessional Education, Research, and Practice, The University of Washington, Seattle, WA, USA 1

Background/Rationale: Scheduling has been repeatedly cited in research literature as one of the biggest barriers facing implementation of interprofessional coursework and activities. Innovative solutions have been implemented to mitigate and overcome scheduling challenges yet barriers remain. Objectives: Attending this group will help participants gain a better understanding of successes and challenges associated with scheduling interprofessional education activities in health sciences schools. Group Discussion Questions: 1. How has scheduling impacted implementation of interprofessional education activities throughout the United States and Canada? 2. What approaches have schools taken to overcome scheduling barriers? 3. How have schools created sustainable scheduling opportunities to bring interprofessional students and/or faculty together? 4. How have recent and ongoing university budget cuts impacted (helped and/or hindered) scheduling solutions?

Strategically Aligning Interprofessional Education with Health Care Needs of the Elderly Susan M. Meyer1, Steven L. Kanter2 and Hollis D. Day3 Department of Pharmacy and Therapeutics, School of Pharmacy, 2Office of the Vice Dean, School of Medicine, 3Department of General Internal Medicine, University of Pittsburgh, Pittsburgh, PA, USA 1

Background/Rationale: The need to transform the way the healthcare workforce is trained and deployed to care for older adults has been documented in the Institute of Medicine report, Retooling for an Aging America: Building the Health Care Workforce. As the US population ages, health professionals will be increasingly challenged to provide the highest possible quality care for older individuals. Health providers are currently not adequately prepared – in either academic or continuing education settings – to address the needs of these patients, especially those with chronic and highly complex medical conditions requiring care in long-term care facilities. In today’s healthcare system, services for elderly patients are often delivered by many different caregivers with little, if any, coordination among the various professions represented at the patient’s bedside or contributing to his/her care. While health professionals are expected to work in interprofessional teams, they are educated and trained within the boundaries of specific health professions. Our initiative engages academic administrators, health professions faculty, healthcare facility administrators, physicians, nurses, pharmacists, students, patients, and family members to address this challenge head-on. We are building a new educational model to bring these groups together to deliver competent, compassionate, and evidence-based care to elderly patients in long-term care facilities. Objectives: . Outline a reasonable progression of interprofessional learning experiences. . Evaluate characteristics of long-term care facilities that promote interprofessional learning and care delivery. . Develop a vision for an educational model that is integrated across health professions and impacts care delivery. Discussion Questions: 1. What does effective interprofessional, team-based care look like? 2. How does it function in the long-term care environment? 3. Does educating students from various health professions together enhance their ability to function in interprofessional, patientcentered care environments? 4. What are the characteristics of successful interprofessional educational endeavors? q 2013 Informa UK, Ltd.

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Interprofessional Education Curricular Mapping across Four Health Sciences Programs at the University of Washington Nanci Murphy1, Diana Taibi2, Susan Marshall3, Grace Landel4 and the UW Josiah Macy Grant Team School of Pharmacy, 2School of Nursing, 3School of Medicine, 4Physician’s Assistant Program, The University of Washington, Seattle, WA, USA 1

Learning Objectives: . Identify IPE core competencies important to collaborative team practice. . Identify the barriers and challenges that may occur in planning joint IPE courses. . Discuss how to build a curriculum map. . Develop strategies for overcoming the challenges and barriers for implementing IPE curricula. Challenges to successfully implement and sustain a core IPE curriculum include the following: scheduling difficulties, limited space and resources, cultural differences, and integrating cohesive learning activities based on the knowledge and skill level of students. In an effort to circumvent these barriers, faculty from the Schools of Medicine, Nursing, Pharmacy and the Physician Assistant Program conducted a curricular mapping exercise with the following objectives: 1. Develop a common set of desired interprofessional competencies 2. Identify shared opportunities for learning and assessment throughout each school’s core curriculum, and 3. Provide recommendations on optimal times to integrate interprofessional communication and quality improvement modules. Thirty-nine interprofessional competencies related to teamwork, clinical reasoning, clinical procedures, medical database and informatics, health systems improvement, professionalism and ethics were developed. Curriculum leads from each school mapped competencies to educational outcomes, performance measures, timing, and where the learning occurred (lab, lecture, seminar, experiential settings). Authentic learning activities such as simulation and OSCEs were specifically identified. Based on a prior experience with an acute care simulation exercise, therapeutic topics were also mapped. Curricular mapping results will be presented. Benefits of this method include a heightened understanding of each other’s programs, increased opportunities for collaborative case development and simulation activities, sharing of assessment tools, and enhanced prospects for interprofessional faculty team-teaching. The map will need to be continually updated as curricular revisions occur. The curricular map will serve as a helpful guide for the integration of IPE themes in a spiral curriculum. Questions: 1. What core competencies are central to effective interprofessional team practice? 2. What challenges or barriers have you faced in the past when planning and implementing IPE curricula? 3. Describe your experiences (both positive and negative) with the curricular mapping process. 4. What strategies have you found helpful to overcome barriers to implementing IPE programs?

Dalhousie Health Mentors Program: Do Interprofessional Student Teams Lead to Learning About Interprofessional Collaboration? Susan Nasser1, Cynthia Andrews1, Dianne Delva1, Heidi Lauckner1, Tanya Packer1, Shelley Doucet1,2 and Anne Godden-Webster1 Dalhousie University, 2University of New Brunswick, Fredericton, NB, Canada

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Background/Rationale: The Dalhousie Health Mentors Program was launched in September 2010, providing a collaborative approach for interprofessional teams of students to learn about patient/client-centred practice, interprofessional teamwork and chronic conditions. Health Mentors are adult volunteers with a chronic condition who share with a small team of students their experience of living with their condition and navigating the healthcare system. Students develop a picture of the whole person by listening to the Mentor’s distinct perspective on their life story and chronic condition journey. Students share their learnings with the Mentor and they finish the year by reflecting on what they have learned. Preliminary feedback from students suggests that while they learned about chronic disease and patient/client-centred practice, they did not feel that they had learned about interprofessional collaboration, even Journal of Interprofessional Care

67 though they were part of an interprofessional team. This has led us to re-examine the ways in which the Health Mentors Program should incorporate learning about interprofessional collaboration. Objectives: By joining in this discussion group, participants will: . Share knowledge and experiences related to the most effective way to include interprofessional learning in educational programs. . Learn about models of interprofessional education that have been implemented and evaluated. . Gain a better understanding of how interprofessional learning is related to effective interprofessional collaborative practice. Questions: 1. What can students learn about interprofessional care in a first year Health Mentors program? 2. Do students need to have a certain level of understanding of their own profession before being able to benefit from interprofessional learning? 3. What is the optimal balance between didactic and experiential learning about interprofessional collaboration? 4. What are the foundational pieces of interprofessional collaboration that can be integrated into any interprofessional educational occasion? 5. What is the most effective way to combine learning about specific topics with interprofessional learning?

Interprofessional Case Competitions: Can We Capture the Impact on Practice? Christie Newton, Lesley Bainbridge and Valerie Ball College of Health Disciplines; University of British Columbia, Vancouver, BC, Canada

Background/Rationale: Interprofessional education (IPE) is a major strategy for developing collaborative practitioners across the health service professions. An IPE model that has emerged as an effective IPE initiative, both locally and internationally is the Health Care Team Challenge (HCTC) where learners across professions wrestle with a complex case before an audience of peers, faculty and community members. In June 2011, the University of British Columbia will host a workshop bringing together international experts involved with the HCTC. They will develop a research program related to the impact of the model on collaborative practice and will explore ways of embedding the HCTC and similar models into health and human service curricula. They will study the successes and challenges of the model using international examples such as the Australian Health Fusion Team Challenge and will identify how to enhance the impact of the HCTC on interprofessional learning outcomes. Objectives: The goal of this discussion group will be to bring together interested members of the CAB community to continue the discovery, dissemination and momentum of the June 2011 Vancouver workshop. Participants will learn about the highlights of the Vancouver workshop deliberations, including an exploration of different HCTC models, HCTC implementation strategies, and evaluation and assessment tools related to the HCTC strategy. Participants will have an opportunity to share their experiences with case-based team challenges and to discuss the future of these unique educational models. Networking, lessons learned and the potential for future research collaboration will be explored. Questions: 1. What are the barriers and opportunities related to embedding case-based team challenges in health professional curricula? 2. What are the opportunities for using case-based team challenges in continuing professional development? 3. How can we enhance the dissemination, sustainability, and practice impact of the HCTC and similar models? 4. How can we use evaluation tools and strategies to strengthen research opportunities around the global objective of IPE for collaborative practice established by WHO (2010)? 5. How can we effectively assess collaborative practice performance in students and practitioners who engage in a healthcare team challenge?


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Collaborative Practice Readiness: Partnership Between a Health Sciences College and a School of Medicine for Interprofessional Leadership Education Ava Porter1, Patty Vari1, Wilton Kennedy2, Dave Trinkle3, Jeannie Garber1, Judy Lash2, Abrina Schnurman-Crook4, Sara Brown1 and Rick Vari3 Nursing Department, Jefferson College of Health Sciences (JCHS), Roanoke, VA, 2Physician Assistant Program, JCHS, Roanoke, VA, 3Department of Interprofessionalism, Virginia Tech Carilion School of Medicine (VTCSOM), Roanoke, VA, 4Hollins University, Roanoke, VA, USA 1

Background/Rationale: The Core Competencies for Interprofessional Collaborative Practice, recommended by the Interprofessional Education Collaborative (IPEC, 2011), address interprofessional leadership (IPL) knowledge and skills that are critical to safe, high quality patient care. These core competencies speak collectively to our challenge to produce graduates with leadership skills for “collaborative practice readiness” (WHO, 2010, p. 39). Reports from the Institute of Medicine (IOM, 2000, 2001, 2004, 2009), American Hospital Association (2002), Robert Wood Johnson Foundation (Kimball & O’Neill, 2002), and the WHO (2010), make building a safer healthcare system a global challenge. The World Health Organization (WHO, 2010) asks that leaders in health and education work together to implement innovative ways of delivering interprofessional education for “collaborative practice readiness” (p. 39). The opportunity to create a comprehensive longitudinal interprofessional healthcare education curriculum was seized by the new Virginia Tech Carilion School of Medicine (VTCSOM) and the Jefferson College of Health Sciences (JCHS). The medical school had embodied IPL as one of four foundational domains in their curriculum. An interprofessional team of faculty from VTCSOM, JCHS, and Hollins University’s Batten Leadership Institute, developed a curriculum that prepares students for interprofessional collaboration. Throughout the entire 2010 –2011 academic year, medical, nursing, and PA students were brought together weekly to develop insight to their own communication patterns; to better understand their own values; to use knowledge from self reflection to build their leadership skills; and to apply interprofessional team skills. Students in interprofessional teams of 8 –9 remained together throughout the course, interacted with community agencies in interprofessional service-learning projects, and used case-based scenarios to operationalize their new skills. The IPL curriculum, unique in both design and delivery, offers a new approach to health professions students through partnerships among educational institutions and community agencies. Recommendations for innovative pedagogical strategies for course content and service-learning activities will be presented. Objectives: Participants will discuss how an innovative interprofessional leadership curriculum delivers interprofessional education through strategies such as: . Self-assessment of styles, traits and “hot buttons” . Team skills and group dynamics training . Leadership knowledge and skills development . A required service learning experience . Case based scenarios Questions: 1. How does the use of self-assessments* lay the foundation for building sustainable teamwork skills and attitudes? *(Myers-Briggs Type Inventory (MBTI), DiSC Behavioral Assessment, Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B) and Conflict Dynamics Profile Hot Buttons test) 2. How well did use of a required text* contribute to student understanding of team dynamics and team dysfunctions? *Lencioni, Patrick (2002). The Five Dysfunctions of a Team: A Leadership Fable: Hobeken, NK, Jossey-Bass, an imprint of Wiley. 3. What are the benefits and pitfalls of holding weekly Team Action Group (TAG) sessions with small interprofessional groups of students facilitated by licensed counselors? 4. How well does a required community service learning project serve as a vehicle for application of teamwork knowledge, skills and attitudes? 5. What is the value of a student Summative Learning Reflection Paper (after completion of a team service learning project) that is focused on self-assessment of personal growth in leadership and team skills?


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Framework for the Development of Interprofessional Competencies: Balanced Curriculum Development and Integration Susan J. Wagner1 and Sylvia Langlois2 1 Centre for Interprofessional Education; Department of Speech Language Pathology, Faculty of Medicine, 2Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto, Toronto, ON, Canada

Background/Rationale: The University of Toronto has developed and implemented a balanced competency-based interprofessional education (IPE) curriculum across eleven health science programs. Initially, a working group of academic and clinical faculty developed a Framework for the Development of Interprofessional Education Values and Core Competencies, identifying specific competencies within the constructs of values and ethics, communication and collaboration and across a continuum from exposure to immersion to competence. Students complete four core learning activities and participate in a number of elective opportunities that best suit their learning needs and cover the core competencies. Each learning activity addresses specific core competencies that are assessed through the use of global rating scales, completed as a self-assessment prior to and following the session. All learning activities in the curriculum must meet specific content and process criteria for approval using the Points for Interprofessional Education System (PIPEs). Future IPE curriculum development will focus on increasing capacity, integrating into uniprofessional curricula, assessing students and developing faculty leadership. Objectives: Participants will: . Develop an enhanced appreciation of factors determining a balanced, competency-based IPE curriculum/program . Recognize the complexities involving integration of an interprofessional program into uni-professional program requirements . Consider methods of addressing assessment of competency achievement . Describe factors pertaining to development of faculty leadership Questions: 1. What are considerations in the development of a balanced curriculum that ensure students meet required interprofessional competencies? 2. How does an IPE curriculum meet the varying health science program requirements? 3. What factors determine successful integration of an IPE curriculum/program into uni-professional curricula, including the consideration involved in incorporating interprofessional competencies into profession-specific competencies? 4. What methods of student assessment will ensure competencies have been achieved? 5. How does one create and broaden faculty champions to increase capacity and the breadth of the IPE endeavour and the educational institution?


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THEME 2: DEVELOPMENT Paper Format

Finding a Place at the Table: Client Involvement in Interprofessional Collaboration Nancy Arthur1 and Nathan Pyle2 Faculty of Education, University of Calgary, Calgary, Alberta, Canada, 2Praire North Health Region, North Battleford, Saskatchewan, Canada 1

Background/Rationale: Interprofessional collaboration is premised on the centrality of client needs and the coordination and delivery of the best available professional care to meet client needs. Despite the emphasis on client-centered care, the role of clients within interprofessional models of practice continues to be ambiguous. In many ways, clients have become the ‘absent but implicit’ part of interprofessional collaboration. This presentation examines the position of clients on interprofessional teams and questions how the concept of client-centred care is translated into actual practices. Research with clients and healthcare staff will be used to facilitate discussion about how clients are positioned in interprofessional collaboration, based on what roles that client wishes to play and what roles that staff want the client to play. Methods: This research was conducted at a community-based primary healthcare facility in Canada, home to more than 10 different program areas (e.g., public health, urgent care, mental health, laboratory services) and staffed by a diverse group of healthcare providers (e.g., nurses, social workers, physicians, occupational therapists). Individual interviews and focus groups were conducted with eight clients and 36 healthcare providers at the centre. Results: Clients expressed a range of interest in their care, ranging from passive to active participation. Staff agreed that clients are central to their work, while noting several facilitators and barriers for positioning them as active members in interprofessional collaboration. The actual process of client involvement became a nuanced negotiation between client and healthcare provider(s). Conclusions: Client involvement is not linear or static, but a process of mutual negotiation between clients and healthcare professionals. At times, clients seek to be engaged and lead the direction while at other times, they prefer to follow or defer to professionals for their guidance and leadership. Suggestions for client advocacy as well as preparing staff for negotiating client involvement will be discussed.

Building Interprofessional Education and Practice Capacity in Industry Partners Margo Brewer and Diane Franklin Faculty of Health Sciences, Curtin University, Perth, Western Australia

Background/Rationale: The Faculty of Health Sciences at Curtin University has over 8,000 students from 19 disciplines within its seven schools. A key vision of the Faculty is to build the new interprofessional health workforce for the future that is able to deliver safe, high quality health services. The volume and diversity of the Faculty’s student cohort makes it challenging to provide learning experiences that enable our graduates to develop their interprofessional practice capabilities in a range of health and social care settings. Research indicates that one of the critical factors in ensuring the success of any interprofessional experience for students is the competence of the staff involved. Appropriate training is required to build this competence (Anderson et al., 2009; Freeman et al., 2010; Howkins & Bray, 2008 Lindqvist, et al., 2010). To meet this need the Faculty developed a plan to build our industry partners’ capacity to provide to our students high quality practice based interprofessional learning experiences. This plan, designed to build and sustain commitment, was based on a number of key objectives including the desire to strengthen the link between education and practice, to build a foundation

71 upon which interprofessional education and practice activities could be developed and adapted, and to create supportive relationships within and between interprofessional teams in both education and practice settings. This paper will outline the model that underpins this strategy, the professional development and ongoing support provided to industry, and how this is tailored to meet each organization’s needs. It will describe how the training and support have evolved over time including the use of technology to ensure sustainability. Results from workshop evaluations and focus groups will be presented along with our future research plans.

Importance of Teamwork in Resuscitation and Life Support Emergencies: Study of Perceptions and Attitudes of Health Professionals Vernon R. Curran and Lisa Fleet Professional Development and Conferencing Services, Faculty of Medicine, Memorial University, St. John’s NL, Canada

Background/Rationale: In terms of the level and extent of staff training and development that occurs within hospitals and across the health system, continuing education for health providers in the area of resuscitation and life support skills is significant. Extensive resources are dedicated to training and re-training activities in resuscitation and life support. Effective teamwork and communication skills have been identified as key factors that can affect safe, reliable, and high-quality resuscitation performance. The purpose of this study was to explore the perceptions, attitudes and self-efficacy beliefs of health professionals towards factors that influence resuscitation performance. Focus groups were conducted across 4 Regional Health Authorities (RHAs) in the Province of Newfoundland and Labrador with participants representing an interprofessional mix of health professionals trained or certified in a variety of resuscitation and life support skill areas. A questionnaire was constructed based on the findings from the focus group research, piloted for face and content validity, and distributed electronically to health professionals from each RHA. Focus group participants reported a number of thematic areas related to teamwork which they believed influenced individual and team performance: understanding of roles; concern with other team members’ competence; communication and understanding others; unfamiliarity with team members; lack of leadership; lack of respect; and team dynamics and functioning. Survey results indicate that self efficacy beliefs associated with “communicating” and “leadership” scored the lowest of all teamwork factors, and self-efficacy beliefs around teamwork were related to self-reported ability in resuscitation performance. The findings have important implications for increasing specific training on communication and team leadership, and enhancing reflection and debriefs on teamwork in resuscitation and emergency life support.

Introducing Health Sciences Students to Interprofessional Education: The IP Cafe´ Nancy Dalgarno, Anne O’Riordan and Margo Paterson The Office of Interprofessional Education and Practice, Faculty of Health Sciences Queen’s University, Kingston, ON, Canada

Background/Rationale: The Interprofessional (IP) Cafe´, an innovative approach to interprofessional education (IPE), is based on The World Cafe´ model of learning and interacting (Brown & Isaacs, 2005). It is a pedagogical approach to IPE and collaborative practice that allows students to engage in case-, team- and problem-based learning within small groups of diverse professions. It exposes students to the skills, knowledge and attitudes necessary to collaborate in developing patient/client-centred plans of care. The 2009 and 2010 IP Cafe´s involved 633 first-year students from six health science disciplines (Clinical Psychology, Medicine, Nursing, Occupational Therapy, Physiotherapy, and X-Ray Technology). Each IP Cafe´ included groups of students, faculty facilitators from the above disciplines, clinicians, patients/clients and family representatives. Participants viewed a videotape of a woman from the local community who shared her personal experience of having a stroke and receiving care from an IP team. Student IP groups then discussed critical questions that addressed their future professional roles. The IP Cafe´s culminated with a large-group conversation summarizing emergent themes. Qualitative and quantitative data were collected from student and facilitator surveys. Ninety-five percent of students and 97% of facilitators believed the IP Cafe´ was a worthwhile learning experience. Ninety-six percent of students stated that they would voluntarily attend other IPE events in future years of their program. The data analyses assisted in understanding the significance of this innovative IPE approach. Early exposure to IPE appears to lay the foundation for an ongoing process of collaboration and learning among health sciences students and could be strengthened through faculty modeling and coaching within IPE activities. Organizational structures to support creative solutions that incorporate q 2013 Informa UK, Ltd.

72 entry-level exposure may assist in changing beliefs about how future healthcare professionals implement quality patient-centred collaborative care.

Interprofessional Education through Team-Based Learning: The IP Teamwork Huddle Nancy Dalgarno1, Shay Seth2, Anne O’Riordan1 and Margo Paterson1 The Office of Interprofessional Education and Practice, Faculty of Health Sciences, 2School of Medicine, Faculty of Health Sciences Queen’s University, Kingston, ON, Canada 1

Background/Rationale: The Interprofessional Teamwork Huddle is a non-traditional approach to interprofessional education (IPE). It adopts a developmental learning model and is framed by theory based in social constructivism which suggests learning occurs in meaningful contexts with the assistance of more knowledgeable adults (Vygotsky, 1978). The purpose of the Huddle is to integrate authentic IPE experiences into Queen’s University health sciences curricula and core competencies. The Huddle builds on an already existing interprofessional exposure activity completed by first-year health sciences’ students—the IP Cafe´s. The 2010 and 2011 Huddles involved 378 students in six healthcare disciplines (Clinical Psychology, Medicine, Nursing, Occupational Therapy, Physiotherapy, and X-Ray Technology). Faculty, clinicians and peers from a number of health sciences disciplines, and client/patient representatives facilitated discussions among interprofessional groups of students. Participants were given a case scenario and each IP group simulated a collaborative healthcare team charged with developing a patient-centred plan of care. Data were collected from student and facilitator surveys. The results indicated that 95% of all students and 100% facilitators viewed the Huddle as a worthwhile experience. Ninety-two percent of students requested similar experiences to assist in their transition from education to practice. The findings from both the quantitative and qualitative data analyzed suggest that IPE is effective when (a) given relevance within the program, (b) connected to authentic real-world experiences, (c) discussion-based and learner-centred within small-groups, and (d) facilitated in meaningful ways by stakeholders from all disciplines. Structures to support innovative solutions that facilitate interprofessional scholarship may assist in changing the culture of healthcare practice to one that focuses on quality patient-centred collaborative care and enables “optimal health outcomes” (CIHC, 2010, p. 6).

Building Team Capacity E-learning Program Michele Durrant, Bonnie Fleming-Carroll, Margaret Keatings, Denise Clayton, Alison Dobbs, Elizabeth Gergolas, Heather Hudson and Michael Rotstein Centre for Nursing, The Hospital for Sick Children, Toronto, Canada

Background/Rationale: An innovative e-learning module has been developed and piloted within a paediatric tertiary care setting that assists the learner to reflect upon family centered care within the context of interprofessional (IP) team practices that enhance quality care within and across settings. The e-learning program design and evaluation processes are grounded in the W(e) learn framework for on-line interprofessional education, providing foundation for content, delivery and service. The e-learning module introduces participants to IP practice using vignettes captured in video to illustrate elements of IP practice within a tertiary care setting. Appreciative inquiry is used to advance team functioning: 1) by having participants reflecting collectively, envisioning the best of their team practices; 2) to facilitate team inquiry that creates new ideas aligned with family centered care and IP practice illustrated in video images; and 3) develop an affirmative image for building team capacity through the process of using a team toolkit to amplify, encourage and assist the team to advance practice change. This demonstration will allow the conference participants to engage in the e-learning program that supports the advancement of interprofessional practice. This learning experience will connect learners collectively to engage in on-line dialogue about their IP practice through blogging that is integrated into the e-learning program and to assert collaborative team goals supporting practice change. Media: E-learning, Blogging and Toolkit. Journal of Interprofessional Care

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Using a Community Mobilization Model to Establish Interprofessional Collaboration Howard J. Eng Division of Community, Environment and Policy, Mel and Enid Zuckerman College of Public Health, The University of Arizona, Tucson, AZ

Background/Rationale: A framework has been developed and implemented to mobilize the Asian and Pacific Islander (API) community to address health-related needs in Tucson, Arizona. There are four components in the Asian Pacific Community Health Action Model: 1) Acquire Knowledge – about API health issues; 2) Increase Health Issues Awareness – in the API community; 3) Work with API leaders – from various ethnic communities to develop and implement an action plan; and 4) Work with Larger Community – in addressing API health issues. In 2008, the model was developed to provide a framework for working with minority communities to address their health needs. The model can be used to develop interprofessional collaboration among university faculty and practitioners. The Southern Arizona Asian and Pacific Islander Health Coalition was formed in August 2010. Its mission is “to mobilize communities for action to develop effective and sustainable programs to promote good health among Asian and Pacific Islander populations.” The Coalition provides one way to establish interprofessional collaborations. Nine API communities are represented on the Coalition: Asian Indian, Bhutanese, Chinese, Filipino, Hawaiian, Japanese, Korean, Marshallese, and Vietnamese. The coalition membership include API community leaders and members, health professionals, privately owned health businesses, health agencies, and faculty members from the University of Arizona Colleges of Medicine, Nursing, Pharmacy, and Public Health. The model presented can be used to develop interprofessional collaboration ready teachers and practitioners in other communities. This presentation describes the model implementation and provides examples of how the model develops interprofessional collaboration.

A Community-Based Interprofessional Education Pilot Programme: Undergraduate Student Experiences Sherry Espin1, Enza Gucciardi2, Mariella Fortugno2 Daphne Cockwell School of Nursing, 2School of Nutrition Ryerson University, Toronto, ON

1

Background/Rationale: Community learning for undergraduate health professional students has traditionally been uniprofessional. Recognizing the interprofessional nature of community practice we piloted an interprofessional education opportunity for students, to work collectively towards informing their future attitudes towards collaborative care. The purpose of this pilot project was to provide an interprofessional practicum for students from Nursing, Nutrition, Early Childhood Education and Child and Youth where they could learn about, from and with each other. This experience incorporated two academic terms, where the students worked collectively towards a shared community health promotion project within one inner city high school. The findings are derived from a multi-methods qualitative approach. Data was collected from four undergraduate students, (one nursing, one nutrition, one early childhood and one child and youth student). Weekly self-reflections were completed by the 4 undergraduate students, weekly field notes were recorded by a trained observer and one focus group post programme with the students was completed. Data from each of the three methods were analyzed independently using a content analysis approach that identified codes and categories leading to emergent themes. Students reported that participation in this community interprofessional project would be useful for their future practice. In particular, they suggested the development of skill sets in team collaboration could inform their future careers. They also stated the development of relationships that evolved from participation in this project were important and contributed to the success of their final project. Students reported that IPE experiences or placements should be offered to senior undergraduate degree university students (3rd or 4th year). Results from this pilot project can inform the uptake and implementation of continued interprofessional community placements in the future. The curriculum may need adaptation for expansion to other participant groups.


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Strategic Initiatives of an Interprofessional Collaboration of Licensed Complementary and Alternative Healthcare Professions Focused on Competencies for Optimal Integration Elizabeth A. Goldblatt1,2, Michael Wiles1,3, Jan Schwartz1,4 Academic Consortium for Complementary and Alternative Health Care Seattle, Washington, 2American College of Traditional Chinese Medicine San Francisco, California, 3Northwestern Health Sciences University Bloomington, Minnesota, 4Education and Training Solutions Tucson, Arizona 1

Background/Rationale: The rise of IPE/C coincides with the era of integration of the 5 licensed complementary and alternative medicine (CAM) professions with conventional education and delivery. Patients increasingly choose services of these professionals (DC, ND, LAc, massage therapists, direct-entry midwives). Hospitals and health centers are adding CAM professionals to teams. The 46 members of the Consortium of Academic Health Centers for Integrative Medicine (CAHCIM) typically work with these disciplines. PPACA included licensed CAM disciplines in sections on medical homes, workforce, CER, prevention and non- discrimination. Leaders from the councils of colleges/schools, accrediting agencies and certification and testing organizations of these CAM disciplines have responded proactively to this new era. In 2004, they created the Academic Consortium for Complementary and Alternative Health Care (ACCAHC). ACCAHC’s vision/mission is to foster patient-centered care through addressing the twin legacies of noninclusion and the silos of historic CAM education and practice. The multidisciplinary presenter team will share ACCAHC’s collaboratively established projects, including: baseline data on inter-institutional and inter-professional activity in CAM schools; educational resources/desk reference and powerpoint for educators and clinicians on the CAM fields; ACCAHC’s Competencies for Optimal Practice in Integrated Environments; an emerging web portal, the Center for Optimal Integration; and interprofessional education models with CAHCIM programs.

Objectives: . . . .

Identify strategies for fostering IPE/C with CAM programs. Critique a set of competencies for optimal practice in integrated environments. Describe an emerging IPE/C Internet-based resource for optimal team care. Explain how leaders in the licensed CAM fields are working to develop a culture of team care in their education.

Questions: 1. What clinical care contexts are available for developing IPE/C with CAM professionals? 2. What competencies should be considered in bringing CAM professionals into optimal teams? 3. What resources would be useful to include in a web portal to support optimal integration?

Facilitating Interprofessional Care and Decreasing Hospital Visits of Long Term Care Residents Using a Pneumonia Guideline Darlene Harrison1, John Puxty2, Susan Whitehurst3, Ruth Wilford1, Heather Woodbeck4 and Ian Newhouse1 1 Centre for Education and Research on Aging and Health, Lakehead University, 2Centre for Studies in Aging and Health, Providence Care, 3Pinewood Court, 4Best Practice Coordinator Northwestern Ontario, Thunder Bay, ON, Canada

Background/Rationale: The project was funded by the Ministry of Health and Long Term Care through HealthForce ON “Building Capacity for Interprofessional Collaborative Care in Long Term Care” or the “Bridges to Care Project”. The project included three sites: Kingston, Ottawa, and Thunder Bay. In Thunder Bay the Centre for Education and Research on Aging and Health, (CERAH) Lakehead University partnered with Pinewood Court Revitalizing to focus on the early identification and management of pneumonia.


75 The objective was to minimize the hospitalization of residents with pneumonia to 30% of all cases; a fairly aggressive goal based on the previous year statistics. A secondary objective was to foster teamwork in the evaluation and treatment of residents with pneumonia. Method: The Alberta Guideline for Diagnosis and Management of Nursing Home Acquired Pneumonia was adapted into a one page guideline/protocol. Education was provided to approximately 95% of all staff as well as residents and families. The method incorporated principles from Quality Improvement Guide for Long Term Care outlined in the guide by the ON Health Quality Council. Hospital transfers were compared for same period in previous year. Focus group discussions upon completion of the project provided insights into interprofessional collaboration. Results: Greater than 75% of all residents diagnosed with pneumonia were treated in Pinewood Court and there has not been a respiratory outbreak since start of the project. Focus group discussions revealed Personal Support Workers, Registered Nurses and Registered Practical Nurses all felt empowered to identify signs and symptoms of pneumonia and communicate within the team to the physician.

The Elephant in the Room – Hidden Discourse in Interprofessional Collaboration and Teamwork Corinne Hart Daphne Cockwell School of Nursing, Ryerson University, Toronto, ON, Canada

Background/Rationale: Notions of collaborative teamwork frequently underpin discussions of interprofessional education, practice and care. There is within both the academic literature and “on-the-ground” interprofessional education, a strong emphasis on the competencies needed to engage in collaborative work. Yet by focusing primarily on tangible skills such as conflict management and interprofessional communication and learning about the roles and responsibilities of the interprofessional team, the discourse remains at a surface level and thus obscures the root of many of the tensions that commonly occur in interprofessional practice. This paper reports on a qualitative study framed through the concept of emotion work, or “the way in which people manage and display their emotions in the context of work” that explored links between professional discipline and perceptions of power on an interprofessional team. Methods: Open ended, semi-structured interviews with interprofessional team members on a well-established interprofessional team in an urban, mental health facility explored perceptions of how professional role influenced participation on the team. Data were analyzed using a modified grounded theory approach. Results: Early results indicate that implicit or assumed as well as formal or explicit power influences participation on an interprofessional team. Results also suggest that as nursing generally constitutes the largest professional group within an interprofessional team, greater attention may need to be placed on the intraprofessional dynamics of the nursing sub-team within the broader interprofessional context. Conclusions: Inter and intra professional power dynamics remain “the elephant in the room” in interprofessional team process. Emotion management may be a viable strategy for bringing power to the fore. Addressing power dynamics explicitly can strengthen teaching and practice by preparing practitioners for the realities of interprofessional team process.

A Composite View of Health Mentors who Volunteer to Participate in a Chronic Disease Interprofessional Program for Medical and Health Professional Students Leigh Ann Hewston1, Melissa Warriner1, Allison Palaio1, Christine Arenson2 and Molly Rose2 1 Department of Physical Therapy, School of Health Professions, 2Jefferson Interprofessional Education Center, Thomas Jefferson University, Philadelphia, PA, USA

Background/Rationale: The Jefferson Health Mentor Program (JHMP) is a longitudinal interprofessional program for students in the College of Medicine and the Schools of Health Professions, Nursing and Pharmacy. A person in the community with one or more chronic conditions (i.e. the “Mentor”) is paired with an interprofessional student team. Students work with the mentor to complete assigned modules. Several medical schools have used a curriculum model of pairing medical students with a healthy older adult in the community. The literature reports minimal information on a small number of healthy adults who participated in these programs. There are no known


76 reports in the literature that discuss the model of pairing an interprofessional student team with a person with chronic conditions. The purpose of this paper is to present descriptive characteristics, as well as additional information such as health beliefs, perception of abilities and life roles, of over 100 health mentors who have participated in the JHMP. Methods: Each of the student teams interviewed their health mentor to complete a health and life history. Information from the interview was recorded on a form developed by the health mentor faculty. After receiving IRB approval, the forms were de-identified, items coded and recorded. Descriptive statistics were calculated on items such as gender, age, and number of chronic conditions. Items such as health beliefs, perception of abilities and life roles were grouped according to common themes or categories. Results: The mentors who volunteer for the JHMP are a diverse group of individuals with varying health beliefs, chronic conditions, and perceptions of abilities and roles. Conclusion: The information from this paper provides a composite view of the mentors who participate in the JHMP. It will be of interest to those who work with, or plan to work with volunteers, or wish to use a similar interprofessional curriculum model.

Building Collaborative Practice in a Rural Primary Health Care Team Leila McClarty and Wanda Miller Primary and Integrated Health, Sun Country Health Region, Saskatchewan, Canada

Background/Rationale: Health Canada provided funding to support Interprofessional Collaborative Practices & Learning Environments (IPCP&LE) Projects in Western and Northern Canada in 2010 –11. The goal of this project is to develop, implement and evaluate innovative and effective interprofessional collaborative practices in a Health Care Setting. Sun Country’s Rural West Primary Health Care Team was selected for implementation of this project in the province of Saskatchewan. The CIHC National Interprofessional Competency Framework describes the competencies required for effective interprofessional collaboration (Interprofessional Communication; Patient-Centered Care; Role Clarification; Team Functioning; Collaborative Leadership; and, Interprofessional Conflict Resolution). The competency framework was used to direct, identify & highlight the knowledge, skills, attitudes and values that together shape the judgments that are essential for interprofessional collaborative practice. Best Practices in Interprofessional Team Development in a Rural Health Setting: The Rural West Team members have engaged in collaborative practice learning and best practice methods that supports their work as an interdisciplinary team. The approach to teamwork is evident in the community/client centered goals that drives the team. In addition to the initiatives started as a result of the research, the team has a comprehensive planning process that includes community consultation to determine needs and set priorities, and has been implemented to facilitate sharing of information. Best practice tools have been developed and implemented to guide the team establishing a Team Code of Conduct, the planning and delivery of educational events on collaborative practice and team development, and creating a partnership with academia & the rural health centre. Two Collaborative Practice Guiding packages have been developed and are offered to all teams that want to work collaboratively: Student Placement Package and Collaborative Practice Package. Key messages identified in working collaboratively are: team members need to be encouraged to work to scope of practice, teams need to get together often formally and informally, starting small and building on successes, and if you fail to plan then plan to fail.

Barriers to the Management of Heart Failure in ON Long Term Care Homes: An Interprofessional Care Perspective Ian Newhouse1, George Heckman2 and Darlene Harrison3 1 Centre for Education and Research in Aging and Health, Lakehead University, Thunder Bay, ON, 2University of Waterloo, Waterloo, ON, 3Centre for Education and Research in Aging and Health, Lakehead University, Thunder Bay, ON, Canada

Background/Rationale: With population aging, the prevalence of heart failure (HF) is rising in long-term care (LTC) homes. HF guidelines endorse the use of standard therapies for older patients, many of whom should be cared for in a disease management setting. However, frail older LTC residents with HF are less likely to receive recommended therapies due to prescriber concerns over geriatric syndromes and diagnostic accuracy, polypharmacy, and skepticism about the benefits of these therapies for such frail patients. The overarching objective of our program of research is to develop and implement a HF management program for LTC.


77 Methods: The first step in achieving this objective was a broad-based consultation with multiple LTC stakeholders, including staff, residents and their families. This paper describes the interprofessional barriers identified during this consultation. Data are interpreted using an interprofessional care framework in which interpersonal relationships among care providers provide the most direct influence on collaborative patient-centred practice, within the broader context of conditions within the LTC home, which in turn are housed in the broader context of systemic determinants. Results: The framework was helpful as a tool in identifying IP related comments and putting them into a theoretical context of IP determinants that may consequently assist with the implementation of HF guidelines. Communication was a concern between the resident and the healthcare team, between different healthcare providers, between shifts, between medical specialists and between the long term care home and the hospital. It was also possible to discern the cause(s) of communication breakdowns from the interviews as there was invariably an interplay of interpersonal factors (trust, mutual respect) and factors within the organization (most notably a lack of time and human resources) that contributed to the situation. Conclusion: Addressing IP determinants may be crucial to effectively implementing HF management in LTC.

Building Capacity for Interprofessional Collaborative Practice: The Interprofessional Collaborative Learning Series Christie Newton, Victoria Wood and Louise Nasmith College of Health Disciplines, University of British Columbia, Vancouver BC, Canada

Background/Rationale: Evidence indicates that professional development focused on collaborative practice can improve quality of care and patient outcomes in specific populations. However, current educational knowledge to-date does not include how to teach professionals to provide interprofessional collaborative care. This presentation discusses the design, implementation and evaluation of the Interprofessional Collaborative Learning Series (IP-CLS), a sustainable professional development model that builds capacity for collaborative practice by: 1. Promoting interprofessional competencies allowing practitioners to incorporate elements of interprofessional collaboration into practice; and 2. Fostering cultural change across an organization by creating ‘champions’ for interprofessional collaborative practice. Methods: The IP-CLS was developed in collaboration with key stakeholders from each of British Columbia’s health authorities. The learning series consisted of six one-day bi-monthly workshops followed by a train-the trainer session that prepares participants to deliver the material to other colleagues. Thirty-five members of a newly formed Interprofessional Practice and Education Council at a regional health centre in ON participated in a pilot of the IP-CLS. Participants completed online retrospective pre and post selfassessments to determine the extent to which the IP-CLS contributed to changes in participants’ behaviours related to interprofessional collaboration. A focus group explored the extent to which the IPCLS fostered cultural change across the organization. Results: Online assessment results and analysis of focus group transcripts reveal: the strengths of the IP-CLS model; what elements of the IP-CLS could be improved; the extent to which participants have become ‘champions’ for interprofessional collaborative practice; and how ‘champions’ are contributing to cultural change across the organization. Conclusions: The IP-CLS model has the potential to build capacity for interprofessional collaborative practice offering a sustainable model for interprofessional professional development.

How Do Physiotherapists Working in Private Practice Conceptualise Their Interprofessional Practices? Results of a Qualitative Study Kadija Perreault1,2, Clermont E. Dionne1,2,3, Diane Morin2,4,5 and Michel Rossignol6 Centre for Interdisciplinary Research in Rehabilitation and Social Integration, Institut de reádaptation en de´ficience physique de Que´bec, Que´bec City, Canada, 2Universite´ Laval, Que´bec City, Canada, 3Unite´ de recherche en sante´ des populations, Centre de recherche FRSQ du Centre hospitalier affilie´ universitaire de Que´bec, Que´bec City, Canada, 4Vieillissement, Centre de recherche FRSQ du Centre hospitalier affilie´ universitaire de Que´bec, Que´bec City, Canada, 5Institute Universitaire de formation et de recherche en soins, Universite´ de Lausanne, Lausanne, Switzerland, 6Department of Epidemiology, Biostatistics and Occupational Health, McGill University, Montreál, Canada 1


78 Background/Rationale: In the last few decades, healthcare providers, including physiotherapists, have been encouraged to adopt interprofessional practices. Although numerous definitions of interprofessional collaboration, practice and other related terms are found in the literature, how healthcare providers themselves conceptualise them is less well known. The aim of this study was to explore how physiotherapists working in private settings conceptualise their interprofessional practices. Methods: This was a descriptive qualitative study using face-to-face semi-structured interviews. Participants were 13 physiotherapists, 10 women and 3 men, working in private settings in the Province of Que´bec (Canada) and having between 3 and 22 years of professional experience. In the interviews, participants were asked questions such as: “What does interprofessional collaboration mean to you?” or “What comes into mind when you hear the word interaction?” They were also prompted to define terms and expressions they spontaneously used in the interviews. Qualitative analyses took the form of content analysis, comprising data coding and general thematic regrouping. Results: The physiotherapists used terms such as “collaboration”, “interdisciplinarity” and “teamwork” to talk about their interactions with other healthcare providers. For the physiotherapists, interprofessional practices included writing letters, having telephone conversations and face-to-face discussions with other providers, making referrals to other providers, as well as attending team meetings. Interactions with medical doctors were a major part of the interprofessional practices described by the physiotherapists. Conclusions: Our findings indicate that for physiotherapists working in private practice, interprofessional practices include a wide array of processes, which may not fit under many definitions of collaboration found in the literature. These results highlight the importance of exploring healthcare providers’ perceptions of interprofessional practices in order to inform the implementation of such practices and future conceptual developments. Funding acknowledgements: This research was supported in part by a B.E. Schnurr Memorial Fund Research Grant administered by the Physiotherapy Foundation of Canada, as well as from a clinical research partnership in physiotherapy between the Quebec Rehabilitation Research Network (REPAR) and the Ordre professionnel de la physiothe´rapie du Que´bec (OPPQ). KP received doctoral-level scholarships from the Canadian Institutes of Health Research (CIHR) and the Institut de recherche Robert-Sauve´ en sante´ et en sećurite´ du travail (IRSST). CE Dionne is a FRSQ senior Research Scholar. Ethics: This study was approved by the Ethics research committee of the Institut de reádaptation en de´ficience physique de Que´bec.

Attitudinal Outcomes of an Interprofessional Clinical Patient Care Experience in an OP Environment Judith Stoecker, Susan Tappert, Wendy Rheault, Jay Nathwani, Neil Shah Department of Interprofessional Studies, College of Health Professions, Rosalind Franklin University of Medicine and Science, North Chicago, IL, USA

Background/Rationale: Interprofessional education research has a broad array of studies documenting success in effecting knowledge and attitudinal change in the didactic environment, however less is known about outcomes of direct interprofessional patient care experiences in the clinical environment in the US. This project demonstrates the attitudinal changes in students who participate in a direct patient care experience in an interprofessional team. Methodology: An interprofessional experience was designed to place students in a foot and ankle clinic one afternoon a week for 4 weeks with 2 afternoons seeing patients and 2 afternoons working in a team to design the interprofessional treatment plan. Subjects included 15 graduate level students in 2008 and 2009 from programs in physical therapy, physician assistant studies, medicine and podiatry. Before and after the experience, each student completed the Inter- disciplinary Education Perception Scale (IEPS), a scale commonly utilized to assess attitudes in interprofessionalism. The Wilcoxin Signed Ranks test was used to determine the difference between the pre and post attitudes as a group and the Kruskal-Wallis one-way ANOVA on Ranks was used for the analysis of differences by profession. Results: Students showed a statistically significant difference in 13 of the 18 attitude statements on the IEPS following the experience. When analyzed by individual profession however, little difference was noted between the professions. Conclusions: A direct patient care experience in an Interprofessional team environment appears to be an effective way to modify attitudes towards Interprofessional interaction in the clinical environment in the US.

Evaluation of Case-Based Interprofessional Education Sessions: Development and Implementation Susan J. Wagner1,2, Brian Simmons3,4, Martina Esdaile3 and Scott Reeves1,5,6,7,8 Journal of Interprofessional Care

79 Centre for Interprofessional Education, University of Toronto, Toronto, ON, Canada, 2Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, ON, Canada, 3Women and Babies Program, Sunnybrook Health Sciences Centre, Toronto, ON, Canada, 4Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, ON, Canada, 5Centre for Faculty Development, Faculty of Medicine, University of Toronto and St. Michael’s Hospital, Toronto, ON, Canada, 6Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, ON, Canada, 7The Wilson Centre, Faculty of Medicine, University of Toronto and University Health, Network, Toronto, ON, Canada, 8Li Ka Shing Knowledge Institute, St. Michael’s Hospital, Toronto, ON, Canada 1

Background/Rationale: The University of Toronto initiated a competency-based interprofessional education (IPE) curriculum in 2009 for 11 of its health science professional programs involving over 1200 students. The development of core and elective learning activities based on clinical cases is an essential part of the curriculum. Case studies are a proven pedagogical approach that presents a specific sequence of events that allow students to reach an outcome. They have been found to promote analytical, decision-making and clinical reasoning skills along with skills in oral communication and teamwork through ‘learning by doing’ with authentic real-life problems (Herreid, 1994). Methods: This presentation describes the development, implementation and evaluation of a complex three part interprofessional case study that incorporates uniprofessional and interprofessional knowledge and skills that can readily be integrated within existing health science curricula. The inclusive and comprehensive case development approach utilized to create the cases for a competency-based IPE curriculum will be discussed. ‘Just in time’ faculty development prior to sessions was provided to enhance the development and implementation process. In addition, instruction guides and a case template for further case development and utilization were created for faculty. Evaluation explored faculty and student perceptions and satisfaction regarding the process in relation to their efficacy as an IPE approach utilizing surveys and focus groups. Student reaction and learning gain and behaviour change was also assessed as part of the evaluation process. Results: Student learning during the pilots, assessed utilizing global rating scales based on IPE core competencies, revealed that students’ perception of competencies related to values and ethics, communication and collaboration improved over the sessions. As well, evaluation results focused on strengths and challenges for both faculty and students in developing and implementing these sessions. Conclusions: An inclusive and comprehensive approach to case study development is effective for this educational method in IPE.

Development of a Novel Program in Interprofessional Education, Step One: The “Immersion Course” Experience Jule J. West1, Pamela Waynick-Rogers2, Richard Thompson3, Condit F. Steil4, Michael A. Wright5, Z. Leah Harris6, Heather A. Davidson7, Linda D. Norman8 and Bonnie M. Miller9 Division of General Internal Medicine and Public Health, School of Medicine, Vanderbilt University, 2Master of Science in Nursing Program, School of Nursing, Vanderbilt University, 3College of Pharmacy, Lipscomb University, 4School of Pharmacy, Belmont University, 5Social Work Program, Tennessee State University, 6Department of Pediatrics, School of Medicine, Vanderbilt University, 7Office of Teaching and Learning in Medicine, School of Medicine, Vanderbilt University, 8Graduate Nursing Program, School of Nursing, Vanderbilt University, 9Office of Undergraduate Medical Education, School of Medicine, Vanderbilt University, Nashville, TN 1

Background/Rationale: Recognizing that interprofessional collaboration in education and practice leads to a strengthened health system and improved health outcomes, educators from Vanderbilt University initiated development of a novel curriculum VPIL: the Vanderbilt Program in Interprofessional Learning, by linking with health professions programs in four universities. Learning teams comprised of medical students, advanced practice nursing students, pharmacy students and social work students were embedded in an ambulatory clinic while anchored to a shared classroom experience for this longitudinal patient-based program. A pilot group of 26 first-year students enrolled in the summer of 2010, beginning with a two week “Immersion Course” prior to matriculating in their home curriculum. The educators believed that an Immersion Course would contribute to team development and acculturate students to interprofessional values in patient care. Methods: Through classroom and group activities, the Immersion Course introduced core competency tenets of the VPIL experience: to cultivate respectful professionals; prepare a collaborative practice-ready work force; improve the healthcare delivery system; and create self-directed life-long learners. Activities focused on the goals of orientation to self (professional and interprofessional), professions, clinic teams and healthcare homes, the Nashville community, and interprofessional education and collaborative practice. q 2013 Informa UK, Ltd.

80 Activities included: introduction to each other and VPIL, a professions panel, a community resources panel, patient and communitycentered team-building experiences, a poverty simulation day, local and national speakers on healthcare reform, and the patient’s experience of illness including ethics and compassionate care. Results: Students reported feeling empowered, connected to each other, informed about themselves, teams, future clinics, professions, their community, and the healthcare system. Team and group activities were the highlights with many relaying transforming experiences from community visits and poverty simulation. Faculty observations overwhelmingly concur. Conclusions: The Immersion Course provided a crucial foundation and unifying experience for first-year health professions students.

Effective Interprofessional Education in Child Welfare for Pre-licensure Nursing, Social Work, and Education Students Robert Whiteley1, Cathy Robinson2, Judy Gillespie2, Deb Carter3 and Lina Dattolo4 Faculty of Education, 2Faculty of Health and Social Development, School of Nursing, 3Faculty of Education, 4Ministry of Children and Family Development, The University of British Columbia Okanagan, Kelowna, Canada 1

Background/Rationale: There is little evidence of higher education institutions including child welfare in interprofessional curriculum. Yet a need exists for interprofessional collaboration amongst pre-licensure students and professionals practicing in nursing, social work and education to achieve positive outcomes for children and families. This instructional gap suggests that these disciplines, whose roles most often intersect in practice with at-risk children and families, independently negotiate interprofessional knowledge, skills, attitudes, and relationships in child welfare. In response to this identified gap, nursing, social work and education faculty at UBC’s Okanagan campus, were awarded a 2010-2012 “teaching and learning” research grant to implement and evaluate multidisciplinary learning communities. Pedagogical methods were developed to introduce pre-licensure students to interprofessional collaborative practice with nursing, social work and school based practitioners involved in child welfare. An innovative educational workshop was developed for pre-licensure nursing, social work and education students. First, faculty overviewed the concept of interprofessional practice in child welfare. Next, panels of community practitioners modeled interprofessional practice while discussing a child welfare case. Finally, practitioners and pre-licensure nursing, social work and education students worked in small groups discussing a scenario. During breaks, students and community practitioners were encouraged to network. Student evaluations revealed that this educational innovation was engaging and modeled realistic preparation for interprofessional collaboration. The multi-disciplinary team of presenters includes nursing and education faculty, a Master of Social Work student and a PhD education student. An overview of our project, including research methods, data collection, and the challenges will be discussed. Digital media, including images and video, will be presented. Participants’ interaction and recommendations will be encouraged through small group discussion regarding future plans for continued community involvement, and interprofessional education programs and scholarship.

DEVELOPMENT THEME Poster Format

Learning from Learners’ Stories of Connection: Understanding the Development of Professional Identity in Interprofessional Relationship-Based Practicum Fran Aiken1,2, Patti McGilicuddy2,3, Rodrick MacKinnon1, Emily McLeod1 and Leahora Rotteau1 Sunnybrook Health Care Centre, Toronto, ON, 2University of Toronto, ON, 3University Health Network, Toronto, ON, Canada

1

Background/Rationale: Our research team is interested in understanding the lived experience of students across a range of professions who have taken on the job of learners in a large urban healthcare centre. Twenty-eight students, representing eleven professions, were interviewed individually or in subsequent interprofessional focus groups. In coding and theming the transcripts, many rich student Journal of Interprofessional Care

81 stories were identified, related to the discovery of profession through both the intentional and unplanned or unexpected connection with patients receiving care and with their interprofessional teams. These stories often marked a significant meaningful and layered integration of their personal, professional, interprofessional and relational lives as learners. The value and meaning of exposure to and emersion in clinical patient-centred interactions within a supportive stimulating uniprofessional and interprofessional setting will be highlighted. The stories themselves provide compelling metaphors of professional engagement for learners as well as mentors and clinicians. Discussion will focus on the content and meaning of these stories as well as suggesting the possible role of narrative in building models which address professional efficacy, interprofessional efficacy and emotional competence, with learners seeking careers in healthcare.

The I4 Curriculum: Response to the Challenge of Incorporating IPE into College and University Programs Dianne Allen1, Jennifer Mohaupt1, Jeannie Salfi2 and Marlene Rasok1 Conestoga College, Guelph, ON, Canada, 2McMaster University, Hamilton, ON, Canada

1

Background/Rationale: Since Interprofessional collaboration (IPC) is critical for improving health-related outcomes and patient safety, healthcare providers must be adequately prepared upon graduation. The integration of Interprofessional education (IPE) into health and social science curricula with a client/family/community focus is key. Although colleges and universities offer a wide range of programs that require their graduates to possess Interprofessional competencies, the implementation of IPE into the different programs is challenging. A main challenge faced by one Canadian college was that the programs range in length from one to four years. This practice-focused, research-informed, project was funded by HealthForceON and based on the work of Sheffield Hallam University and Calgary Regional Health. The question posed was, “How can interprofessional education be infused into and across the curricula for health science programs ranging from one to four years in length?” Methods: An action research approach was taken to include various stakeholders’ views, and to cycle through investigation processes for effective outcomes. The project was informed by a variety of theories, including intergroup contact, invitational, social learning, and knowledge transfer theory. Results: The result was the development of the I4 curriculum: 1) intentional; 2) integrative; 3) impactful; with 4) Interprofessional Mentoring/Meaning-Making to assist the delivery of IPE. I4 provides a foundation for student, faculty, and clinical preceptor development. The I4 approach facilitates the scaffolding of IP competencies throughout programs of varying lengths. Conclusions: Ongoing evaluation of the IP curriculum by students, faculty, educational partners and practice partners will continue to find and advance the I4. Infusion into additional health, life science and community services programs will further strengthen the I4 approach. This presentation will discuss the I4 curriculum development, its implementation, and the plan for ongoing evaluation.

Developing a Process for Faculty Development in Interprofessional Education: The University of Manitoba Experience Christine A. Ateah1, Laura MacDonald2, Francis Amara3, Heather Dean3, Moni Fricke4, Ruby Grymonpre5, Fiona Jensen1, Theresa Sullivan6, Jenneth Swinamer4 and Leah Weinberg4 1 Faculty of Nursing, 2School of Dental Hygiene, Faculty of Dentistry, 3Faculty of Medicine, 4Department of Physical Therapy, School of Medical Rehabilitation, Faculty of Medicine, 5Interprofessional Education Initiative, 6Department of Occupational Therapy, School of Medical Rehabilitation, Faculty of Medicine, University of Manitoba, Winnipeg, Manitoba, Canada

Background/Rationale: In 2008, the University of Manitoba established the Interprofessional Education (IPE) Initiative with a mission to graduate health professionals prepared to manage and adapt processes in interprofessional (IP) teams. This will be achieved through innovative education opportunities for students to learn about, with, and from each other. In 2009 the Faculty Development (FD) Working Group was established to provide opportunities for faculty members of the 13 participating academic units to learn about the theoretical underpinnings of IPE, IPE teaching strategies and methodologies, and student assessment and evaluation. Methods: The responsibilities of the IPE FD Working Group are to organize IPE FD programs, facilitate ongoing IPE FD in relation to the University of Manitoba IPE Blueprint for the development of an IPE curriculum, provide opportunities to network with IP colleagues, and communicate activities of this working group. q 2013 Informa UK, Ltd.

82 Results: The working group held its first IPE FD workshops June 2010 and January 2011 for over 100 participants. These workshops focused on the principles and foundations of IPE, discussions about collaborative practice initiatives, and opportunities to network with colleagues from other faculties. In June 2011, the working group plans to link the introductory IPE workshop with a new half-day workshop on facilitating IPE. Informal feedback on the first workshops has been positive. Pre and posttest surveys on IP knowledge and attitudes in addition to workshop evaluations will be conducted at the June 2011 workshop. These findings will be presented along with a summary of the content and methodology of the workshops. Conclusions: FD education programs are needed to promote and incorporate IPE into curricula and clinical teaching sites and to train faculty in IP facilitation skills. Program improvement is guided by participant evaluation and knowledge-based surveys and is important to ensure that objectives related to FD in IPE are being met.

Four Programs, Three Different Instructional Sites: Professors’ Understanding and Perception of IPC and IPE Jacinthe Beauchamp1, Chantal Lemire2, Paul Chiasson1, Nicole Boudreau3, He´le`ne Albert4 and Jessika He´bert4 Centre de Formation Me´dicale du Nouveau-Brunswick, Moncton, NB, 2Faculty of Medicine and Health Sciences University of Sherbrooke, Sherbrooke, QC, 3Health Sciences Programs New Brunswick Community College, Moncton, NB, 4School of Social Work, Faculty of Social Sciences University of Moncton, Moncton, NB, Canada 1

Background/Rationale: Appropriate and effective role models are considered essential for successful teaching and learning in interprofessional programs. To that end, many studies have examined professors’ knowledge of and attitudes towards interprofessional collaboration (IPC) and education (IPE). They were usually carried out within one large institution. Professors in distributed medical education programs (DME) like ours practice and teach in different clinical, cultural, social, and sometimes, political contexts. They generally teach one or two 4-5-week problem-based learning units per year. Most are neither immersed in a common clinical or university culture nor in latest educational reflection. As DME must strive to standardize teaching to ensure the same quality education in each site, it is important that professors across programs and sites share a common understanding of the goal. Our study set out to determine to what extent professors practicing and teaching in diverse settings share an understanding of IPC and IPE. Our DME program is distributed across three regions each separated by 450 to 1000 km. The parent institution is in Southern Quebec (Canada) while one site is in a remote northern region of Quebec and another is in a different province (New Brunswick) serving a linguistic minority group. Professors from programs offered in all sites (medicine, nursing, respiratory therapy and social work) were invited to define collaborative practice as well as identify perceived advantages, disadvantages and facilitating and hindering factors. They discussed if and how collaboration was taught in their program as well as any barriers. Analysis is ongoing with results suggesting many see differences in IPC depending on the clinical context. For some, culture affects how IPC is enacted. Many deplored gaps between what is taught and what students experience during their clinical rotations. Findings from this study will help DME programs level differences across instructional sites in diverse settings.

Assessing Student Perceptions of Social Responsibility Resulting from Interprofessional, Community Engaged Learning Experiences: Validation of a Survey Tool for the Health Professions Lisa L. Black1,2,3, Teresa M. Cochran1,2,3, Jennifer A. Furze1,2,3, Gail M. Jensen2,3, Anne Ryan Haddad1,3,4, Joy Doll1,3,5 and Yongyue Qi3,6 1 Office of Interprofessional Scholarship, Service and Education, 2Department of Physical Therapy, 3School of Pharmacy and Health Professions, 4Department of Pharmacy Practice, 5Department of Occupational Therapy, 6Office of Faculty Development and Assessment, Creighton University, Omaha, NE


83 Background/Rationale: “Community-engaged” learning has been recognized as an important pedagogy in health professions education, yet assessment of student attitudes related to its impact on social responsibility as part of their professional formation remains a challenge. Our initial investigation used a fourteen item Higher Education Learning Survey that we adapted for health science students in entry-level clinical doctoral programs for the professions of Occupational Therapy (OT), Pharmacy, and Physical Therapy (PT). Preliminary data indicated that community experiences positively influenced students’ perceptions of social responsibility; however the modified survey’s methodological properties had not been established. The purpose of this study was to validate the modified survey to measure student perception of social responsibility related to community-engaged experiences and their professional formation. Methods: Content validation was established for the modified survey via feedback from an expert panel selected both regionally and nationally. The instrument was then piloted concurrently with the “Community Service Attitude Scale,” a “gold standard” survey related to generic aspects of service learning or volunteerism. The comparison of student responses was analyzed to determine the instrument’s validity and reliability. Results: Reliability analyses yielded a high internal consistency coefficient (a ¼ 0.935) and all subscales also yielded good internal consistency (a ranged from 0.826 to 0.858). Test-retest correlations ranged between 0.639 and 0.695 (P # 0.01). Criterion validity produced high correlation of 0.788 (P # 0.01). Implications: Results indicate that the survey is valid and reliable for use with students of OT, Pharmacy and PT programs; however, the study will be expanded with implementation across the 40 interprofessional community-based learning experiences coordinated by the Office of Interprofessional Service, Scholarship, and Education (OISSE) within the School of Pharmacy and Health Professions. This enables us to emphasize the critical importance of the interprofessional team as well as the responsibility each team member bears to promote health in our communities.

Identifying Areas of Commonality for an Interprofessional Curriculum on the University of Arizona Health Sciences Campus John P. Boyer, Elizabeth C. Giesler, Kerry K. Redman and John Murphy Department of Pharmacy Practice and Science, College of Pharmacy the University of Arizona, Tucson, AZ

Background/Rationale: Interprofessional education (IPE) and the development of joint course content for IPE have become common topics of interest on health science campuses in many developed countries. Bringing the various healthcare professionals together during their education represents the initial step towards establishing an efficient interprofessional healthcare team. Developing longitudinal interprofessional coursework is a goal of The University of Arizona Health Science campus, which includes the colleges of medicine, nursing, pharmacy, and public health. While students from each of these colleges currently participate in various large-scale IPE events with one another throughout the didactic portion of their education, the students do not currently take formal classes together. If students were able to take select classes together, they would have the opportunity to see healthcare related issues from the perspectives of the different professions and to recognize the value of each perspective. Additionally combining any parallel course content could potentially save resources for the colleges involved if efficiencies occur. This study aims to identify course content taught at the University of Arizona Health Sciences campus that address topics on communication, professional ethics, quality assurance and patient safety, and evidence based medicine. These topics were chosen since they are reflected in the Institute of Medicine’s core competencies developed for health professions education. Additionally, the evaluation will determine the level of coverage of legal issues and practice acts so that students can understand governance of the various professions. Finally, the requirements for early practice experiences, where teams of students might be put together to gain patient care experience at an introductory level, will also be determined. Review of course titles, course syllabi, the expected outcomes of courses, and professor interviews will be used to determine areas of common content in these areas within the curricula of the colleges.

Interprofessional Students’ Descriptions of Their Most Recent Clinical Encounter Donald W. Brady1, Rebecca M. Moore2, Sandra A. Moutsios1, Paige S. Akers4, Shannon E. Coles3 and Morgan F. McDonald1 Department of Medicine, School of Medicine, 2Department of Social Work; Middle Tennessee Collaborative Masters in Social Work Program, Tennessee State University, Nashville, TN, 3Department of Nursing, School of Nursing, Vanderbilt 1


84 University, Nashville, TN, 4Department of Pharmacy Practice, College of Pharmacy and Health Sciences, Lipscomb University, Nashville, TN

Introduction: Teaching about professionalism in an interprofessional program necessitates understanding the initial perspectives of such students toward the various disciplines. That understanding may be aided by learning about their most recent clinical encounters. Methods: In July 2011, the Vanderbilt Program for Interprofessional Learning began with medical and nurse practitioner students from Vanderbilt University, social work students from Tennessee State University, and pharmacy students from Belmont and Lipscomb universities. During an introductory immersion workshop on professionalism entitled “Understanding Your Own Perspective”, these students were divided into groups of 6-8 students from across the represented disciplines. They wrote brief, anonymous essays addressing four questions related to their most recent clinical encounter with the healthcare profession: With whom did you interact? How were you treated? What was your overall impression? What do you most remember? Then, a facilitator randomly distributed the anonymous essays among group members for reading aloud and discussion. Results: All 26 students wrote essays. 23 students described a personal experience; three wrote about observing a clinical encounter of a friend/family member/client. 73.1% mentioned interacting with a physician, 26.9% a nurse practitioner, and 0% a pharmacist or social worker. Besides practitioners, the individuals with whom students most commonly mentioned interacting were nurses [RN/LPN] (50.0%), receptionists (34.6%), and technicians (19.2%). In terms of overall impression, 65% described a positive experience, while 31% a negative or mixed experience. Discussion: Professional students’ personal experiences or lack thereof, with various professions may influence their perspective of those disciplines. When beginning an interprofessional training experience that unites learners from various disciplines, it is important to understand the perspective those students have of their own and other professions in order to have an open dialogue regarding professionalism and interprofessional teamwork. Discussing actual clinical encounters provides a safe, meaningful platform to gain that understanding.

Strategies for Enhancing Performance and Satisfaction in Interprofessional Clinical Care Deborah Bright1, Anita Crockett2 and Amy Davis3 Bright Enterprises, Inc, 2University Medical Center of UA Healthcare, 3College of Nursing; University of Arizona, Tucson, AZ, USA

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Background/Rationale: Effective interprofessional healthcare ideally involves finely-tuned communication and performance at all times, despite its complexity, diverse disciplinary needs, and rapid change. Although training is the bedrock of professional development in clinical settings, coaching in organizations is often limited to high potential employees and varying levels of management for a short time period. Acknowledging that “understanding” and self-motivation may not be enough of an impetus to bring about changes in one’s behavior, the Strategies for Enhancing Performance Initiative introduces a different usage of coaching along with training that has potential to have a larger impact. Methods: The purpose of the initiative was to identify, test, and measure the most effective performance control practices used in the workplace to increase performance and sense of satisfaction while simultaneously mitigating the negative effects of stress. In this pilot study in the healthcare setting using pre-test/post-test experimental/control group design, 32 individuals from different units within an academic health science center participated in a combination of a four-hour traditional classroom-based training program followed by individual coaching sessions over a 10-week period. One of the hallmarks of this program is the participant’s completion of their own Performance Control Plan that is used to measure individual progress. Results: Results revealed a significant improvement in the experimental group’s job satisfaction and performance; increased their effectiveness in the ability to rebound from setbacks, disappointments and mistakes; and improved their ability to handle others’ criticisms. These findings mirrored the results of the studies from non-healthcare work settings in over 1000 people from a variety of Fortune 500 companies that were conducted previously by Bright Enterprises. Detailed quantitative and qualitative results of this study will be presented, and replications of this study in more diverse groups within healthcare are in progress. Conclusions: Given the national attention on job satisfaction and the importance of communication and performance through The Joint Commission’s National Patient Safety Goals and the Institute of Medicine’s focus on error rates, this approach seems noteworthy in addressing these issues.


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Critical Steps in the Implementation of Large Scale IPE Projects Judith Buchanan1, Barbara Brandt2, Sue Kostka2, Paul Jardine1 School of Dentistry, 2Office of Education, Academic Health Center, University of Minnesota, Minneapolis, MN, USA

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Background/Rationale: Many health professional schools/academic health centers have incorporated interprofessional education into their programs in a variety of ways which are, for the most part, elective for students. Creating and implementing a structured, mandatory, longitudinally reinforced IPE program is something that a few institutions have implemented but which still pose many challenges. The University of Minnesota, Academic Health Center recently implemented such a program termed “1Health.” 1Health is a mandatory program separated into three phases which correspond to the student’s progression in their health profession program. Included in the first phase (Phase I) which was implemented in the fall of 2010 were students from medicine, dentistry, pharmacy, allied health, public health, nursing and veterinary medicine. This Phase I included 750 students taking a blended 1 credit module in interprofessional groups of 12. The module focused on professionalism, ethics, learning about other professions and the basics of teamwork. Phase II and Phase III of 1Health are not yet complete and are the focus of intense planning and implementation efforts. There were many critical steps that were important to enable the Academic Health Center to successfully launch Phase I of this large scale project. Briefly, these critical steps include: (1) Supportive higher administration, (2) Strong leader of project and a critical mass of knowledgeable IPE individuals, (3) Commitment of schools to set aside protected time, (4) Agreement and support among schools of IPE content, (5) Timing and structure and (6) Willingness to adapt. Details of these critical steps, and lessons learned along the way will be presented as well as changes that will be made to ensure further success of this large IPE project.

Expert Consultation to Validate an Interprofessional Collaboration Frame of Reference Emmanuelle Careau1,2, Nathalie Brie`re2,3, Nathalie Houle2, Johanne Bernier2 and Serge Dumont2,4 Centre for interdisciplinary research in rehabilitation and social integration (CIRRIS), Que´bec, Canada, 2Re´seau de collaboration sur les pratiques interprofessionnelles en sante´ et services sociaux, Que´bec, Canada, 3Centre de sante´ et de services sociaux de la Vieille-Capitale, Que´bec, Canada, 4Ećole de service social, Universite´ Laval, Que´bec, Canada 1

Background/Rationale: It is a real challenge for people involved in interprofessional education to find a simple way to explain and visualize the complex and multidimensional construct of interprofessional collaboration. To overcome this issue the Re´seau de collaboration sur les pratiques interprofessionnelles en sante´ et services sociaux (RCPI) developed a frame of reference that illustrates different levels of IPC intensity found in the healthcare system. To improve and validate this frame of reference, the RCPI conducted a consultation among different partners involved in interprofessional collaboration or interprofessional education. Methods: A questionnaire of 54 questions was developed to document the relevance, the clarity and the potential use of the frame of reference. Respondents were also asked to rate their agreement (on a four-level Likert scale) with each concept illustrated in the frame of reference. The questionnaire was sent by e-mail to 33 people with different educational and professional backgrounds. Results were compiled using descriptive statistics to identify which concepts are clear and well accepted and which concepts need to be changed or improved. Results: Seventeen respondents sent their questionnaire. All respondents agreed that the frame of reference developed was greatly pertinent and that they would not hesitate to use it to support interprofessional education with healthcare leaders, clinicians and postgraduate students. A majority of respondents also considered using it in research projects in research projects. Nevertheless, modifications will be brought to the frame of reference in order to clarify the concepts that were less well rated by the respondents. Conclusion: Results indicate that the frame of reference developed by the RCPI could be very useful to anyone involved in interprofessional education.

Interprofessional Education Overview and Readiness Assessment Tracy A. Christopherson and Michelle R. Troseth Elsevier CPM Resource Center Grand Rapids, MI, USA q 2013 Informa UK, Ltd.

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Background/Rationale: This workshop will be relevant to faculty who are exploring ways to prepare, implement and sustain an interprofessional curriculum with interactive learning experiences. An evolving culture and professional practice framework designed to advance interprofessional education and interdisciplinary practice will be shared. The facilitators will highlight learnings from a large healthcare consortium who recently received the prestigious Interdisciplinary Group Recognition Award by the National Academies of Practice. An interactive assessment of 10 fundamental elements required for sustainable transformation will be completed with stories and examples pertinent to the academic learning experience. At the conclusion of the workshop, the participants will have a sense of their own “readiness,” their learning institution’s “readiness” and our collective “readiness” to embrace and adopt curricula that incorporates interprofessional experiences in the classroom, clinical and other settings. Objectives: Delineate the characteristics of a healthy work culture and integrated interprofessional collaborative practice into healthcare care profession education. Articulate the foundation work necessary to create an interprofessional curriculum. Correlate the assessment of the fundamental elements in participants present work culture to the expected practice outcomes.

Managing the Interprofessional Education and Practice Polarity for Sustainable Change Tracy A. Christopherson and Michelle R. Troseth Elsevier CPM Resource Center, Grand Rapids, MI, USA

Background/Rationale: A vision for interprofessional practice and education has emerged on an international level as healthcare organizations and education settings come to realize that one discipline alone cannot provide safe, quality care. It takes a synchronized team that is focused on the individual needs of the patients and families they serve. However, the current healthcare workforce has been trained as individual disciplines within separate education programs resulting in fragmentation of knowledge and healthcare practices. Having been trained in isolation, each discipline is unprepared to collaborate as a team in the complex healthcare settings they are in today. While interprofessional education will prepare the healthcare workforce of tomorrow to work interdependently and collaboratively, it will not address the fragmentation that currently exists within healthcare organizations. If interprofessional education is to be successful and the outcomes sustained, we must synchronize our efforts in both the practice and academic settings. This is not a problem to be solved, but a polarity to be managed. Polarities include the presence of two or more values (called poles) that look different, and appear to be opposite or competitive but are interdependent. One is not more important than the other, each represents half of the truth and they need each other in order to achieve a higher purpose. The key to achieving sustainable outcomes requires us to acknowledge, understand and continually manage the interaction necessary between the interprofessional education pole and the interprofessional practice pole.

IPE: Doing It and Proving It Laura Collins1, Kathleen MacMillan1 and Scott Reeves2 School of Health Sciences, Humber College Institute of Technology and Advanced Learning, 2St. Michael’s Hospital, Wilson Centre for Research in Education & University of Toronto, Toronto ON, Canada 1

Background/Rationale: As more faculty adopt Interprofessional Education (IPE) as a strategy to promote Interprofessional learning, the need to develop a foundation of evidence indicating strategies that are effective is essential. To date, research in IPE has been sporadic, using a variety of measurement tools, strategies and designs. At Humber College ITAL we determined that evaluation of our IPE activities was important for sustainability and necessary for development in the field. Methods: Over a 3-year period, in collaboration with an affiliated research team a number of small scale studies employing quantitative and qualitative methods have evaluated the impact of integrating IPE in clinical placements, classrooms and laboratory settings. Evaluation has focused on student and faculty outcomes as well as sustainability. All research activities are supported by the work of a newly established Office of Scholarship and Interprofessional Education who assist faculty with study development, application for ethical approval from the institutional review board, facilitation of participant recruitment, data collection, statistical analysis and preparation of materials of publication. Journal of Interprofessional Care

87 Results: The establishment and support of the Office of Scholarship and IPE has led to an increase in faculty involvement in evaluation of interprofessional learning strategies. Faculty members with little or no research experience now approach the scholarship office with research questions and evaluation strategies thus becoming increasingly engaged in the development and implementation of research studies. The increase in scholarly activity has also created opportunities for students to engage in research as study participants and research assistants. Conclusions: Creating a climate to support IPE is important. Including faculty in the development and evaluation of strategies has encouraged faculty to adapt and maintain projects because of positive outcomes. Adopting research opportunities promotes sustainability of IPE, engages faculty and students in scholarly activity and creates a body of knowledge that can be disseminated to educators.

Does Circumdisciplinarity Require the Co-Presence of the Actors? The Case of Competency Determination in Elderly Persons with Disability Yves Couturier and Marie Beaulieu Research Center on Aging, University of Sherbrooke, Canada

Background/Rationale: Determining the competency of elderly persons with a disability is a process that is legally and clinically defined. Social workers, physicians, and notaries have to consult each other in order to determine legally and clinically if the elderly person is or is not competent. Apart from these actors, the elderly person, family members, and professionals from healthcare and legal fields are called on to participate in this process of interprofessional collaboration. Based on the analysis of 43 qualitative interviews using the approach called explicitation de la pratique, we have modelized the interprofessional hermeneutical circle that surrounds the elderly person in the course of the competency determination process. This hermeneutical circle allows the emergence of an interprofessional relationship stemming from the possibility that a group of actors interpret a situation in which they have to intervene. This phenomenon is called circumdisciplinarity. At a theoretical level, circumdisciplinarity is made possible by the copresence of actors, who by means of a direct collaboration between them, create the circle effect for the interpretation of the situation, that is, the hermeneutical circle. The circle that we defined and studied was crossed by three different logics of action (clinical, procedural, and testimony). For example, the interdisciplinary logic that is called clinical logic facilitates the encounter of physicians and social workers but tends to exclude notaries. Therefore, the hermeneutical circle is never completed, yet it works relatively well. In fact, despite these various perspectives, circumdisciplinarity seems to work, diminishing the importance of the copresence of the actors as a known condition to assure a professional collaboration between them. It illustrates the reflexive capacity of the actors that are involved in the situation, even if they do not work in close collaboration. It allows us to foresee a formation pertaining to interprofessional collaboration that could take place even if all the actors are not copresent in the classroom or in the laboratory.

Interprofessional Teamwork: The Foundation for an Institutional Culture of Interprofessional Education Sharon Decker, Carla Myers and Rial Rolfe The Interprofessional Teamwork Quality Enhancement Plan, Texas Tech University Health Sciences Center (TTUHSC), Lubbock, TX, USA Background/Rationale: In 2009, Texas Tech Health Sciences Center (TTUHSC) implemented a Quality Enhancement Plan (QEP) focusing on interprofessional teamwork (IT). The plan was created in response to a requirement by our regional accreditation agency to support the effectiveness of the learning environment promoting student learning and accomplishing the institution’s mission. In its 2003 publication, Health Professions Education: A Bridge to Quality, the Institute of Medicine (IOM) identified interprofessional teamwork (IT) as a core competency needed for health professionals to be effective in the twenty-first century. The long-term vision of the Interprofessional Teamwork initiatives is to establish an institutional culture that is committed to the values of Interprofessional education and care. The primary purpose of the Interprofessional Teamwork is to prepare graduates to be leaders in the dynamic healthcare environment by promoting the knowledge, skills, behaviors, and attitudes required to provide high quality, safe, individualized care for patients as members of an interprofessional team. q 2013 Informa UK, Ltd.

88 Achievement of TTUHSC’s interprofessional teamwork student learning outcomes has and will require transformation of the current educational process and environment. Thus, implementation of the Interprofessional Teamwork (IT) initiative has focused on four areas, as follows: 1) the Creation of a supportive administrative infrastructure; 2) the provision of faculty development opportunities to support IT pedagogies; 3) the establishment of a culture of interprofessional education by developing IT learning opportunities and facilitating the integration of these opportunities into existing curricula; and 4) provision of the technical expertise and infrastructure necessary to facilitate interconnectivity among individuals. Now, two years later, TTUHSC has implemented significant strategies to contribute to the integration of interprofessional education into the institutional culture and practice through numerous faculty development and student activities. This presentation will describe how these endeavors are changing the current culture at the Health Sciences Center and setting the foundation for an Institute for Interprofessional Education.

A Framework for Collaborative Conversations Michele Durrant, Bonnie Fleming-Carroll, Pam Hubley, Brenda Spiegler and Margaret Keatings The Centre for Nursing, the Hospital for Sick Children, Toronto, Canada Background/Rationale: An organizational-wide project was undertaken to enhance family centered care and advance interprofessional practice (IPP) at the Hospital for Sick Children. This project was implemented in order to build from a philosophy of family centered care to an evidence based approach that strengthens our ability to communicate constructively with families and within our own teams. A curriculum focused on a collaborative communication framework, has been developed in order to enhance our communication with patients, families and interprofessional staff within and across settings. The Collaborative Problem Solving model is an approach to framing conversations that enhances a shared understanding of differing perspectives and generates collaborative solutions. This model has been to shown de-escalate conflict, address challenges, advance teamwork and enhance collaboration. This workshop will illustrate the collaborative problem solving model’s applicability to IP care, the processes used to facilitate uptake of the model through the use of in class simulation; and consultation in the practice setting and the knowledge translation tools used in our setting.

Innovative Roles for Students in Interprofessional Education and Research Jeanne Erickson, Valentina Brashers, Kaitlyn Geib and Kelly O’Connell School of Nursing, University of Virginia, Charlottesville VA, USA

Background/Rationale: The Schools of Medicine and Nursing at the University of Virginia (UVa) are committed to establishing interprofessional education (IPE) experiences in order to graduate ‘collaboration-ready’ practitioners. As IPE has expanded at UVa, students not only learn about teamwork competencies but have opportunities to serve as instructors and research assistants (RAs) in existing IPE courses and projects. Methods: In one IPE project, undergraduate and graduate nursing students serve as instructors for a workshop to introduce medical students to nine basic patient care skills, such as intravenous and urinary catheter placement and central line management. The goal of the workshop is to improve safety by increasing skill competence of medical students before they begin clinical rotations while at the same time increasing their awareness of nursing roles and practices. As a second example, two undergraduate nursing students serve as RAs for a project that measures the effectiveness of an IPE workshop to improve collaboration between students in an end-of-life scenario. In the RA role, students acquire a higher level of knowledge and skills related to IPE and research as they coordinate data collection before and after monthly IPE workshops. They will participate in analysis and interpretation of data to add to the research evidence about IPE. Results: The interprofessional nature of the patient skills workshop promotes patient safety and medical students who have completed the skills workshop were evaluated to be more effective collaborators when they are in the clinical setting. As instructors and RAs, students gain experience in interprofessional communication, professionalism, and shared problem solving, and they have a greater appreciation for the logistical challenges related to IPE and research.


89 Conclusions: Offering nursing students opportunities to serve as IPE instructors and RAs provides higher levels of engagement in the IPE process. Students contribute innovative perspectives that will impact IPE practices in the future.

Interprofessional Deans Leadership Program Clyde H. Evans and N. Karl Haden Academy for Academic Leadership, Atlanta, GA, USA

Background/Rationale: Institutional leadership is critical for the successful introduction and sustainability of interprofessional education. This one-of-a-kind program goes beyond the education of students and facilitates the education of academic leaders with, from, and about each other. This ground-breaking program will systematically develop institutional leaders with the perspective needed for creating the infrastructure to support an interprofessional culture. Description: Participants will meet three times during the course of a year, twice at a university and once at the annual meeting of one of the profession-specific education associations. The program will develop leadership competencies in three domains: personal and professional development, key relationships, and academic management. The curriculum includes: identifying, recruiting, mentoring, and working with chairs; building an administrative team; budget and finances; fundraising; building community partnerships; external advocacy; using legal counsel effectively; understanding leadership styles and management preferences; negotiating and managing conflict; managing time and work-life balance; and building the evidence base to demonstrate outcomes. The interprofessional nature of the program will be manifest in multiple ways: . Interprofessional grouping of participants that work together (during and between sessions) to enhance interprofessional competencies in the areas of communications, teamwork, and values/ethics for collaborations. . Participant-led discussions on “Critical Issues in Nursing Education” (also dental, medical, etc.) to enhance appreciation for contemporary topics outside participants own professions. . At-home institutional projects advancing IPE. . Year-long mentoring by interprofessional advisors. . Poster presentations of institutional projects during the final session (held in conjunction with one profession’s annual meeting). Methods: Program will use typical classroom media, online webinars, virtual learning systems, and teleconferencing to support the curriculum. Over time, the program will develop an online resource center of case studies, articles, reference materials, and discussion boards.

Occupational Therapy Clinical Reasoning Development Using Wiki Platform as Educational Tool Nathalie Farley and Pierre-Yves Therriault Ećole de Reádaptation, Faculte´ de Me´decine, Universite´ de Montreál, Montreál, QC, Canada

Background/Rationale: Being able to develop clinical reasoning as an occupational therapist is a long lasting endeavor during the educational curriculum. Moreover, it is a great challenge to be able to share a disciplinary clinical judgment when included into an interdisciplinary team. As part of Montreal University occupational therapy’s curricula, as well as in nine other health professions, courses where created to enhance health science students’ competencies to work towards patient-centered practice and treatment planning. Hypothesis is formulated by giving opportunity and guidance to students during their curriculum, it is believed that clinical reasoning will be enhanced. Therefore, using the wiki technology to build a common idea and clinical judgment around a given case history within a university course on a collaborative approach with future health science professionals, students were asked to develop interdisciplinary treatment objectives and plan for a given patient. Occupational therapy students were to work on their own treatment goals and plan before getting together with other health students. One hundred occupational therapy students were invited to participate to a wiki platform by entering at least two comments each. Main goal for this wiki was to build occupational therapy’s clinical reasoning linked to the given case history. Professors supervised the wiki by adding new information, evidence-based literature and/or questions to enhance students’ clinical reasoning. Wiki entries were analyzed qualitatively in terms of contributing positively or negatively to the development of clinical reasoning. q 2013 Informa UK, Ltd.

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Student and Faculty Readiness for Interprofessional Learning and Views on Interprofessional Practice: A Perspective from Canada Brenda Gamble University of Ontario Institute of Technology, Olena Kapral, BHSc University of Ottawa, Ottawa, ON, Canada

Background/Rationale: Many observers view interprofessional education (IPE) as a fundamental precedent for interprofessional practice (IPP). The Faculty of Health Sciences (FHS) at the University of ON Institute of Technology (UOIT) is responsible for the education and training of healthcare professionals in the fields of; nursing, medical laboratory science, kinesiology, health information management as well as the delivery of a general health science stream. The FHS is currently taking its first steps to implement IPE into the curriculum by conducting a survey of its faculty members and students to assess readiness for interprofessional learning and views on IPP. Methods: An electronic questionnaire using LimeSurvey was distributed to students and faculty members within the FHS. The data collection is ongoing and will be completed by September 2011. The questionnaire is based on a modified version of the Readiness for Interprofessional Learning Scale (RIPLS), which has been validated by a number of researchers as a reliable tool to assess attitudes toward teamwork, collaboration and professional identity. This modified questionnaire includes variables related to demographics, educational and employment history, and previous experience with the healthcare system. Statistical Analysis Software (SAS) is being used for data analysis. Results: Preliminary results demonstrate agreement from both students and faculty members about the importance of interprofessional education for their professions. There is consensus that interprofessional practice is best learned prior to qualification; however, students are currently unsure if their current skills would allow them to work effectively on an interprofessional team. Conclusion: Once data collection is completed, analysis by professional group will be conducted to determine if these views differ within the various professional cultures. Further analysis will also include an assessment of the implications for curriculum and curriculum design. These results will be reported.

The Effect of an Interprofessional Educational Forum on Allied Health Students’ Readiness for Interprofessional Collaboration Lorrie A. George, Chad Lairamore, Kim McCullough and Myra Shock College of Health and Behavioral Sciences, University of Central Arkansas, Conway, AR, USA

Background/Rationale: Interprofessional education (IPE) focusing on client-centered care is an emerging trend in healthcare education. Currently, evidence to support the efficacy of IPE is lacking. This study examined the impact of an IPE experience on allied health students’ readiness, knowledge, and perceptions of working as a team. Methods: The research employed a pre-post design using mixed methodologies. The sample of convenience included 211 College of Health and Behavioral Science students from nursing, occupational therapy, physical therapy, and speech language pathology. The intervention was a 90-minute IPE forum in which students were divided into small interdisciplinary groups to discuss roles, team goals, and outcomes for a video-based case study. Instruments administered pre and post intervention included the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scales (IEPS). A semi-structured interview guide was used to collect qualitative data through a focus group with an interdisciplinary subset of eight students. Results: Data were analyzed using nonparametric statistics with statistically significant differences of , 0.005. There was a significant increase in RIPLS total scores, subscale 1) Teamwork and collaboration, and subscale 2) Professional identity when comparing pre and post scores. There was a significant difference between disciplines’ RIPLS scores prior to participating in the interdisciplinary session however after participating this difference was nonexistent. There was also a significant increase in IEPS total scores and all subscale scores 1) Competency and autonomy, 2) Perceived need for cooperation, 3) Perception of actual cooperation, 4) Understanding others values. Focus group results provided qualitative data including students’ perceptions of the benefits and limitations of the experience. Conclusion: Incorporation of an IPE forum was an effective way to introduce students to other allied health disciplines, improve readiness for interprofessional learning, increase knowledge of other professions identity, improve cooperation between disciplines, and facilitate teamwork and collaboration.


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North Carolina Interprofessional Student/Resident Experiences and Rotations in Community Health (SEARCH) Evaluation Outcomes Annette G. Greer1, Maria C. Clay1, Debbie Ramey2, Steven Willis and Jasmine Simpson3 1 Department of Bioethics and Interdisciplinary Studies, Brody School of Medicine East Carolina University, 2North Carolina Eastern AHEC, 3Office of Interdisciplinary, Health Sciences Education East Carolina University, Greenville, NC, USA

Background/Rationale: NC SEARCH is a collaborative among Eastern AHEC (part of the NC AHEC Program), the Office of Interdisciplinary Health Sciences Education, the Brody School of Medicine at East Carolina University, Office of Rural Health and Community Care, North Carolina Community Health Center Association, and various North Carolina Health agencies charged with improving the recruitment and retention of health professionals in underserved, rural areas. SEARCH is funded through designated Recovery Act monies through the US Health Resources and Services Administration, and is affiliated with the National Health Services Corps. The aim of SEARCH is to provide health profession students opportunities to learn collaboratively and experience work with underserved populations in an effort to improve recruitment efforts to these areas. The NC SEARCH Scholars program requires completion of a Consulting Team Course in the spring followed by 80 h of community clinical service learning as a interprofessional team in an underserved rural area during summer. Graduate level participants are required to be from primary care health professions to include mental health (allied health, psychology, & family/marriage therapy), dental health (dental residents), and primary care medical disciplines (nurse practitioners, physician assistants, medical students/residents). Virtual learning environments create opportunities for integrated learning using multiple technological platforms: Blackboard 9, Centra, and Free Conferencing (all with diverse applications) for the distributed learners. Scholars have yielded from four Academic Health Centers in NC and five additional states. Key learning indicators are measured prior to, during, and after interprofessional learning activities as required by the funding agency. Evaluation includes team development of logic models created with community input, sustainability of implemented community programs, and reflective narratives responding to intentional prompts. Results are presented as quantitative and qualitative outcomes for critical review.

Interprofessional Education for Medical, Nursing, Pharmacy, and Social Workers: Development, Delivery, and Evaluation of a Program from a Student Perspective Calvin Gruss, Krisa Hoyle, Jaqueline Allinder, Jennifer Green, Heather Davidson and Bonnie Miller Vanderbilt Program for Interprofessional Learning, School of Medicine Vanderbilt University, Nashville, TN, USA

Background/Rationale: In Fall 2010, a group of educators from Belmont School of Pharmacy, Lipscomb College of Pharmacy, MiddleTennessee Master of Social Work Program, and Vanderbilt University Schools of Medicine and Nursing launched a pilot program for incoming students. Students were divided into working-learning teams consisting of one student from each of four disciplines: medical, nursing, pharmacy and social work. Joined by professionals from corresponding degree programs, these eight teams set forth to establish a new facet to healthcare education. Student teams were assigned to one of four clinic sites: United Neighborhood Health System (UNHS), a safety net clinic that provides care for the uninsured; Adult Medicine Clinic at Vanderbilt, a faculty practice providing care for adults; Medicine/Pediatrics Clinic at Vanderbilt, a faculty supervised, resident-run clinic; and Comprehensive Care Clinic (CCC), a full service clinic that specializes in care for HIV/AIDS patients. One half-day each week, students provided care to patients under supervision of the multiprofessional faculty. Instead of simply “shadowing” providers, students took the lead in functioning independently, garnering patient histories, developing plans, and counseling on medication and nutrition. On a second half-day each week, teams came together for classroom activities. Teams would debrief on the week’s experiences, assess performances, and hear lectures exploring the social, political, and behavioral determinants of health. Following completion of the program, a student evaluation was administered (N ¼ 27). Students rated in-clinic sessions highly with a mean of 8.7 þ 1.3 (Scale: 1-10), while classroom-based activities were rated lower with a mean of 4.4 þ 2.4 (Scale: 1-10). Students were further surveyed to determine classroom aspects to be improved. A general disconnect between didactic classroom lectures and in-clinic patient care was identified by open-field student responses. Acknowledging a need for classroom improvement, students believed the program to be viable and a worthwhile contribution to their education. q 2013 Informa UK, Ltd.

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Engaging Patients’ and Families’ Voices in Palliative Care Teamwork Pippa Hall1,3, Pamela Grassau2, Lynda Weaver3 and Enkenyelesh Bekele2 Division of Palliative Medicine, University of Ottawa, 2E´lisabeth Bruye`re Research Institute, Ottawa, 3Bruye`re Continuing Care, Ottawa, Canada 1

Background/Rationale: “To go beyond surface knowledge and reach deeper thoughts, feelings and meanings . . . , we need to use the language of the mind: a language which is metaphorical, non-verbal, multi-sensorial and teeming with images” (Bento and Nilsson, 2009). We have found art and narratives to be an innovative and valuable media for learners in healthcare to express their thoughts and feelings about working holistically within a collaborative person-centred framework. To further explore this area, from April-November 2011, we are inviting patients, their families and the professional team members on our palliative care unit (PCU) to use art and/or narrative to express their experiences with and insights for an innovative, strong and sustainable collaborative relationship-centred model of palliative care teamwork. Participants will be invited to discuss their creations with the research team. Using Wang and Pie’s (2004) SHOWeD mnemonic, they will be asked the following questions on their perceptions of teamwork: (1) What do you see here; (2) What’s really happening here?; (3) How does this relate to our lives; (4) Why does this problem, concern, or strength exist?; and (5) What can we do about it? These qualitative transcripts will be entered into NVivo, along with the images. Drawing on both visual rhetoric theory as well as a narrative based methodology, each creative work will be coded following Carol Gilligan’s (2003), ‘Listening Guide’ process. This process, which involves multiple ‘readings’ of text, and images, offers a systematic and iterative process to examine the inherent and wide range of insights, experiences and perspectives. Strategies and recommendations for change will be summarized and transformed into actionable plans to enhance collaborative relationship-centred care on the PCU. This demonstration will: (1)show examples of participants’ works; (2) describe and discuss the analysis process; and (3) present this study’s preliminary conclusions.

Drawing on Narratives and the Arts: Analyzing Text- and Visual-Based Data from Interprofessional Education to Assess Transformative Learning Pippa Hall1,2, Lara Varpio3, Susan Brajtman4, Pamela Grassau5 and Enkenyelesh Bekele5 Division of Palliative Medicine, University of Ottawa, 2Bruye`re Continuing Care, Ottawa, 3Academy for Innovation in Medical Education, University of Ottawa, 4School of Nursing, University of Ottawa, 5E´lisabeth Bruye`re Research Institute, Ottawa, Canada 1

Background/Rationale: We piloted an innovative self-learning module that focused on holistic care, collaborative practice and the humanities for learners during clinical placement at our non-acute care hospital. This module invited learners to construct a creative summary to portray their learning, to examine their actions, and to reflect on interprofessional teamwork that included the patients. Drawing on our results, our presentation focuses on the theoretical and methodological underpinnings of how narratives and arts-based works can offer an expanded dimensionality to mixed methods research in interprofessional education. Data were analyzed following a sequential and systematic approach that drew on arts-based research methods and theory, as well as narrative and text-based relational methods. We documented our processes as we worked as an interprofessional research team to engage with these voice- and image-centred relational methods, reflecting on how the inclusion of narratives and art adds value to learners’ reflective and transformational learning. Sixty-one clinical placements learners participated. Either in groups or individually, 42 submitted 20 creative summaries. Their work included visual images (e.g., collages or paintings), musical compilations, poetry, and personal diary entries, all pertaining to their experiences with the patients or team members. Preliminary analysis shows four emerging themes, demonstrating learners’ grasp of interprofessional care experiences: the concept of an inner and outer circle of care providers; holistic insights into care, using a humanities framework for reflection; the privilege of caring for a human being and bearing witness to this person’s journey; and, reflecting on an ill person’s past, present and future, the tension that exists across temporal space and time. Narratives and art are salient data collection methods for examining learners’ interprofessional educational placement experiences that consist of multidimensional and pluralistic notions. This theoretical and methodological approach proved to be germane to this complex analytical task. Journal of Interprofessional Care

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Interdisciplinary Service-Learning: An Institutionalized Strategy for Interprofessional Education Angela L. Hinzey School of Medicine and Health Sciences; School of Public Health and Health Services; School of Nursing; the George Washington University, Washington, DC, USA

Background/Rationale: Service-Learning is an experiential education method that simultaneously promotes the pursuit of learning objectives and achievement of meaningful community outcomes. Few service-learning programs subsist at a professional educational level and fewer still are interdisciplinary, a crucial emerging trend in professional development. The Interdisciplinary Student Community-Oriented Prevention Enhancement Service (ISCOPES) at George Washington University is one such program, involving graduate-level, health sciences students in health education activities. For fifteen years, ISCOPES students have developed their application skills in health education project planning, implementation and evaluation with the guidance of faculty advisors and community preceptors. In fiscal year 2011 alone, 140 students, 19 faculty advisors, 22 community preceptors, and two full-time program staff completed the program. Objectives: Workshop participants will: Discuss ISCOPES learning objectives; Identify the core components of the ISCOPES program, including key characteristics of program infrastructure; Predict challenges for replicating the ISCOPES model in their respective institutions; Develop solutions for circumventing priority challenges; Design a personalized action plan for program adoption. Methods: Workshop participants will first engage in a 30-minute, interactive, PowerPoint supplemented lecture/discussion. Participants will then receive handouts guiding their individual review of ISCOPES core components and soliciting written feedback pertaining to fit of each component at their own institution, including foreseeable challenges. After 10 min of individual reflection, participants will break into small groups to discuss need for program implementation, strength of program objectives, alignment with industry best practices, fit within their institutional culture, and capacity to replicate. After 20 min of group discussion and brainstorming solutions to capacity-related challenges, participants will reconvene in a large group for personalized action plan development instructions. Participants will then spend the remaining 25 min completing step by step action tools that encourage ongoing institutional collaboration.

Integration of Interprofessional Competencies: Building ‘In-House’ College Capacity Natasha Hubbard Murdoch and Darlene J. Scott Nursing Education Program of Saskatchewan, Nursing Division, Saskatchewan Institute of Applied Science and Technology, Saskatoon, SK, Canada

Background/Rationale: Nursing faculty at the Saskatchewan Institute of Applied Science and Technology (SIAST) has incorporated interprofessional (IP) education experiences into a medical-surgical course for five years. Over that time, reliance on partnerships with professional degree programs at the university, such as medicine, pharmacy and nutrition have decreased while ‘in-house’ collaborations have increased. This last term ensured all nursing students participated in an IP experience when five different offerings were successfully implemented. Recent partnerships for nursing include Continuing Care Assistant, Medical Radiologic Technology, Medical Laboratory Technology, Pharmacy Technician, Veterinary Technology, and Youth Care Worker. The nursing faculty now have a packaged process of creating an interprofessional problem based learning (iPBL) experience (whether in-person or on-line). To meet the expectations of professional associations, health science program faculty are now required to incorporate IP competencies into their curricula. Most faculty assignments are equal between clinical and classroom settings, meaning IP competencies are practiced and integrated for personal continuing competence and professional socialization of others. At the organizational level, a framework, developed by scholarship and curriculum committees, incorporates evidence and a recently completed faculty needs assessment, while meeting the organizational commitment to industry and graduates. What exists as a result, are three seemingly separate initiatives (faculty use of iPBL, professional association competencies, curriculum framework development) to meet the same goal – integration of IP competencies into professional curricula and practice to improve patient care. q 2013 Informa UK, Ltd.

94 The presenters invite participants to discuss the impact of and how to overcome barriers such as lack of faculty capacity, lack of understanding of IP competencies in practice settings, and lack of funding to implement curricular change. What is working in our organization is the grassroots approach champions who teach faculty and students with an IP pedagogy who are also members of the committees to incorporate IP curricula across programs, provincially.

Team-Based Community Health Course Wilma Jelley1, Gail Bowes1, Chantal von Schoenberg1 and Kristine Houde2 Faculty of Health Sciences, 2Student Community Office, University of Ottawa, Ottawa, ON, Canada

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Background/Rationale: In 2008, a team of educators from the University of Ottawa designed a two semester course to teach students the skills required to work effectively in the community on health and wellness projects. The course has now been offered for three years. To register students must have completed two years of undergraduate studies. The course requires students to work in teams for six months with local agencies serving marginalized populations. The mission for each team is to develop, promote and deliver health and wellness programs in the community. The course instructors wanted to investigate if the students’ perception of effective teamwork changed during the course. At three different periods throughout the course, students were asked about their perceptions on teamwork. Data was collected using a teamwork perception scale and a guided reflective summary. Perceptions from over 60 students have been collected and analyzed since 2008. The collected data suggested significant changes in the students’ views regarding the equality of team members’ contributions and the value of communication as the course and community work progressed. Students indicated that in previous experiences with group work, certain classmates neglected to “keep up their end.” Following their experiences with the community-based course, students indicated that when the objective was an activity or project in the “real” world the team was more likely to collaborate and share the work equally. Effective communication and listening skills were highlighted as key elements for success. Combining community-based health and wellness initiatives with teamwork in a course seemed to encourage undergraduate students to appreciate the value of team collaboration. From the participants’ perspective working in a team on “real life” projects improved their competencies in the areas of in collaboration and communication.

Interprofessional Socialization Study; Dual Professional and Interprofessional Identity Model: Preliminary Findings Hossein Khalili1, Carole Orchard2, Heather Laschinger3 and Randa Farah4 University of Western Ontario, School of Nursing, Fanshawe College, 2Office of Interprofessional Health Education & Research, University of Western Ontario, 3Arthur Labatt Family School of Nursing University of Western Ontario, 4Department of Anthropology, University of Western Ontario, London, ON, Canada 1

Background/Rationale: Traditionally interprofessional initiatives and measurements focus on attitudinal changes of participants. However, the recent literature demonstrates that many interprofessional studies have been unable to demonstrate this attitudinal change. This is not because the interprofessional programs are in-effective, rather participants may have already changed their interprofessional attitudes evidenced by rating their attitudes very high in the pre-test scales. Should the focus of interprofessional education shift to socializing the participants interprofessionally? Hence, in this research presentation the findings of an interprofessional socialization (IPS) study on the development of dual professional and interprofessional identity will be presented. Methods: A concurrent embedded mixed-method quasi-experimental design with three time series measures is used. One hundred and twenty pre-licensure students from seven different professions including the foods and nutrition, medicine, nursing, occupational therapy, physical therapy, social work and speech language pathologist at a university in ON are recruited. The intervention in this study is comprised of two workshops on Professional Education and Cross Disciplinary Collaboration (W#1) and Interprofessional Socialization (W#2). Participants completed demographic information and a set of three instruments: Dual Identity Scale, Interprofessional Socialization and Valuing Scale, and Individualism-Collectivism Scale. Further, reflective journaling, group discussion and focus groups are also used to collect the qualitative data. Data analysis is conducted using Latent Growth Curve modeling to assess the growth and change patterns of students’ dual identity development across the study. Qualitative data analysis is carried out utilizing the content analysis process. Journal of Interprofessional Care

95 Findings: The preliminary findings demonstrate that students’ dual identities have significantly improved across the study and the intervention (IPE program) is the main predictor of this change. The qualitative data is supporting the IPS framework. Conclusion: The findings of this study support the need for the IPE programs to focus on IPS and dual identity development instead of attitudinal changes.

Practising What We Preach: Reflecting on Our Roles as Interprofessional Educators Using High-Fidelity Simulation to Deliver Palliative Care Education Katherine Kortes-Miller1 and Kristen Jones2 Interdisciplinary Palliative Care Certificate Program and Faculty of Education, 2Faculties of Nursing and Education Lakehead University, Thunder Bay, ON, Canada 1

Background/Rationale: As two PhD students from different professional backgrounds, we acknowledge the value of exploring the process of teaching and learning specific to the expectations around interprofessional education, “ . . . a reliance on process rather than on static knowledge is the only thing that makes any sense as a goal for education in the modern world” (Rogers, 1969, p. 152). The purpose of this research is to reflect on our roles and experiences in IPE delivery and respond to the question: “how do we practise what we preach?” As interprofessional educators, we consistently encourage students to engage in reflective practice. Our recent work in high-fidelity simulation strongly values the learning and growth which most often occurs through reflection during the debriefing sessions following a simulation experience. As a social worker and a nurse collaborating as educators, we strive to incorporate reflexivity into our teaching practice as well, but took this opportunity to formalize the process. Using a duo-ethnographical research methodology to explore the autobiographical and cultural events and influences that have shaped our practice as interprofessional educators, we examined our attitudes, knowledge, and beliefs about IPE and IPP to reflect on how these have influenced the way we deliver IPE with the use of high-fidelity simulation. As our educational initiative involves high-fidelity simulation, we thought it only appropriate that the reflection be guided by our most recent “patient,” a high fidelity manikin we know as “Grace.” The outputs, outcomes, and impacts of this study will enhance our own understanding and pedagogical approaches which may contribute to further highlighting the important role for reflection in teaching and learning, particularly for IPE. This poster will review our results and personal insights from this duo-ethnographical research project highlighting our experiences as interprofessional educators using high fidelity simulation for palliative care education.

Discharge Planning Case Study: An Interprofessional Learning Activity to Enhance Caring/Compassion in Health Professions Students Sara V. Kraft1, Holly H. Wise1, Paul Jacques1, Jerry Burik1, Barbara Edlund2, Maralynne D. Mitcham1, David R. Graber1, Patty Coker-Bolt1, Dusti Annan-Coultas1 and Martha Green1 College of Health Professions, 2College of Nursing, Medical University of South Carolina, Charleston, SC, USA

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Background/Rationale: Although academic educational programs endorse compassion/caring in their mission statements and curricular design, educational methodologies that promote these attitudes are not well delineated. The Caring Professionals Program (CPP), funded through the Arthur Vining Davis Foundation, took a cohort of graduate students through a course of study in which they learned to appreciate caring attitudes manifest in their own and other health professions; participate in active learning experiences that call forth opportunities to demonstrate caring and compassion in a variety of healthcare contexts; and reflect on their growth and development. This demonstration will introduce an innovative interprofessional (IP) activity designed to enhance caring/compassion within health professional curricula. For each of the past two years, approximately 175 students (nurse practitioner, occupational therapist, physical therapist, and physician assistant) have been randomly assigned to IP teams of 9 to 10 students each. CPP faculty exemplars developed a case study that focuses on the discharge planning needs of an individual and gives students the opportunity to gain new perspective and insight into the lives of a patient and their family members. Volunteer faculty facilitators introduce the learning activity to their IP student teams. The teams identify social and medical aspects of discharge planning that need further investigation. The following week, the teams review their findings and perform a mock discharge planning conference. Reflections on the learning activities and student growth and development are shared. q 2013 Informa UK, Ltd.

96 Student evaluations indicate an increased awareness or sense (compassion) of another individual’s experience with barriers to and facilitators of discharge planning. Qualitative data obtained from the presentations indicate that IP activities enrich student learning, foster teamwork, collaboration, and caring attitudes. This PowerPoint demonstration will: 1) illustrate how compassion/caring may be deliberately infused into entry-level curricula; 2) highlight examples of teaching points embedded in the case study; and 3) review the Faculty Facilitator Guidelines.

Student Perspectives on Interprofessional Education Curriculum Development: A Focus Group Study Cathy Lalley, Benjamin Bishop and Eve Krahe Arizona State University, College of Nursing and Health Innovation, Phoenix, AZ, USA

Background/Rationale: Interdisciplinary healthcare teams are central to improving patient outcomes. Strong interprofessional education (IPE) is fundamental for effective team performance. Although academic and policy perspectives on IPE are often the sole lenses through which IPE is viewed, equally important is soliciting student perspectives on IPE. With funding from The Josiah Macy, Jr. Foundation, we were tasked with creating an IPE healthcare curriculum intended to instill relevant teamwork competencies in students of medicine, advanced practice nursing, pharmacy, and social work. As we set out to build a strong and effective IPE curriculum, we identified student perspectives on IPE as crucial to the curriculum’s success. Methods: We recruited students from the colleges of medicine, nursing, and pharmacy to participate in a 90-minute focus group about student perspectives on IPE (social work had not yet joined the project). Examples of our questions included: “When and where would you like to work with students from other colleges?” “Could IPE have improved your education and if so, how?” An audiotape of the focus group was transcribed and analyzed by the research team for common themes. Results: Nine students participated. Themes included the importance of IPE to patient-centered care and the desire to form relationships early across disciplines via meaningful cohort projects with targeted populations. Additional themes included the need for role models and high-functioning team exemplars, and students’ desire to engage in IPE in real-world and real-time situations. Conclusion: Conducting the focus group with students provided the core team with valuable insights regarding how to construct the IPE curriculum. The focus group demonstrated that students enthusiastically embrace IPE and recognize the importance of each unique member to an effective healthcare team. Creation of a curriculum for future primary care providers requires careful balancing and coordination of accreditation standards, scheduling, faculty development, community partnerships, and student engagement.

Transdisciplinary Playgroup: Collaborative Education and Development for Students, Toddlers and Families Kathryn M. Loukas1, Eileen Ricci2 and Shelley Cohen Konrad3 Department of Occupational Therapy, 2Department of Physical Therapy, 3School of Social Work, Westbrook College of Health Professions; University of New England, Portland, ME, USA 1

Background/Rationale: Early intervention practice encourages transdisciplinary team intervention that is family-centered, inclusive of typically developing children, and delivered in natural environments. The Individuals with Disabilities Education Improvement Act (IDEIA) mandates transdisciplinary assessment and interventions in early intervention in the natural settings of the child and family in the US (AOTA, 2006). Research indicates that professional students are often not prepared for interprofessional and transdisciplinary practice in early intervention settings (Campbell, et al., 2009). As part of an interprofessional education project, a collaborative team developed a transdisciplinary playgroup. This playgroup focused on providing education and skill development of occupational therapy, physical therapy, and social work students. The playgroup was a two-year, college grant funded, service-learning project that included planning and implementation of a 6 to 8 week, two hour, weekly playgroup for children aged eighteen months to three years. The project was facilitated by students and also included a parent group to promote development, playfulness, and healthy routines among the families. Methods: The playgroup was equally comprised of children who are typically developing, those at risk, and children with developmental delays. Play is considered the primary occupation of childhood and the mechanism of engagement in activity for Journal of Interprofessional Care

97 therapists (Case-Smith, 2010). Interprofessional practitioners understand that play is essential for physical, cognitive, emotional, and social development for children and that relationship-centered care is an integral component to family centered interventions (Knox, 2010; Loukas & Journey, 2010). Play-based, relationship-focused interventions delivered in natural and inclusive environments are key to success in therapy for children (Case-Smith, 2010). Conclusion: This poster will creatively present the philosophy, planning, and implementation of a playgroup and parent support experience to facilitate interprofessional understanding, skill development, playfulness, and family-centered care for graduate students in the health professions. In addition, this presentation will emphasize the importance of promoting interprofessional student collaboration.

Interprofessional Faculty Development Institute: Empowering Leaders in Advanced Teambuilding Mary P. Mauldin1, Elizabeth Pilcher2, Samar Hammad3, Carol McDougall4 and David Howell5 Center for Academic and Research Computing, 2College of Dental Medicine, 3College of Medicine, 4College of Nursing, 5College of Health Professions Medical University of South Carolina, Charleston, SC, USA 1

Background/Rationale: The Interprofessional Faculty Development Institute was designed to meet an increasing demand for faculty with the knowledge and skills to help students and colleagues work in interprofessional environments. Graduates are expected to achieve the following objectives: 1) explain the importance and relevance of interprofessional education and building effective teams; 2) develop and teach advanced teambuilding skills; 3) analyze examples of effective interprofessional healthcare teams; 4) develop communication skills for an effective interprofessional environment; 5) examine obstacles to building an effective team; 6) practice negotiation and conflict resolution skills; 7) identify and use appropriate measures for outcome management; 8) participate in interprofessional experiences with students; and 9) develop and participate in at least one interprofessional project. The Faculty Development Institute was offered in both 2009 and 2010. The third Institute is to begin in April 2011. The average class size was 18 and represented all six colleges at the Medical University of South Carolina (MUSC). The format of the Institute consisted of six half-day sessions over a six-month time period and the development of individual projects focusing on interprofessional education. The six sessions included topics of team concepts and roles of team players, impact of culture, gender, race and power on teams, communication in healthcare, negotiation skills, problems within teams, and assessment of interprofessional education and team construction. A pre-and post-test of interdisciplinary education perception was administered to participants. Each participant was also asked to evaluate the institute by individual session and in its entirety. Scores on the Interdisciplinary Education Perception Scales from the first year showed a statistically significant improvement in the area of perception of actual cooperation. The remaining scales, while improving, did not show a statistically significant change. Eighty percent of the participants in year two felt the experience was either very positive or positive. Eighty percent also reported an increased desire to participate in interprofessional efforts, felt more qualified to teach teambuilding skills and felt that participation in this program increased their desire to become involved in interprofessional efforts. Based upon participant evaluations of the Faculty Development Institute, we feel the experience is valuable and recommend continuing the program in the future. Each year the content and format of the institute changes based upon feedback from the participants.

Perceptions of Entering Interprofessional Students as Regards Each Other’s Professions Sandra A. Moutsios1, Paige S. Akers4, Rebecca M. Moore2, Shannon E. Coles3, Morgan F. McDonald1 and Donald W. Brady1 1 Department of Medicine, School of Medicine, 2Department of Social Work, Middle Tennessee Collaborative Masters in Social Work Program, Tennessee State University, Nashville, TN, USA, 3Department of Nursing, School of Nursing, Vanderbilt University, Nashville, TN, USA, 4Department of Pharmacy Practice, College of Pharmacy and Health Sciences, Lipscomb University, Nashville, TN, USA

Introduction:: Teaching about professionalism in an interprofessional program necessitates understanding initial perspectives of students toward various disciplines. q 2013 Informa UK, Ltd.

98 Methods: In 2010, the Vanderbilt Program for Interprofessional Learning enrolled Vanderbilt University medical and nurse practitioner students, Tennessee State University social work students, and Belmont and Lipscomb University pharmacy students. During an introductory workshop on professionalism entitled “Understanding Your Own Perspective,” students were divided into small groups representing the various disciplines. They wrote brief, anonymous essays addressing questions related to their perceptions of a discipline represented within the group other than their own. A facilitator then randomly distributed the writings among group members for reading and discussion. Results: All students wrote essays, seven about physicians, six about nurse practitioners, six about pharmacists, and seven about social workers. Interestingly when analyzing all essays together, 35% explicitly volunteered that they had little concept of what this “other” profession did. 100% described physicians primarily as diagnosticians, but many commented physicians were “very busy” and didn’t have time for non-immediate, non-biologic concerns. Half of writings about nurse practitioners believed NPs were “almost doctors.” Several commented that they are trained more holistically, listen better than doctors, and provide more primary care. From the pharmacist essays, 100% commented that they “dispense medications and know the chemistry of drug actions and interactions,” with some seeing this as their only function. From the social worker essays, 86% commented “they advocate for clients,” while 57% believed they focus on abused or poverty-stricken populations. Discussion: Professional students’ understanding of various professions’ roles influences their perspective of those disciplines. When beginning an interprofessional training experience, understanding the perspective those students have of their and others’ professions may promote an open dialogue regarding professionalism and interprofessional teamwork. Exploring anonymous impressions of other professions provides a safe, meaningful platform to gain that understanding.

West Michigan Interprofessional Education Initiative Jean Nagelkerk1, Peter Coggan2, Diane Wagner3, Cynthia McCurren4 and Brenda Pawl1 Office of the Vice Provost for Health, Grand Valley State University, Grand Rapids, MI, USA, 2Grand Rapids Medical Education Partners, Grand Rapids, MI, USA, 3College-wide Assessment, College of Human Medicine, Michigan State University, East Lansing, MI, USA, 4Kirkhof College of Nursing, Grand Valley State University, Grand Rapids, MI, USA 1

Background/Rationale: The Institute of Medicine (IOM) report, Health Professions Education: A Bridge to Quality (2003), has become central in restructuring healthcare professions education curricula. In response to this report, the West Michigan Interprofessional Health Education Initiative (WMIPEI) was formed in 2008 at Grand Valley State University. The objective is to work collaboratively with academic and practice healthcare leaders in West Michigan to develop an explicable model for interprofessional learning and practice. The three founding member institutions were Grand Valley State University, Grand Rapids Medical Education Partners, and Michigan State University College of Human Medicine. WMIPEI goals are to: 1) integrate interprofessional learning throughout the curricula; 2) identify, develop, implement, and evaluate interprofessional learning experiences for teams of students; and 3) implement interprofessional scholarship across disciplines and institutions. The WMIPEI is housed at Grand Valley State University. The operational structure includes the Interprofessional Education Steering Committee comprised of representatives from the founding organizations. To attain and sustain progress toward goals, six champion workgroups have been formed and populated by the membership—clinical setting, curriculum, cross-professional competency, scholarship, service, and simulation. All workgroups meet regularly and have been charged with short and long term goals. These goals are updated annually and assessed based on a logic model. Examples of outcomes from the champion groups include an annual Interprofessional Education Conference, the Promoting Interprofessional Education for Students (PIPES) organization, a funded, pilot, patient safety study, a virtual case study for interprofessional student interactions, summer internships for interprofessional scholarship, interprofessional introductory student modules, an interprofessional preceptor manual, and the design for an interprofessional primary care clinic. Membership now totals 140 individuals from 23 agencies. Interprofessional education, practice philosophies, and expectations are being institutionalized in regional educational programs and healthcare services.


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A Process for Setting Interprofessional Client-Centered Goals in a Rehabilitation Hospital Jennifer Shaffer, Siobhan Donaghy, Marina Pavlova and Elizabeth Villar-Guerrero St. John’s Rehab Hospital, Toronto, ON, Canada

Background/Rationale: St. John’s Rehab Hospital has adopted a new process for interprofessional client-centered goal setting as part of recommendations received from the Canadian Council on Health Services Accreditation process as well as from feedback received from client satisfaction questionnaires. Description: Client-centered goals: Are client-based rather than discipline-based. Involve discussion with the client regarding their needs, interests, challenges and priorities. Involve interprofessional collaboration. Are helpful in providing structure and direction for treatment plans. The demonstration will include: 1) a description of the elements of SMART goal setting; 2) tips for clinical reasoning; and 3) prompts for goal setting discussions with patients. The similarities and differences between discipline-based goals and clientcentered goals. The elements of measurement of a client-centered goal.

VIHSTA: An Academic-Community Collaborative Program in Interprofessional Community Health Marion K. Slack1 and Marylyn M. McEwen2 College of Pharmacy, 2College of Nursing, The University of Arizona, Tucson, AZ, USA

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Background/Rationale: The goal of the VIHSTA program is to advance community health through interprofessional education while preparing health sciences students to practice in underserved, rural, remote, resource-poor, and medically underserved areas. The objectives are for students to learn interprofessional skills and community health skills; to address a health issue that is of concern to the community; and to increase community capacity. Methods: Faculty and stakeholders collaborate to identify a community health issue. Students begin with an on-line orientation consisting of a threaded case study and modules on culture, interprofessional teams, rural/underserved communities, and community health. Student activities include a guided tour, meetings with community collaborators and faculty, identifying assets and needs, key informant interviews, development of an intervention, evaluation, and cultural events. Activities and data collection are based on an ecological approach to health. Students present their findings to the community and write a report available to stakeholders. Outcomes for both students and communities are assessed. Results: A total of 137 health sciences students in pharmacy, nursing, medicine, public health, community health, health promotion, sociology, physician assistant, psychology, physical therapy, dental hygiene, surgery tech, and dietetics from seven universities have participated over three years. Students have developed community health promotion events, developed a template for an adolescent resource directory, assisted with organizing a health fair, and delivered basic health education to refugees. Student assessment of the program can be summarized as “Thank you for this opportunity . . . I can’t recommend this program enough, more . . . students should become involved . . . ” Students also indicate that the experience increases their connections to the community and increases the likelihood they would practice there. Communities indicate that the program builds capacity by increasing human and social capital. Conclusions: An academic-community collaborative program in community health enables health sciences students to develop interprofessional skills while addressing the root causes of poor health, and increasing community capacity.

Interprofessional Learning Experiences: Preparing Students to Work on Infant and Toddler Early Intervention Teams Anne Stewart1, Emily Akerson2 and Margaret Shaeffer3 Department of Graduate Psychology, 2Institute for Innovation in Health and Human Services, 3Department of Education James Madison University, Harrisonburg, VA, USA 1


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Background/Rationale: Working with families and young children with special needs is a complex, challenging and rewarding endeavor. The field of early intervention has experienced a period of significant transformation over the past ten years. Changes in policy, society and research on best practices have resulted in recommendations not only on how and where to provide services, but also on who should provide the services. Central to the recommendations is the concept that family centered services in inclusive settings should be offered through the expertise of interprofessional teams. However, Bruder and Dunst (2005) suggest that higher education has been slow to create and sustain programs that support interprofessional learning experiences for aspiring early intervention specialists across disciplines. Participants attending the program will be provided with an explanation of the development, implementation and evaluation of an interprofessional learning course designed for pre-service students planning to work in early intervention programs for infants and toddlers with disabilities; a description of the reflective journal data from students, and; an account of experiences of the interprofessional faculty team. The challenges of integrating an interprofessional approach to personnel preparation within the traditional higher education setting will be discussed. Attendees will have opportunities to participate in activities used in the class and to gain insight into the obstacles and rewards of interprofessional learning in personnel preparation. The workshop faculty will use didactic and creative experiential activities to achieve the objectives.

Interprofessional – International Education through Project-Based Learning Anne Stewart1, Merle Mast2, Monty Gross2, Joseph Pellegrino3 and Roberto Rodriguez4 Department of Graduate Psychology, 2Department of Nursing, James Madison University, 3Piedmont Regional Education Program, Harrisonburg, VA, United States, 4Universidad de Iberoame´rica, San Jose, Costa Rica 1

Background/Rationale: The World Health Organization (2010) recognized there is strong evidence that “effective interprofessional education enables effective collaborative practice” and acknowledged interprofessional collaboration as an “innovative strategy that will play an important role in mitigating the global health workforce crisis.” The objectives of the workshop are to describe an innovative short-term study abroad class between James Madison University (JMU) in Virginia and the Universidad de Iberoamerica (UNIBE) in San Jose, Costa Rica and to learn how project-based learning was incorporated. The purpose of the class was to integrate knowledge of individual, family and community health needs in the context of interprofessional project-based learning. Prior to meeting in Costa Rica, faculty from JMU and UNIBE devised class objectives and activities using internet resources. In Costa Rica, students in nursing, clinical and school psychology stayed with host families and were immersed in Spanish language and Costa Rican culture. Project-based learning was an important component of this course. Project-based learning “is a comprehensive instructional approach to engage students in sustained, cooperative investigation” (Bransford & Stein, 1993). In this method, students learn and develop interprofessional and discipline specific knowledge, skills and competencies through active participation in the community. Students used project-based learning to discern recommendations for community health outcomes in an immigrant community and for a primary healthcare clinic. These projects challenged the students to produce plans for effective community interventions. Interactions between the faculty and students from both universities provided occasions for shared service, reflection and selfevaluation. Guest lecturers from leaders in agencies and academics were provided for students to learn and develop interprofessional and discipline specific knowledge, skills and competencies from an international perspective. The workshop faculty will use discussion with photographs to achieve the objectives.

Development and Implementation of an Interprofessional Collaborative Model for Clinical Practice and Experiential Education Opportunities Hoai-An Truong1, Heather Brennan Congdon1, Rosemary Botchway2, Faramarz Zarfeshan3, Nancy Ripp4, Donna Romer4, Diem-Thanh (Tanya) Dang2 and Fariborz Zarfeshan3 School of Pharmacy, University of Maryland, Baltimore, MD, USA, 2Primary Care Coalition of Montgomery County, Silver Spring, MD, USA, 3ALFA Specialty Pharmacy, Silver Spring, MD, USA, 4Mercy Health Clinic, Gaithersburg, MD, USA 1


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Background/Rationale: The Institute of Medicine’s report “Health Professions Education: A Bridge to Quality” cited working on an interdisciplinary team as one of five core competencies for healthcare professionals. Herrier suggested that students who are involved or trained in interdisciplinary activities or settings will better understand their colleagues’ capabilities and be prepared to find solutions for healthcare problems. The Center for Advancement of Pharmacy Education outcomes and accreditation standards called for interprofessional training. The University of Maryland School of Pharmacy (UMSOP), Primary Care Coalition (PCC) of Montgomery County, Mercy Health Clinic (MHC), and ALFA Special Pharmacy (ASP) established collaborative partnership to provide medication therapy management (MTM) clinic and experiential rotation opportunities for students. Methods: UMSOP faculty and ASP pharmacists met with leadership from the PCC and executive and medical directors, physicians, and nurses from MHC to provide overview of MTM model. The team piloted interprofessional collaboration through integration of MTM clinic at MHC, safety net clinic for six months. MTM clinic was fully implemented and enabled pharmacy students and residents to have interprofessional rotations. Patients with high-risk, multiple conditions and medications are referred to MTM clinic for medication reviews. Summary of pharmacist’s findings and recommended therapeutic interventions were discussed with physicians; changes in therapy are implemented before patient leaves clinic. Students interacted with all healthcare professionals. Results: Interprofessional MTM clinic was piloted starting October 2009 and fully implemented since April 2010 one day/week. In 18 months, 130 patients were seen, and over 1000 medications were reviewed, averaging eight medications per patient. The team included three pharmacists, two physicians and two nurses. There were also two residents and nine students. The team recently received a grant and promising practice award. Conclusions: MTM clinic provides access to medication reviews and healthcare for underserved patients and interprofessional experiential rotations for students.

Is Socioeconomic Status Associated with Prostate and Breast Cancer Patient Perception of Team Membership while Undergoing Radiation Therapy: A Pilot Study Andrew E. Warkentin1 and Ewa Szumacher2 1 Faculty of Medicine, University of Toronto, 2Department of Radiation Oncology, Faculty of Medicine, University of Toronto Sunnybrook Health Sciences Centre, Odette Cancer Centre, Toronto ON, Canada

Background/Rationale: In the modern era of medical practice the concepts of multidisciplinary, interprofessional, patient centred care are ubiquitous. We sought to investigate how prostate and breast cancer patients perceive their “team membership” while undergoing radical radiotherapy in the multidisciplinary, university affiliated cancer centre. Methods: This study was conducted as part of the Determinants of Community Health Year 2 course at the University of Toronto. Breast and prostate cancer patients undergoing radiation therapy with curative intent were recruited. A questionnaire was developed, following review of literature pertaining to patient-centred care and shared decision making, to investigate patient perceptions about their “team membership” using four-point Likert scale responses. Demographic data was collected and patients were also asked to select all healthcare professionals that they identified as being part of the team. The data was analyzed using descriptive statistics. Research ethics approval was obtained prior to patient recruitment. Results: Fourteen patients were enrolled over a three month period. Nine prostate and five breast cancer patients treated by one radiation oncologist (ES) were recruited. The majority of patients either strongly agreed 10/14 (71.4%), or agreed 3/14 (21.4%) when asked if they felt part of the treatment team. Patients either strongly agreed or agreed with the remaining Likert scale questions. Thirteen of fourteen patients (92.9%) identified the radiation oncologist and radiation therapists, and 12/14 (85.7%) identified the patient and primary oncology nurse as team members. Only 3/14 (21.4%) identified the social worker as a member of their team. Sample size limitations and the distribution of Likert responses prevented an analysis of associations with socioeconomic status. Conclusions: The majority of patients identified themselves as members of the team. A definition of patient team membership and establishment of validated questions is needed to better investigate patient inclusiveness and satisfaction. Patient perception of social workers as team members also requires further investigation.


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An Assessment of Professional Response to Interprofessional Collaboration Pamela Waynick-Rogers1, Marguerite Murphy2, Saundra Turner2, Linda Norman1, Heather A. Davidson1 and Emil R. Petrusa1 School of Nursing, Vanderbilt University, Nashville, TN, USA, 2School of Nursing, Medical College of Georgia, Augusta, GA, USA

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Background/Rationale: Vanderbilt University School of Nursing and Medicine in conjunction with the Program of Social Work from Tennessee State University, the School of Pharmacy from Lipscomb University and the School of Pharmacy from Belmont University developed and implemented an interprofessional didactic course and clinical experience for students from nursing, medicine, pharmacy and social work which will continue for their entire professional education while at their respective schools. The program and course objectives include: to cultivate respectful professionals, prepare a collaborative practice-ready work force, improve healthcare delivery systems, and create self-directed life-long learners. While the students participate in the didactic course as one large group, an interprofessional group of four students representing each discipline is assigned to an outpatient clinic for their clinical experience. The purpose of this upcoming project is to evaluate the current level of interprofessional collaboration at four outpatient clinics in Nashville, Tennessee where students are assigned. The Modified Index of Interdisciplinary Collaboration, developed by Bronstein (2002) and modified by Oliver, Wittenberg-Lyles and Day (2007) will be distributed to all the disciples represented in each clinic to determine the level, behaviors, and perception of interprofessional collaboration for each clinic. The data from the completed surveys will also compare the level, behaviors, and perceptions of interprofessional collaboration for each discipline represented. The results will be used to make recommendations for future faculty development workshops and a faculty manual for current and future clinicians working with the interprofessional program at VUMC.

Developing Faculty to Promote Interprofessional Education Brenda K. Zierler1,2 and UW Josiah Macy Grant Team2 Department of Biobehavioral Nursing and Health Systems, School of Nursing, 2Center for Health Science Interprofessional Education, Research, and Practice the University of Washington, Seattle, WA, USA 1

Background/Rationale: The purpose of this project is to describe faculty development strategies for promoting and sustaining interprofessional education at an academic health sciences center. The rationale is to develop faculty who can successfully integrate IPE into curricula and ensure that all health professional students are prepared to practice collaboratively to improve patient safety. Methods: Approaches to developing faculty include train-the-trainer modules focused on communication across teams and facilitation of IPE cases utilizing simulation and standardized patients. Results: Seventy interprofessional faculty members participated in a newly developed four-hour IPE team facilitation course sponsored by Medical Education Biomedical Informatics. Faculty training on how to facilitate error disclosure and early apology was developed and administered by Dr. Sarah Shannon. An IPE Teaching Scholars Program approved by the Board of Health Science Deans (24 faculty from six health science schools) will be piloted in Fall 2011. Conclusions: The approaches have been successful and to build a larger cadre of IPE faculty at the local and national level, we will disseminate existing strategies to other health science schools and we will create an IPE Teaching Scholars Program for national dissemination.

DEVELOPMENT THEME Workshop Format

Difficult Decisions at the End of Life Leslie J. Blackhall1 and Jeanne Erickson2


103 Department of Medicine, University of Virginia School of Medicine, Charlottesville, VA, USA, 2University of Virginia School of Nursing, Charlottesville, VA, USA 1

Background/Rationale: Patients with life-limiting illnesses face difficult choices about the use of medical interventions at the end of life (EOL). For many clinicians, helping patients and families make EOL decisions is one of the most challenging parts of their practice. EOL decision-making is also a significant source of conflect between family members and clinicians and among physicians and nurses. Poor communication and collaboration about EOL decisions have been identified as major factors contributing to moral distress in physicians and nurses and to increased turnover among ICU nurses. This workshop will discuss the challenges of interprofessional education in EOL care and describe a new educational initiative at the University of Virginia (UVa) focused on teaching nursing and medical students to work collaboratively in helping patients and families make decisions about EOL care. Objectives: . Define excellence in interprofessional collaboration in EOL care. . Identify curricular elements in nursing and medical education necessary to promote excellence in EOL care. . Describe the use of simulations and standardized patient scenarios to teach collaboration in EOL care. Teaching methods: Workshop presenters will review evidence-based practice recommendations for EOL care and lead a discussion about the challenges in providing interprofessional EOL care. Participants will break into small groups to discuss skills needed to provide excellent interprofessional EOL care. Small groups will share reports to create a description of the interprofessional skills necessary for EOL care. Workshop participants will role-play a simulated family meeting scenario used in UVa’s “Difficult Decisions” workshop, using a “timein/time-out” method to promote engagement of a large number of participants. As a conclusion, workshop participants will discuss the use of simulations in medical and nursing curricula and how to assess students’ competencies in interprofessional skills in EOL care.

Preparation for Interprofessional Practice: A Brief Curriculum Model for Interprofessional Education Robin Bonifas1, Carol Johnston2, Michelle Lundy3, Brenda Morris2 and Phillip Schneider4 School of Social Work, Arizona State University, Phoenix, AZ, USA, 2College of Nursing and Health Innovation, Arizona State University, Phoenix, AZ, USA, 3College of Medicine, University of Arizona, Phoenix, AZ, USA, 4College of Pharmacy, University of Arizona, Phoenix, AZ, USA 1

Background/Rationale: Effective interprofessional collaboration is associated with improved quality of care in medical settings, yet students in allied health disciplines have limited occasions to build collaborative skills during their education and training. Health educators face many barriers in coordinating interprofessional opportunities because scheduling poses a major challenge with the diverse program structures and curricula that are already filled with required courses. This workshop presents a brief curriculum model designed to provide students in allied health disciplines (medicine, nursing, pharmacy, nutrition, and social work) with foundation knowledge in interprofessional collaboration. Students engaged for one afternoon in a mock interprofessional team meeting focused on devising a collaborative plan of care for a patient presented through a complex case study. Students also received didactic instruction regarding the educational preparation of each discipline, their professional role in healthcare delivery, and the influence personality styles have on interprofessional team dynamics. Learning Objectives: . Participants will articulate the components of a brief curriculum model for allied health interprofessional education. . Participants will discuss how involvement in the brief interprofessional education curriculum influenced students’ learning overall and the similarities and differences in learning across disciplines. . Participants will describe challenges associated with offering brief interprofessional curricular opportunities and potential strategies to minimize such challenges. . Participants will develop skills employing the brief interprofessional education curriculum model to inform curricular planning in their own institution or agency. Teaching Methods: This workshop will use three strategies to meet objectives in an interactive manner: 1) lecture presentation of the brief curriculum model and associated evaluation results; 2) small group discussion with individual workshop facilitators regarding


104 implementation of the brief curriculum model in diverse educational settings; and 3) large group discussion of the model’s application across participants’ educational settings and potential modifications needed to enhance its applicability.

Diversity Line Up: An Interprofessional Education Program Using Creative Art Medium to Transform Care Michele Durrant, Bonnie Fleming-Carroll, Margaret Keatings, Plezzie Benitez David Brownstone, Jennifer Butterly, Zorina Flaman, Charis Kelly, Ted McNeill, Kimberley Meighan and Aaron Smith The Centre for Nursing The Hospital for Sick Children, Toronto, Canada

Background/Rationale: An education program was designed to illustrate diversity and its influence on relationships and familycentered care delivery. This program facilitated a process whereby (IP) clinicians could explore the meaning of diversity from a personal and professional perspective uncovering beliefs, values, and assumptions that practitioners, patients and families hold. Three areas of focus were portrayed – disability, culture and racism through creative art mediums (art, movies, and books) that provided an opportunity to reflect on care provided in a tertiary care setting located in a diverse metropolitan city. A consistent IP teaching strategy was used across all three events. Facilitators distributed guides that included points of inquiry that encouraged participants to situate themselves in the storyline and to also describe experiences they had within their practice at the hospital. Reflective inquiry was the lens through which collaborative discussions with participants was facilitated, using both small and large group discussion. A program evaluation was undertaken to understand the usefulness of the education strategies employed and the learning outcomes for participants. Content analysis was used to analyze descriptive data collected through both survey and semi-structured interviews. Findings revealed a high satisfaction with the IP intervention used (90%). The majority of participants (N ¼ 39) reported an enhanced understanding of diversity (97%). Respondents indicated that this understanding related to their practice and their relationships at work. Embedded within the narrative text were exemplars that illustrated the following themes: reflective learning from self and others (100%) and transformation of assumptions about disability, discrimination and culture (67%). Critical reflections in participants responses across both movie workshops provided an impetus for changed insight from participants. Across all contexts there was evidence reported by participants of using in the future a family-centered approach to individualize care (74%) and employ new strategies (64%) in their practice. This workshop will illustrate IPE learning strategies used to promote reflection about diversity within the context of family-centered care delivery, advance our understanding of diversity and demonstrate the impact of this IPE program. Teaching Methods: Workshop format will illustrate the use of video medium and reflective inquiry used.

An Interprofessional Approach to Scenario Design Suzanne Escudier Department of Anesthesiology, School of Medicine, Texas Tech University Health Sciences Center, Lubbock, TX, USA

Background/Rationale: Interprofessional teamwork is critical for the delivery of safe, high quality healthcare. The importance of interprofessional teamwork skills has been documented by various entities including the Institute of Medicine (Health Professions Education: A Bridge to Quality, 2003), the Joint Commission on Accreditation of Healthcare Organizations (Fewster-Thuente & Velsor-Friedrich, 2008), the Association of Colleges of Nursing and the Association of American Medical Colleges (Lifelong Learning in Medicine and Nursing: Final Conference Report, Davis D, et al., December 2009). For simulation scenarios to be effective in teaching interprofessional teamwork skills, healthcare educators must learn how to partner with their counterparts in creating interdisciplinary scenarios (Jeffries, P, McNelis A, and Wheeler C. Simulation as a Vehicle for Enhancing Collaborative Practice Models. Critical Care Nursing Clinics of North America 2008:20; 471 –480). Upon completion of this workshop, the attendee should be able to: 1) Partner with other healthcare professionals in designing a scenario for a comprehensive learning experience. 2) Develop scenario content that most healthcare providers would accept as standard of care. 3) Develop post-simulation goals for the participant that will foster independent learning. In this workshop, participants will form multidisciplinary groups for scenario development (scenario topic choices include cardiac arrest, anaphylaxis, transfusion reaction, local anesthetic toxicity, malignant hyperthermia). The presenter will guide the participants in: Journal of Interprofessional Care

105 1) determining learning objectives for each discipline; 2) developing an assessment tool based on peer-reviewed resources; 3) creating realistic circumstances and scenario flow based on actual experience, case reports or content expert consultation; 4) providing a mechanism for a good “patient” outcome independent of participant success; and 5) recommending post-simulation learning activities.

Home-Based Primary Care - Over 25 years of IP Training Experience Mindy J. Fain1, M. Jane Mohler1 and Jeannie K. Lee2 Arizona Geriatric Education Center, College of Medicine, University of Arizona, Tucson, AZ, USA, 2Arizona Geriatric Education Center, College of Pharmacy, University of Arizona, Tucson, AZ, USA 1

Background/Rationale: For over 40 years the VA Home Based Primary Care (HBPC) mission has been to provide comprehensive, interprofessional, primary care for home-bound veterans with complex medical, social, and behavioral conditions for whom routine clinic-based care was ineffective. A unique model of non- institutional long-term care, HBPC provides longitudinal care for veterans with complex chronic disabling disease, and is targeted to maximize function, decrease hospitalization and institutionalization, and maintain quality of life. Objectives: Our objective is to describe Tucson VA HBPC training, how HBPC training maps to interprofessional (IP) competencies, and to share trainee “Ahas” regarding HBPC IP practice. Methods: The Tucson VA HBPC Program was initiated over 25 years ago and now serves over 200 home-bound veterans with an IP care team consisting of nurses, nurse practitioners, physicians, pharmacists, dietitians, occupational therapists, psychologists and social workers. The program has successfully served as a major Tucson training site, providing training opportunities for student trainees in medicine (mandatory), nursing, pharmacy, dietary, occupational therapy, social work and psychology (n ¼ .55/year). Most of these rotations are four weeks or longer, resulting in a longitudinal immersion experience. A key part of this team-based experience is the weekly IP team meeting. HBPC IP competencies include interpersonal and communication skills; patient-centered and family focused care; collaborative practice; understanding of disciplinary roles and responsibilities; IP team functioning; and at times, continuous quality improvement. Conclusions: As our population ages, and geriatric team-based models of care become increasingly important, IP training within successful programs with highly functioning teams, such as HBPC, becomes especially relevant. Examples of trainee comments include: “I was surprised to learn about the knowledge and skills of other professionals, and how much everyone can contribute;” and “I would like a job like this in the future, where my input is expected and accepted.”

From Case-Based to Story-Based: The Use of Narrative Methods in Promoting Interprofessional Reflection and Dialogue Karen Gold1, Mandy Lowe2 and Patti McGillicuddy3 Women’s College Hospital, 2Toronto Rehab Institute/Centre for IPE, University of Toronto, 3University Health Network/University of Toronto, Toronto, Canada 1

Background/Rationale: There is increasing attention to the unique role of narrative and the humanities in health professional education, practice and research dissemination. Narrative methods can help build capacity for reflection and relational skills in practice (Charon 2008) as well as nurture clinical communities, encourage ethical discourse and reveal meaning in practice. While case-based methods are an effective teaching strategy for promoting interprofessional collaboration, narrative methods offer an accessible and innovative pedagogical approach for promoting reflection and dialogue. Drawing on the rich history of narrative as a tool for communication, we will demonstrate the use of ‘reader’s theatre’ to stimulate interprofessional dialogue about patientcentered and relational care. Learning Objectives: The main objective of this workshop is to explore the use of narrative methods in promoting interprofessional learning using ethical issues in professional practice as a sample area of discussion. By the end of the session participants should be able to: 1) identify the role of narrative (and in particular reader’s theatre) in health professional education; 2) understand the link between narrative methods and interprofessional competencies; 3) identify a sample healthcare narrative used to explore ethical issues in practice; and 4) reflect on the uses of narrative methods in their own clinical or educational practice. q 2013 Informa UK, Ltd.

106 Teaching Methods: This interactive workshop will include: 1) a formal presentation including overview of an IPE competency framework & the role of narrative in health professional education; 2) an interactive demonstration of reader’s theatre with opportunities for reflection and discussion; and 3) overview of teaching tips and strategies for using reader’s theatre in interprofessional teaching and learning.

“Great! Let’s Put on an IPE Trauma Simulation Workshop for Undergraduate Medical and Nursing Students – Experiencing Some of the Barriers and Solutions” Lyn Gum1, Karyn Taplay2 and Karl Stobbe3 School of Medicine, Flinders University Rural Clinical School, Renmark, South Australia, 2Department of Nursing, Brock University, St. Catharines, ON, 3Michael G. DeGroote School of Medicine, McMaster University, St. Catharines, ON, Canada 1

Background/Rational: It is recognized that success for any IPE activity is dependent on strategic planning that is collaborative in nature, and supported by leadership that values IPE. It is essential that IPE is underpinned by an educational theory congruent with its aims and methods. Planners need be cognizant of the practical and logistical issues as well as learning outcomes in order to successfully plan and implement IPE activities. This workshop presents a ‘hypothetical’ case where key stakeholders meet to discuss the planning of an IPE trauma simulation workshop. This workshop will address the barriers and facilitators that need to be considered when developing the infrastructure to support and plan IPE activities. Objectives: Identify the key elements that contribute to the complexity of delivering IPE activities. . Experience and explore the practical and logistical issues for stakeholders in IPE planning and implementation. . Discuss philosophy, structure, scenario development, and assessment relevant to IPE simulation sessions. . Use a Framework for Interprofessional Education1 to explore solutions and ideas to overcome the challenges raised during the workshop. Teaching Methods: The session commences with an introduction to IPE, trauma simulation and short discussion of the challenges involved with planning and developing IPE simulation teaching sessions. A model of implementing IPE will be shared with the participants. A simulated round table IPE planning session will be followed by a facilitated discussion allowing participants to broaden their understanding and learn practical strategies for success in implementing IPE.

Notes: 1Centre for Interprofessional Education, University of Toronto. Educators Planning Framework. Last updated 12th August 2010. Retrieved from http://www.ipe.utoronto.ca/educators/framework.html

Coordinated Response: Developing Infrastructure Solutions to Common IPE Problems Danielle L. Lusk, Lisa Allison-Jones and Glen R. Mayhew Department of Academic Affairs Jefferson College of Health Sciences, Roanoke, VA, USA

Background/Rationale: Creating an interprofessional environment at institutions of higher education is not an easy endeavor. Along with the discipline-specific attitudes and practices that exist among the different professions, there are infrastructure challenges that impede interprofessionalism. The purpose of this workshop is to present infrastructure changes implemented at the presenters’ institution to address these challenges and create a more positive interprofessional environment for teaching, learning, and practice. Objectives: The goal of this presentation is for participants to leave with an understanding of what infrastructure improvements they can make at their institutions to support a stronger interprofessional culture. The specific objectives for this presentation follow: Participants will be able to: . Identify current infrastructure problems at their institution and potential future problems . Evaluate why these problems are occurring . Develop potential solutions to these problems Teaching Methods: This workshop will begin with interactive participation followed by a formal presentation. Using iClickers, participants will be asked to rate their attitudes related to interprofessional teaching and practice. This activity will promote reflection Journal of Interprofessional Care

107 and analysis of self, departmental, and institutional practices. After this activity, the presenters will summarize the attendees’ rankings. Next, participants will be divided into small groups to discuss the challenges of interprofessional education. Groups will post their lists while sharing with the rest of the attendees. The presenters will summarize these ideas while leading into the formal presentation. The formal presentation will consist of infrastructure changes made at the presenters’ institution to support interprofessional education. The presenters will tie in participants’ comments during the earlier interactive activities to their solutions while allowing attendees to discuss solutions their institutions have implemented.

Assessing Interprofessional Judgements: Application of Root Cause Analyses Framework Carole Orchard1 and Lesley Bainbridge2 Office of Interprofessional Health Education & Research, the University of Western Ontario, London, ON, 2College of Health Disciplines, University of British Columbia, Vancouver, British Columbia, Canada 1

Background/Rationale: The Canadian Interprofessional Collaborative (CIHC) National Interprofessional Collaboration Framework focuses on judgments as the outcome of collaborative practice. Judgements are envisioned as the result of the integration of the six competencies in the framework – patient/client/family/ community centred care; interprofessional communication; role clarification; team functioning; collaborative leadership, and interprofessional conflict resolution. Integrative pedagogy (Roegiers, 2007) challenges our traditional thinking about focusing on single competencies and positions them as an integrated whole that is realized through the judgements arrived at from a dynamic interplay of the competencies. The focus on performance assessment of practitioners and the practice outcomes of learners is then grounded in team judgements made by teams has not yet been articulated. The application of the Canadian Root Cause Analysis Framework from the Canadian Patient Safety Institute provides a novel means of deconstructing judgements into isolated competency components allowing for a determination of the strengths and areas for further development within team and individual team members’ practices. This workshop will provide opportunities for participants to work with a team judgment made about a patient’s care and to deconstruct its component parts identifying areas of strength in team practice and areas where further development can enhance team effectiveness. Objectives: To familiarize participants with the CIHC Competency Framework and root cause analysis . To allow participants to apply root cause analysis methodology to interprofessional competency domains . To facilitate the development of new thinking about measuring collaboration Teaching Methods: 1. Presentation of competency framework and root cause analysis. 2. Small group work applying root cause analysis to one or more competency domains. 3. Large group sharing and discussion of overall changes in thinking. 4. Small and large group generation of future directions for expanding the use of root cause analysis to interprofessional competency assessment.

Collaborating Across Borders to Create an IPE Simulation Faculty Development Program for Health Professionals, Educators, and Leaders John A. Owen1, Valentina L. Brashers2, Ivy Oandasan3, Mandy Lowe4 and Belinda Vilhena5 Office of Continuing Medical Education, University of Virginia School of Medicine, 2Internal Medicine, University of Virginia Schools of Medicine and Nursing; University of Virginia, Charlottesville, VA, 3Department of Family & Community Medicine, University of Toronto, 4Toronto Rehabilitation Institute, Toronto, Canada, 5Centre for IPE, University of Toronto University of Toronto, Canada 1

Background/Rationale: Purpose: To describe a process for collaborating across borders to create a new interprofessional (IP) faculty development program designed to address unique institutional goals for promoting integration of interprofessional education (IPE) into simulation. The University of Virginia (UVA) recognized that collaborating with an experienced interprofessional faculty development team would best prepare its faculty and clinicians to engage in effective IPE and practice. However, it was also recognized that there were q 2013 Informa UK, Ltd.

108 unique institutional priorities that should be addressed in order to optimize learning outcomes. For example, UVA is exploring the use of IP simulation to provide clinically relevant IPE toward improving sepsis care in the intensive care unit. The University of Toronto (UT) “educating health professionals for interprofessional care (ehpic)” program was selected because its leaders were willing to create a new model of simulation-based IPE education contextualized to meet UVA’s goals. The UT and UVA faculty engaged in a collaborative process for co-creating program content as follows: 1) completion of a needs assessment; 2) teleconferences to discuss how to adapt the ephic faculty development program to UVA; and 3) joint creation of learning objectives. During the training program, this dynamic collaborative process continued and was responsive to “real time” feedback from participants allowing for fluid modification of daily content. Evaluations from this workshop were highly positive. Objectives: . Describe a process for collaborating across borders (Canada-US) to create a contextually relevant IPE simulation faculty development program. . Create an interprofessional practice simulation case as a means to foster understanding related to IPE concepts. . Describe other opportunities to advance IPE using simulation within one’s own setting.

MedEdPORTAL: An Interdisciplinary Curriculum Repository for Sharing Faculty Resources Michael Saleh1, Sue Sandmeyer2 and Nadeem Karimbux3 Academic Affairs, Association of American Medical Colleges, Washington, DC, USA, 2Division of Knowledge Management, American Dental Education Association, Washington, DC, USA, 3Oral Medicine Infection and Immunity, Harvard University School of Dental Medicine, Boston, MA, USA 1

Background/Rationale: Faculties invest significant time and effort creating teaching and assessment tools. The Association of American Medical Colleges (AAMC) developed MedEdPORTAL (www.mededportal.org) to serve as a free and prestigious publishing venue and repository through which medical, dental, and other health professional educators can share educational learning objects. MedEdPORTAL is an international service designed to promote collaboration and educational scholarship across institutions by facilitating the exchange of high quality peer-reviewed educational materials. Examples of MedEdPORTAL publications include tutorials, virtual patients, cases, lab manuals, assessment instruments, faculty development materials, etc. All copyright and patient privacy issues are addressed during the submission process so users can download and utilize any and all of the published resources for educational purposes without legal infringements. MedEdPORTAL’s collection contains nearly 2,000 successfully peer-reviewed published teaching and assessment resources that cover the continuum of medical and dental education. MedEdPORTAL resources are being utilized globally by over 10,000 health education institutions in 192 countries. This workshop includes a presentation on MedEdPORTAL and how to prepare faculty resources as interprofessional resources for the classroom and other settings. The presentation will last approximately 20 minutes and the remaining hour and ten minutes will include an interactive format and group discussion. Participants, who will represent a wide variety of health professions disciplines, will be invited to participate in an interactive activity to list programs and initiatives at their respective institutions/organizations, identify outcomes and deliverables of these programs, and select content that could be suitable for submission and peer review through MedEdPORTAL. Once these resources have been identified, panelists will impart best practices to engage colleagues, package content, and encourage submissions and peer review. Handouts will include MedEdPORTAL Author Handbook containing an overview of MedEdPORTAL: copyright and intellectual property, evaluating educational scholarship, peer-review processes, examples of successful publications, and information about usage reports.

Negotiating the Maze of Academic Healthcare: An Interprofessional Journey of Collaboration Dawn M. Schocken1, Laura L. Swisher2, Gillian Sadhi2, Marisa J. Belote3, Erik S. Rauch3, Laura Gonzalez3, Micki Cuppett1, Amy Schwartz4, Marianne Koenig4, Rita D’Aoust3, Laura Haubner1, William Bond5 and Alicia Monroe1 College of Medicine, 2School of Physical Therapy, College of Medicine, 3College of Nursing, 4College of Pharmacy, 5Lehigh Valley Health Network, College of Medicine, University of South Florida (USF) Health, Tampa, FL, USA 1


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Background/Rationale: USF Health is dedicated to improving the full spectrum of health from the environment, to the community, to the individual. This unique partnership is formed by the Colleges of Medicine, Nursing, Pharmacy and Public Health at the University of South Florida. The nature of this partnership allows for a shared mental model of what patient care could be with a comprehensive Interprofessional Educational (IPE) effort. A group of visionary faculty came to the table to create a robust team to mete out a dynamic, inclusive, patient-centric IPE curriculum for adoption. Both top down and grassroots efforts have supported and driven this initiative. Objectives: The overall objective of this workshop is to discuss the dynamics of achieving a robust, fully functioning IPE team. To achieve cohesion, successful IPE teams include: identification of unique features in one’s environment, gauging participants’ readiness to change, finding the IPE individuals capable of working together and developing a common IPE goal. Equally essential is knowing the champions to assure successful programmatic rollout. Each participant will be able to enumerate a SWOT analysis and initiate a plan of action to begin the formation of their successful IPE teams. Action plans will be developed and pearls of wisdom from a team of experts will be shared. Teaching Methods: The various teaching methods will include robust discussion of the essentials of identifying unique perspectives. Additionally, an Audience Response System (ARS) will develop an audience environmental survey to allow the team to demonstrate effective IPE in action. The Team Building activities will include working in small groups, feedback, and group presentations of action plans. A final goal will be to have each participant walk away with a developing action plan to begin the process of forming an IPE team within their organization.

Interprofessional Education: Assessing Outcomes and Achievements Gwen Sherwood School of Nursing University of North Carolina, at Chapel Hill, USA

Background/Rational: Assessment should be designed while developing interprofessional learning, yet often this critical aspect of education is overlooked. Assessment is guided by the purpose of the learning strategies considering stakeholders needs. To understand the complexities of interprofessional learning, assessment must include more than surveys that ask for learner evaluation of a course or activity with space for comments. The complexities of interprofessional education compound assessment, to determine which contextual factors contributed to the outcomes. Objectives: Participants will be able to describe assessment models beginning with the basic input, structure and outcome model. Kirkpatrick’s model of evaluation will illustrate how to move basic satisfaction measures to higher levels of assessing implementation in practice to be able to observe the difference it made. Participants will explore innovative strategies including: narratives, unfolding cases, simulation, focus groups, rubrics, reflection on action, and appreciative inquiry. Specific reflection models give structure to reflective learning activities, particularly three major IPE experiences: briefing to plan, huddles to problem solve, and debriefing to learn. Appreciative inquiry asks learners and stakeholders questions about their moments of success in the learning experience and the best elements of a learning activity. By using appreciative inquiry we can model new learning activities based on what learners identified as valuable. Teaching Method: The interactive session will lead small groups in simultaneous work to craft assessment designs based on a case study. Major emphasis will examine baseline performance, educational intervention, measure improvements, execution, and improved patient outcomes. Fish bowl interactions will allow demonstration of assessment methods. Through the discussion questions participants will learn from one another.

The Art and Science of IPE Facilitation: Meeting the Challenge Susan J. Wagner1,2, Jill Shaver3, Mandy Lowe1,4 and Jane Tipping5 1 Centre for Interprofessional Education, University of Toronto, Toronto, ON, Canada, 2Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, ON, Canada, 3B.J. Shaver Consulting, Toronto, ON, Canada, 4 Toronto Rehabilitation Institute, Toronto, ON, Canada, 5Office of Continuing Education and Professional Development, Faculty of Medicine, University of Toronto, Toronto, ON, Canada


110 Background/Rationale: Effective interprofessional education (IPE) requires relevant content built on core competencies that is taught by knowledgeable and skillful educators and then assessed and evaluated. Key to the education process is the educator or facilitator and their skill in facilitating interprofessional groups. As part of a longitudinal, innovative IPE faculty/staff development program designed to cultivate faculty developers in IPE, a tailored curriculum to build capacity for both IPE facilitation itself and for teaching others the required facilitation knowledge, skills, behaviours and attitudes for IPE facilitation was integrated throughout the curriculum. Objectives: By the end of the workshop, participants will be able to: . Define IPE facilitation. . Discuss some key foundational theories and concepts for IPE facilitation. . Describe IPE facilitation principles and competencies. . Apply these principles and competencies to common facilitator situations. Teaching Methods: We will share current theory and best practice for IPE facilitation using didactic and interactive small and whole group discussion. The presentation will focus on developing an understanding of IPE facilitation and key foundational theories and concepts, as well as on principles and newly developed IPE facilitator competencies. A self-assessment tool will be employed to aid participants in discovering their own IPE facilitator competence. Participants will also be engaged in reflection and discussion around the application of these competencies to common facilitator situations. The utilization of learning plans for ongoing development of IPE facilitation will be considered as well.

DEVELOPMENT THEME Demonstration Format

Champlain Centre of Excellence in Interprofessional Collaborative Practice: A Partnership Transformation Model Dawn Burnett and Dana Cross Academic Health Council - Champlain Region, Ottawa, ON, Canada

Background/Rational: An innovative collaborative has been established in the Champlain Health Region to move interprofessional education (IPE) from theory into practice, facilitate the transformation to interprofessional care (IPC), and promote the sustainability of these efforts. Under the leadership of the Academic Health Council – Champlain Region (AHC), funded by Health Canada, and guided by an IPC Transformation Steering Committee, five academic health centres shared expertise, resources and personnel to create an innovative, train-the-trainer model to promote IPC throughout the region. A six module educational program, addressing the IPC competencies of the AHC, was developed in English and French by a core team of educators. An online learning resources repository was created to promote and sustain the IPC transformation throughout the Champlain Region. A comprehensive evaluation process, including qualitative and quantitative data from participants in the educational sessions, indicated that the learning modules and repository were effective mechanisms to promote and support the move to an IPC model of care. Description: Six educational sessions were developed around a generic framework (Introduction to IPC; Communication; Teamwork; Conflict Resolution; Collaboration; Consolidation) which was then adapted to the unique characteristics of each clinical site (e.g., mental health, pediatrics, acute and long-term care, and francophone services). Trained educators collaborated to deliver the program to clinicians through the use of learner contracts, interactive presentations, group activities, the learning resources repository, and projects to promote the sustainability of the IPC transformation in each site. Overview: Using slides and video clips, the demonstration will include: a sample of the visual presentations from the six educational sessions; a summary of the interactive group activities to promote understanding and skill development in the IPC competencies; an outline of the sustainability projects and plans developed through the training sessions; and an overview of the learning resources repository.

Students Delivering Interprofessional Health Care to a Vulnerable Appalachian Population Patricia A. Hayes1, Peggy McConnell1, Michelle Lee2 and Robin M. Henry3 College of Nursing, 2College of Clinical & Rehabilitative Health Sciences, 3Bill Gatton College of Pharmacy East Tennessee State University, Johnson City, TN, USA 1


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Background/Rationale: The purpose of this demonstration is to discuss how interprofessional student (nursing, nutrition, and pharmacy) experiences are integrated into the preventive care of older adult residents of public housing in Appalachia, a geographic area recognized nationally as one with significant health disparities. Receiving a Health Resources and Services Administration Grant provided the College of Nursing at East Tennessee State University the opportunity to expand interprofessional clinical experiences for students by partnering with the College of Pharmacy, College of Clinical & Rehabilitative Health Sciences, and the local public housing authority. Prior work by nursing faculty with the local housing authority revealed that the older adult residents living in public housing reported their health as fair to poor, had multiple chronic illnesses and were at risk for malnutrition. Description: Select faculty from each college met and developed a plan to form student teams from all three colleges to conduct in-home comprehensive assessments and medication chart reviews of high-risk older adults. Following this visit, the students and faculty discuss the assessment findings at planned interprofessional meetings. Each student presents their findings from their discipline’s perspective (nursing, nutrition, pharmacy) and jointly sets health priorities, develop intervention strategies and an inclusive follow up plan. Overview of Media: A video of student/faculty meetings highlighting interprofessional communication and problem solving among the students. Excerpts from students’ reflective narratives discussing the impact of the interprofessional experiences on learning will be shared via video and PowerPoint.

Interprofessional Practice and Eating Disorders – Easing the Burden Olga Heath2, Denise English2, Ann Hollett1, Anna Dominic1, Tanis Adey1, Pam Ward2, Joanne Simms3, Susan Pardy3 and Ashley Walsh4 Faculty of Medicine, Memorial University, 2Centre for Nursing Studies, 3Adolescent Medicine, Eastern Health, 4HOPE Program, Eastern Health, St. John’s, NL, Canada 1

Background/Rational: Eating disorders are complex, chronic disorders characterized by significant medical and psychiatric morbidities and high mortality. Working with these disorders is challenging and professionals often feel unprepared to handle their care. When care providers collaborate in providing complex mental healthcare, evidence reveals improved outcomes for patients and higher morale for staff. Because there are insufficient numbers of professionals trained to provide mental healthcare, particularly in rural locations, there is an increasing imperative to share care of clients and families affected by complex illnesses such as eating disorders. Description: Members of an interprofessional content expert team developed a two-day evidence-based, interprofessional, eating disorder education program for rural and urban professionals in Newfoundland and Labrador, Canada. We included clinical content for all relevant professional groups and one component of the program focused exclusively on the challenges and rewards of interprofessional care in this clinical area supplemented by a video illustrating interprofessional team functioning. In addition, we included an interactive exercise for participants designed to increase familiarity with other professionals in their geographic area with whom they might collaborate and to build commitment to increasing collaboration in the care of affected individuals and families. Results from the pilot evaluation revealed very high identified need for training in interprofessional care and significant increases with large effect sizes in knowledge and confidence in providing collaborative care following the workshop. Furthermore, there were significant increases in positive attitudes towards and perceptions of own skills in interprofessional care in this area. Finally followup data revealed increased interprofessional interaction. The pilot results suggest that including interprofessional content and process in continuing professional education can positively impact attitudes, skills and practice. In this demonstration, we will share the material on interprofessional care including the video with participants and will demonstrate our approach to the interactive exercise.

Enhancing the Learning Environment in a Clinical Setting by Inviting Patients/Clients and Families to be IPE Facilitators Darlene Hubley and Laura Williams Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada

Background/Rationale: The Canadian Interprofessional Health Collaborative’ s National Interprofessional Competency Framework has the central goal of interprofessional collaboration which is described as a partnership between healthcare providers and q 2013 Informa UK, Ltd.

112 patients/clients and families. The framework emphasizes the importance of seeking out, integrating and valuing engagement with patients/clients and families. The clinical setting of a pediatric rehabilitation centre is an ideal environment to showcase collaboration and role model effective communication. Furthermore, involving patients/clients and families in the clinical education of students and trainees in the health professions is an effective way to help future healthcare providers understand how to collaborate and partner with clients and families ultimately leading to increased patient satisfaction and better clinical outcomes. Holland Bloorview Kids Rehabilitation Hospital (Holland Bloorview) provides in-patient, out-patient and community based rehabilitation programs and services for children and youth with physical disabilities. Holland Bloorview is an academic teaching centre fully affiliated with the University of Toronto and a wonderful teaching environment for a wide range of healthcare providers. Preliminary engagement of patients/clients and families in Holland Bloorview’s IPE program resulted in very favorable feedback from both the learners and the educators including patient/client and family educators. Simultaneously, Holland Bloorview launched a formal family leadership program to invite families to be involved as educators. As a result, we have taken a more deliberate approach to engaging and preparing patients/clients/families as IPE facilitators. The demonstration will include video presentation of the engagement of and role of patients/clients and families as educators and more specifically as IPE facilitators. Discussion will involve the benefits and lessons learned on how to best support this process for both the client and family IPE facilitators and the learner.

Interprofessional Rural Health Practicum Placements: Strengthening Student Learning & Enhancing Team Development Wanda Miller and Leila McClarty Primary and Integrated Health, Sun Country Health Region, Saskatchewan, Canada

Description: Health Canada provided funding to support Interprofessional Collaborative Practices & Learning Environments (IPCP & LE) Projects in Western and Northern Canada in 2010 –11. The goal of this project is to develop, implement and evaluate innovative and effective interprofessional collaborative practices in a Health Care Setting. Sun Country’s Rural West Primary Health Care Team was selected for implementation of this project in the province of Saskatchewan. Through a needs assessment process and collaborative team dialogues, the Rural West Primary Health Care Team identified several Interventions and Intervention Strategies to direct the development, implementation and evaluation of innovative and effective Interprofessional and Collaborative Practices. One of the most significant areas of research that the team wanted to pursue was student health practicums. Rural West Primary Health Care Team values student placement for rural health practicums. To better learn from the student experiences and enhance collaborative practices within the team, Rural West designed several evaluation tools, for both the student(s) and the preceptors(s), in order to strengthen student practicum experiences while enhancing team functioning and overall collaborative practices in the rural health centres. In this demonstration, the Rural West Primary Health Care Team would like to share and discuss the creation, implementation & dissemination of several evaluation tools and resources that were created to further engage students, preceptor(s) and the overall team. The documents of focus in this demonstration will include: Interprofessional Practicum Orientation Manual for Students; Interprofessional Practicum Reflective Journal for Students; Pre-Practicum Students Questionnaire; Mid-Practicum Students Questionnaire; Post-Practicum Students Questionnaire; and Preceptor(s) Questionnaire.

Promoting Patient Safety: Engaging Students and Faculty across Ten Diverse Programs Margot Rykhoff, Craig MacCalman, Lenore Duquette, Stacey McPhail and Sharon Lee Humber College Institute of Technology & Advanced Learning, Toronto, ON, Canada

Background/Rationale: Stemming from a ‘grass-roots’ approach which was initiated four years ago, faculty from four programs participated in the planning, developing, implementing and delivery of a half-day interprofessional (IP) education workshop for students who are in their final year of studies. This workshop provides an opportunity for students to engage in IP discussions using a facultyfacilitated case study approach. Promoting inclusiveness of the programs is one of the School of Health Sciences (SHS) goals; however, developing a case study that is applicable across ten different programs involving 320 students is challenging as ‘one size does not fit all’. Journal of Interprofessional Care

113 Description: Twenty faculty from such diverse programs as Paramedic, Nursing, Early Childhood, Social Service Worker & Funeral Services worked together to ensure that the IP workshop would be representative across healthcare programs, settings and sectors. Using a case study approach, with ‘patient safety’ as one of the focuses, four phases of care have been created. The case study involves an older adult who suffered a traumatic fall in her home and requires a trajectory of four phases of care: 1) emergent; 2) acute care/rehabilitation; 3) transition to self-care; and 4) end of life/family-centred care. Overview: This presentation will outline how connecting the Canadian Patient Safety Institute framework and IPE curricula can enhance the quality of professional preparation of graduates and contribute to the IP Collaboration agenda for patient centered care. This demonstration will showcase methods used to develop the case study and allow participants to engage in working with the case study. This presentation will be of interest to educators in academic institutions who want to know how to design and implement an IP workshop for students across diverse programs building an interprofessional culture and patient safety culture within their institution.

An Interdisciplinary Approach to Addressing the Oral Health of Children with Special Needs Brett M. Shigley1, Karla L. Knuth2, Stephen W. Malley3 and Patty Coker-Bolt4 James B. Edwards College of Dental Medicine, 2Division of Occupational Therapy, College of Health Professions Medical University of South Carolina, Charleston, SC, 3Associate Professor, James B. Edwards College of Dental Medicine, 4Assistant Professor, Division of Occupational Therapy, College of Health Professions Medical University of South Carolina, Charleston, SC, USA 1

Background/Rationale: Nationally, 8% of children with special healthcare needs (CSHCN) have unmet oral health problems (Nelson et al., 2011). Dentists and occupational therapists are two professions who work to improve the oral health of CSHCN. Unfortunately, 75% of dental medicine (DM) students have little to no education or clinical training working with this population (Wolff et al., 2004). Occupational therapy (OT) students learn about oral hygiene under daily self-care skills, but guidelines on how to assess oral health and or provide proper oral hygiene for CSHCN is limited in most curriculums (Cantu, 2004). An interprofessional collaboration between OT and DM students could train future providers in the effective oral healthcare of CSHCN. Description: The DM and OT faculty and students from the Medical University of South Carolina (MUSC) recognized the need to address the CSHCN within their community. DM and OT students targeted efforts towards P.A.C.E. (Pattison’s Academy for Comprehensive Education), a school specially designed to meet the needs of children with multiple disabilities. After surveying parents and caregivers of P.A.C.E’s students, an interdisciplinary oral health program was developed. Oral health education was provided to the staff of P.A.C.E so they could provide daily oral hygiene for each child. First and second year DM and OT students worked together at P.A.C.E to build relationships with CSHCN and gain a better understanding of each child’s overall medical needs. A group of DM and OT students provided the staff of P.A.C.E with an educational presentation, a video demonstration on providing proper oral hygiene, and oral hygiene kits for each of the children. A survey of DM and OT students participating in this program was overall positive. This innovative program highlights how DM and OT students were able to address the unmet oral health needs of CSHCN while improving their own clinical skills. Overview: Presentation will involve an educational PowerPoint, a short student produced video, examples of adaptive equipment, and individualized oral hygiene kits.

Medicine and Dentistry: A Successful Interprofessional Partnership Michael Saleh1 and Sue Sandmeyer2 1 Academic Affairs, Association of American Medical Colleges, Washington, DC, USA, 2Division of Knowledge Management, American Dental Education Association, Washington, DC, USA

Background/Rationale: Faculties invest significant time and effort into creating teaching and assessment tools. The Association of American Medical Colleges (AAMC) developed MedEdPORTAL (www.mededportal.org) to serve as a free, and prestigious

publishing venue and repository through which medical, dental, and other health profession educators can share educational learning objects. It has partnered with the American Dental Education Association (ADEA) to add oral health curricula. q 2013 Informa UK, Ltd.

114 MedEdPORTAL is an international service that was designed to promote collaboration and educational scholarship across institutions by facilitating the exchange of high quality peer-reviewed educational materials and solutions. Examples of MedEdPORTAL publications include tutorials, virtual patients, cases, lab manuals, assessment instruments, faculty development materials, etc. All copyright and patient privacy issues are addressed during the submission process so users around the globe can download and utilize any and all of the published resources for educational purposes without legal infringements. MedEdPORTAL’s collection contains nearly 2,000 successfully peer-reviewed published teaching and assessment resources that cover the continuum of medical and dental education. MedEdPORTAL resources are being utilized globally by over 10,000 health education institutions in 192 countries. This demonstration will showcase the scope of the partnership between ADEA and AAMC. We will highlight the process for accommodating other health professions as partners by building adaptable frameworks (such as matching interests and building out infrastructure to allow individual levels of customization). Panelists will download online resources that speak to the breadth of and potential for partnerships, describe how health professions can come together to share learning resources, will showcase the similarities in teaching and learning that occur across campuses, and display the diversity of content in MedEdPORTAL, from basic science resources to teaching, assessment and faculty development.

DEVELOPMENT THEME Discussion Format

The Jefferson Health Mentors Program as a Model for Continuous Quality Improvement of Campus-Wide IPE Curriculum Christine Arenson1, Lauren Collins2, Leigh Ann Hewston3, Stephen Kern4, Elena Umland5, Christine Jerpbak2, Reena Antony1 and Molly Rose1 Jefferson Interprofessional Education Center, Thomas Jefferson University, 2Department of Family & Community Medicine, Jefferson Medical College, 3Department of Physical Therapy, Jefferson School of Health Professions, 4Department of Occupational Therapy, Jefferson School of Health Professions, 5Department of Pharmacy, Jefferson School of Pharmacy, Thomas Jefferson University, Philadelphia, PA, USA 1

Background/Rationale: Interprofessional education (IPE) is continuing to gain increasing recognition, and many institutions are implementing curricula. While the literature increasingly supports best practices in IPE delivery, the “right timing” of content, framing IPE competencies within the context of uniprofessional education and licensure examinations, cultural and logistic barriers remain significant hurdles to fully realizing full potential. The Jefferson Health Mentors Program (HMP) is a two-year longitudinal, person-centered team-based curriculum which has delivered IPE to all matriculating medical, traditional bachelor’s level nursing, occupational therapy, physical therapy, pharmacy, and couple & family therapy students at Thomas Jefferson University for the past four years. HMP faculty and students have engaged in continuous curricular improvement based on feedback from course evaluations, focus groups, qualitative and quantitative outcome measures. The curriculum has been modified from the original format and logistical problems addressed which have contributed to improved student satisfaction with the program. Lessons learned and faculty collaborations developed through HMP have informed a variety of other IPE initiatives. Using the HMP as a model, this discussion session will focus on common challenges and solutions that may apply across settings, so that IPE faculty can share best practices in curricular models, technology-enhanced learning environments, IPE infrastructure, and faculty development practices to maximize the potential of longitudinal IPE across health science campuses. Objectives: At the end of this session, participants will: . Discuss three common challenges faced when implementing IPE across a large, diverse student body. . Identify one new strategy for continuous quality improvement of IPE curriculum at their home institution. . Identify one new strategy to implement at their home institution for enhancing student and faculty involvement in IPE. Questions: 1. What challenges have you faced in developing and implementing IPE across large groups of students from several professions? 2. What strategies are you implementing for continuous quality improvement of IPE curriculum? 3. What innovations have led to improved outcomes (satisfaction, achievement of competency, etc.)? 4. How have you included students as part of your improvement processes? 5. What faculty development activities have led to quality improvement of IPE at your institution?


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An Interprofessional Education and Care Practicum: Format and Lessons Learned Christine A. Arenson and Molly A. Rose Thomas Jefferson University, Jefferson InterProfessional Education Center, Philadephia, PA, USA

Background/Rationale: Developing strategies to encourage interprofessional, collaborative projects can be challenging in today’s healthcare environment. One strategy of an interprofessional center at an urban health sciences university was an Interprofessional Education and Care Practicum (IPE&C) where faculty and staff at the university and hospital can develop interprofessional education or care projects. The practicum is offered twice a year and teams are eligible to apply for a $1000 grant to assist with implementation. The practicum consists of five three-hour classroom sessions (introduction to IPE, library session on literature search for similar projects and online teaching strategies, program development, program evaluation, and putting it all together). The first segment of each session includes a brief discussion of didactic content followed by the longer segment that focuses on group discussion of participants’ project. The practicum was provided three times and completed by 16 participants from pharmacy, medicine, nursing, pastoral care, social work, emergency medical technology, and management. Examples of IPE&C Practicum projects are pastoral care’s educational sessions for healthcare professionals on addressing the unique emotions of the patient; family medicine’s diabetes group visit program; urology department’s educational process to improve understanding among operating room, office and academic functions of delivery of clinical services, and a medication adherence program at a residence for men recovering from homelessness and addiction. The evaluation data (immediately after and at six months) demonstrated that participants highly valued the sessions, especially when the didactic content was brief and the discussion was the primary focus of the practicum session. Modifications were made to address this feedback. While the initial aims of the practicum were to provide information on IPE and to encourage development and implementation of IPE&C projects, the importance of group interaction, problem solving, as well as social support and networking were other highly valued outcomes. Objectives: At the end of the session, participants will be able to: . Describe an example of a strategy to encourage development IPE and IPP projects. . Discuss lessons learned from this strategy. Discussion Questions: 1. What strategies/projects have you implemented to encourage IPE and IPP projects? 2. What are potential recruitment strategies for such programs? 3. What are incentives that could be developed for similar programs? 4. What evaluation methods are appropriate for similar programs?

Collaborative Conversations: An Education Program to Enhance Interprofessional Care Michele Durrant, Bonnie Fleming-Carroll, Pam Hubley, Brenda Spiegler and Margaret Keatings The Centre for Nursing, The Hospital for Sick Children, Toronto, ON, Canada

Background/Rationale: An Interprofessional (IP) education program focused on a communication strategy that enhances collaboration was introduced at a tertiary care paediatric health science centre. The goal of introducing the collaborative problem solving model (Greene, 2008) organizationally, was to enhance the ability of IP practitioners to communicate constructively and collaboratively with families and within teams, both within and across settings. The use of this model has been shown to enhance a shared understanding of differing perspectives and generate collaborative solutions. Workshops used conversational narratives forwarded by participants to further understand barriers to collaboration in our practice setting; introduced participants to the collaborative problem solving model and used in-class simulation to facilitate uptake of the model; and knowledge transfer strategies to support learning. An organizational clinical supervision process was established and implemented to support the development of organizational and local champions within clinical areas. Post workshop, consultation was provided by champions to front-line practitioners. This consultation approach focused on uptake of the model in practice, practice reflection and the ability to advance conversations that were collaborative with team members, with children and families. Both process and outcome evaluation data were collected and analyzed. Results demonstrated an ability of IP practitioners to translate knowledge into practice; demonstrate q 2013 Informa UK, Ltd.

116 confidence in using the model and engage in collaborative conversations that were responsive to the needs of all partners. Program evaluation findings will be reported. This organizational strategy will prompt discussion in relation to the communication framework used, the IPE strategies used including facilitation approaches, in class simulation and clinical supervision and clinical consultation; as well as the complexity of knowledge transfer and those strategies necessary to sustain practice change within an IP setting. Questions: 1. How does this communication strategy enhance collaboration and advance IPC? 2. How do you build an organizational strategy to promote collaborative practice? 3. What learning strategies are used to facilitate knowledge transfer?

Interprofessional Education: Understanding the Roles of Nursing and Radiologic Science Students in Care of Patients in the Hospital or Home Environment: An Interactive Session Frances Gilman1, Reena Antony3, Mary Bouchaud2, Molly Rose2, Christina Truluck1, Julianne Cody2, Maria Marinelli2, Kathy Lucatorto2, Dorothea Fredrick2, Amy Szajna2 and Julia Ward2 Jefferson School of Health Professions, 2Jefferson School of Nursing, 3Jefferson InterProfessional Education Center, Thomas Jefferson University, Philadelphia PA, USA 1

Background/Rationale: Health care providers often experience communication difficulties due to their lack of knowledge regarding each other’s roles in the care of the patient. Effective communication is vital to patient care and safety and is one of the National Patient Safety Goals. A clear understanding of each other’s professional roles will improve communication with each other, the patient and the patient’s family. Regardless of whether the patient is being cared for in the hospital or home, collaboration and effective communication among health care providers will ensure high quality, safe, efficient, and effective health care. It is critical that the healthcare team understand each other’s roles and responsibilities. Interprofessional education allows students from two or more profession to “learn about, from and with each other.” Integrating interprofessional educational activities such as lectures, interactive sessions, role-playing and case-base scenarios into the health professions curriculum will lead to effective communication and collaborative team work as well as improve patient care and safety. This presentation describes a four-hour session developed by radiological science and nursing faculty. It included 105 nursing students and 50 radiological science students. This is a continuation of a previous interprofessional session on patient-centered care. Faculty from nursing and radiologic sciences provided a brief overview of their professions and their role in the care of the patient. In addition, small group sessions included scenarios, involving both disciplines, that the students discussed, answered communication and safety questions, and later presented to the large group. Evaluation data (quantitative and qualitative) from the session will be provided, along with lessons learned and recommendations for future sessions.

Are We Walking the Walk or Just Talking the Talk? Faculty Development To Support Interprofessional Initiatives Mary P. Mauldin1, Gwen W. Halaas2, H. Del Schutte3 and Elena M. Umland4 Center for Academic and Research Computing, Medical University of South Carolina, Charleston, SC, 2University of North Dakota, Office of Academic Affairs, School of Medicine and Health Sciences, Grand Forks, ND, 3Department of Orthopaedic Surgery, Medical University of South Carolina, Charleston, SC, 4Jefferson School of Pharmacy, Thomas Jefferson University, Philadelphia, PA, USA 1

Background/Rationale: Institutions are creating opportunities for students to learn and practice in interprofessional environments. If we expect students to work in an interprofessional environment, what do we expect of our faculty? More importantly, what do our faculty need in order to be successful in teaching, mentoring, and/or practicing in interprofessional environments? Efforts are currently underway to identify needs and provide faculty development opportunities to support interprofessional initiatives. Faculty Journal of Interprofessional Care

117 from three universities will provide a brief overview of models implemented and/or planned at their universities, followed by a discussion to identify components of an ideal model of faculty development to support interprofessional initiatives. The discussion will focus on planning and implementation of interprofessional faculty development opportunities. Silver & Leslie (2009) and Steinert (2005) recognize the importance of conducting needs assessments, identifying target audiences, as well as incorporating effective teaching methods, curriculum design, evaluation, sustainability, leadership and promotion of interprofessional education across an institution as crucial to the success of an interprofessional faculty development strategic plan. These components along with others identified by the audience will be discussed and evaluated. Objectives: Participants will: . Brainstorm components of a model for faculty development designed to support and promote interprofessional education, mentoring and/or clinical practice. . Determine critical components of a model for interprofessional faculty development. . Determine a feasible process for implementation, evaluation, and sustainability of a model designed to meet their institution’s needs. Questions: 1. What are the key indicators of success or failure of a team or a team effort? 2. In your environment, how would you or how have you implemented a model for interprofessional faculty development? What did you learn? 3. How do you know you are making progress in interprofessional efforts? 4. What is needed in order to sustain interprofessional efforts?

The Play within the Play: Advancing Approaches for IPE Faculty Development Ivy Oandasan1,2,5,6, Mandy Lowe1,6, Donna Romano7, Lynne Sinclair1,4, Maria Tassone1,4, Belinda Vilhena1 and Susan Wagnerr1,3 Centre for Interprofessional Education, 2Department of Family & Community Medicine, 3Department of Speech-Language Pathology, 4Department of Physical Therapy, 5Department of Occupational Sciences, University of Toronto, Toronto Rehabilitation Institute, 6University Health Network, 7Mount Sinai Hospital, Toronto, ON, Canada 1

Background/Rationale: In 2005, the development of an IPE Faculty Development Leadership course was launched as a pilot based upon the recognition that few training programs were in existence that educated academic and clinical teachers about the principles and methods for teaching IPE and IPC. The ehpic (educating healthcare professionals for interprofessional care) course has been implemented and continually revised annually since 2005. Participation has been across professions, borders and internationally. As IPE is further embedded into academic and clinical settings, it is becoming increasingly critical to develop principles for teaching teachers how to teach IPE. By the end of this discussion group session, participants will leave with a greater understanding of key factors necessary for successful faculty development in IPE. Through a short plenary and small group discussions using an appreciative inquiry approach, participants will be asked to reflect on how IPE faculty development might best be advanced within. Drawing on the successes of the ehpic Faculty Development Leadership course implemented and continually enhanced annually for the last five years, the facilitators will share their own lived experiences and facilitate reflection amongst the participants related to the following questions: 1. In considering IPE sessions you have attended or led, what critical methods/principles were most effective for teaching IPE? 2. Thinking of your own context of education/practice what are your highest hopes for how IPE faculty development could be provided in the next five years? 3. What would you need to make this happen? 4. What are the differences and/or similarities between Faculty Development and Continuing Professional Development for IPE and IPC?

Development of Modular IPE Curriculum: Process and Evaluation Molly A. Rose, Christine A. Arenson, Frances Gilman, Leigh Ann Hewston and Reena Antony Thomas Jefferson University, Jefferson InterProfessional Education Center, Philadelphia, PA, USA q 2013 Informa UK, Ltd.

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Background/Rationale: Due to the complexities associated with the development of interprofessional education curricula, limited specific IPE modules or general guidance are available in the literature or through the internet to assist educators interested in initiating IPE sessions. We have developed a process for bringing together interprofessional teams of content experts and IPE experts to develop stand-alone modular IPE curricula that can be used in a variety of settings. This process will be discussed using examples from our stand-alone IPE modules (roles of health professionals, communication and SBAR, patient centered care, and interdisciplinary discharge planning). The interprofessional teams developed modules that contain student objectives, step-bystep teaching plan with short sample lectures, selected videos, sample case studies/scenarios with questions for use with small group and large group settings and evaluation strategies. The importance of including faculty from the learner disciplines as well as IPE experts will be discussed (e.g., lecture and scenario development that are inclusive of the professions of the learner audience). Development of evaluation strategies for the sessions is imperative when planning the sessions. This presentation will include open discussion with conference attendees about their experiences, practical recommendations for developing and evaluating IPE curricula, importance of disseminating sample curricular modules as templates to develop IPE sessions, along with lessons learned. Objectives: At the end of the session, participants will be able to: . Describe the process of developing IPE curricula for health professions students . Discuss practical ways to develop and implement IPE sessions at home institutions. Discussion Questions: 1. What IPE curricula have you developed at your settings? 2. What are some successes and limitations that occurred? 3. How can you use the information provided at your organization? 4. How do you disseminate your IPE curricula? 5. How do you evaluate your IPE sessions?

Adapting Curriculum to Include Opportunities for Interprofessional Learning: The Widener University Approach Robert Wellmon1, Barbara Gilin2, Linda Knauss3 and Margaret Linn4 Institute for Physical Therapy Education, 2Center for Social Work Education, 3Institute for Graduate Clinical Psychology, 4Center for Education School of Human Service Professions Widener University, Chester, PA, USA 1

Background/Rationale: Working effectively with other healthcare professionals improves quality of care and patient outcomes. The skills needed to work on healthcare teams require prior preparation and practice. Academic institutions can play a key role by incorporating learning experiences into professional curricula that helps to prepare students to work effectively on interprofessional healthcare teams. However, one of the many challenges faced is finding time in the curriculum to include the necessary learning experiences. To address the challenge and the identified need, Widener University’s School of Human Service Professions created a 6 hour, case-based interprofessional learning module. The module has been part of the professional curriculum of graduate students enrolled in clinical psychology, education, physical therapy and social work for the past 14 years. Outcomes collected, using a variety of approaches, have highlighted the importance of including the learning experience in the professional curriculum, demonstrated the effectiveness of the approach and provided guidance for program enhancements. Objectives: In presenting one curricular approach to preparing graduate students for interprofessional practice, the intended purpose of the session is to foster a larger discussion among the participants related to current practices of other institutions. Upon completion of the session, participants will be able to: . Have a better sense of the curricular options that can be implemented to prepare students to have the skills and competencies necessary to work on an interprofessional team; and . Understand the importance of selecting and using appropriate outcome measures to assess learning effectiveness and identify areas in need of improvement. Guiding Questions: 1. In thinking about the available curricular options, what is the ideal amount of time that should be devoted to interprofessional education? 2. What are barriers to implementation of an interprofessional learning and how have academic institutions addressed them through innovative curricular design?


119 3. How is success of an interprofessional learning experience measured? 4. What constitutes meaningful change in attitudinal measures of interprofessional learning and collaboration? 5. At the end of the day, does the investment in interprofessional education make a difference?

Mainstreaming IPE by Leveraging Existing Faculty Development Resources: IPE Teaching Scholars Program Brenda Zierler1, Lynne Robins2, Brian Ross3, Karen McDonough4, Nanci Murphy5, Sharon Wilson6, Sarah Shannon1, Peggy Odegard5, Dana Hammer5, Linda Vorvick2, Doug Schaad2, Doug Brock2 and Debra Liner1 Department of Biobehavioral Nursing and Health Systems, School of Nursing, 2Department of Medical Education and Biomedical Informatics, School of Medicine, 3Department of Anesthesiology, School of Medicine, 4Department of Internal Medicine, School of Medicine, 5Department of Pharmacy, School of Pharmacy, 6Department of Family, Child and Nursing The University of Washington, Seattle, WA, USA 1

Background/Rationale: In an effort to develop and expand the number of faculty trained in IPE, the UW Macy Grant Team leveraged existing Faculty Development resources to pilot an innovative IPE Teaching Scholars Program. Since 1995, a ten month, part-time, certificate program consisting of integrative seminars, scholarly projects and professional peer groups has been administered by the Department of Medical Education and Biomedical Informatics (MEBI). Graduates of this program have received recognition for teaching and leadership. Although the current program is open to faculty members from all UW health science schools, few outside of medicine have participated due to the time commitment and cost of program (185 Teaching Scholars; 169 physicians and 16 nonphysicians). The UW Macy Grant Team collaborated with MEBI to pilot and fund an IPE Teaching Scholars program, thereby leveraging the existing Faculty Development resources and infrastructure and creating an intentional venue for peer learning about IPE. IPE content and experiences will be integrated into the existing curriculum which is designed so that Scholars teach each other, with guidance from Program faculty. Eight interprofessional faculty members will be accepted into the UW Teaching Scholars Program as IPE Scholars; approximately one half of the usual number of Scholars. Scholars will be chosen based on a competitive application process which requires the applicant to outline an IPE scholarly project and designate an IPE Mentor. A selection committee will interview potential IPE Scholars to start the Program on September 20, 2011. Department Chairs must provide a commitment of support, 12-day release time, approval for a full day teambuilding session, and funds for one national IPE meeting. The program fee of $4,000 will be paid by the UW Macy Grant for eight faculty IPE Scholars.


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THEME 3: INFRASTRUCTURE Paper Format

Establishing a Sustainable Model for Inter-Institutional Interprofessional Learning in Rural and Remote Settings in Australia Pippa L. Craig1, Amanda Barnard1 and Esther May2 ANU Medical School, Australian National University, Canberra, ACT 0200, Australia, 2University of South Australia, North Terrace, Adelaide SA, Australia 1

Background/Rationale: The Health ‘Hubs and Spokes’ Project is a collaborative partnership between the Australian National University (ANU) and the University of South Australia (UniSA) aimed to increase opportunities for ANU medical and UniSA pharmacy, allied health and nursing students to participate in interprofessional clinical placements in rural and remote settings and to encourage graduating students to consider working rurally. Interprofessional Learning (IPL) placements occur where ANU and UniSA students undertake their clinical placements; in SE NSW, the Northern Territory (NT) and South Australia’s Spencer Gulf region. One aim is to establish a sustainable model for interprofessional learning that can be used in the longer term in association with students undertaking regular clinical placements in the locations where this shared learning has taken place. Students are released from their clinical placement for 12 day/week to work in ANU/UniSA IPL teams. Local practitioners identify meaningful project topics for students to work on. A local IPL Facilitator is appointed to meet weekly with the students to monitor project progress and facilitate reflection on their learning. The evaluation process considers not only students’ reaction, knowledge and attitude change, but also longer term impact on organizational practice where this model has been introduced. Response in most of the locations in SE NSW and NT has been very positive and we have a growing body of experienced IPL Facilitators able to work with IPL teams at nominal expense. Introducing a model where the student group largely takes ownership for a ‘real’ project worked well. The more the students take ownership for the project and the more the project topics demonstrate real value for the local community, the higher ‘return’ for all involved. The next stage is to adapt the model to involve other health professional students already on rural clinical placement in these locations in IPL

Patients as Educators in an Interprofessional Health Education Program Shelley Doucet1, Cassandra Wells2 and Heidi Lauckner3 Faculty of Medicine, Dalhousie Medicine New Brunswick, Saint John NB, 2Faculty of Medicine, Dalhousie University, Halifax NS, School of Occupational Therapy, Dalhousie University, Halifax NS, Canada

1 3

Background/Rationale: The Dalhousie Health Mentors Program is an interprofessional student learning experience for students in health professional programs intended to introduce issues related to patient/client-centred care, interprofessional collaboration and chronic conditions and disabilities. Health Mentors are adult volunteers with a chronic condition or disability. The pilot year (September 2010 to April 2011) involved 151 health mentors who shared their life histories, chronic condition journey, and experiences navigating the healthcare system with interprofessional teams of 3 to 4 students. Previous research on similar interprofessional learning experiences tend to focus on the impact of such encounters on students, with limited research examining the perspectives of the community volunteers who are serving as educators. This multi-site exploratory study uses qualitative methods to explore the experiences of the Health Mentors as educators to identify positive and negative factors

121 contributing to their experiences and to understand how involvement in the interprofessional health education initiative has impacted their lives. This research is a work in progress. We are currently recruiting participants to participate in focus group interviews. Approximately six focus groups of 5 –7 Health Mentors and a few individual interviews (for those unable to participate in focus groups) will be conducted to gather the experiences of 30 –35 Health Mentors. Data collection will take place from May to June, 2011. Focus groups and interviews will be transcribed and analyzed using inductive thematic analysis. Data analysis will take place from May to September, 2011. Anecdotally, Health Mentors have commented on the positive impact of sharing their experiences with interprofessional student teams and feel they are giving back to the community and are contributing to improving health services for others. The Health Mentors also describe their experience to be empowering as they realize that they are the experts in their care, suggesting that participation in such a program may contribute to promoting health through meaningful participation for these volunteers.

The Impact of Interprofessional Education on Interprofessional Collaboration between Human Services and Nursing Students on an International Interprofessional Placement Janice Elliott1, Carol Butler2, Hossein Khalili3, Shelley Masse4 and Margot Sippel5 Coordinator, School of Nursing Fanshawe College, London, ON, Canada, 2Coordinator, Faculty of Health Sciences and Human Services, Fanshawe College, London, ON, Canada, 3Professor, Fanshawe College, Western-Fanshawe Collaborative BScN Program, London, ON, Canada, 4Coordinator, School of Nursing, Fanshawe College, London, ON, Canada, 5Professor, School of Human Services, Fanshawe College, London, ON, Canada 1

Background/Rationale: The importance of interprofessional education and collaboration (IPE&C) has been identified as a global issue. IPE&C will prepare students to understand the roles of other professional groups and can make an important contribution to developing more effective interprofessional teamwork in health and social care organizations. This pilot study is conducted to investigate the impact of interprofessional team development education on promoting new beliefs and attitudes toward collaborative interprofessional care in an international experience. The study is unique because it includes nursing and human services students. Methods: A group of students (N ¼ 13) from the Child and Youth Worker (CYW), Early Childhood Education (ECE) and Practical Nursing (PN) programs were recruited for this study prior to the placement. A single group quasi-experimental case study design with four time series measures and focus groups were used to assess the impact of the intervention on IPE&C. The intervention included: completion of interprofessional team development modules and a three-hour workshop prior to the placement, and the interprofessional placement. During one month placement, students were working in interprofessional teams with the psychologist, social worker, and teachers from an elementary school in Costa Rica to focus on improving the health of the children in the school. All student participants did complete a demographic questionnaire, the Interprofessional Socialization and Valuing Scale (ISVS) (four times) and the Assessment of Interprofessional Team Collaboration Scale (AITCS) (three times) during the study. Results: We are at the stage of data analysis. The findings will be presented at the conference.

Acute Care Team Modeling: An Interprofessional Story with an Extraordinary Patient Outcome Jeannie Garber1, Cathy Jennings2, W. Scott Arnold3, Abrina Schnurman-Crook4, Judy Lash5, Patty Vari6, Ava Porter6, Dave Trinkle7, Wilton Kennedy5, Sara Brown6 and Rick Vari7 Department of Nursing, Jefferson College of Health Sciences, (JCHS), 2Cardiology, Carilion Clinic, Roanoke, VA, 3Cardiothoracic Surgery, Carilion Clinic, Roanoke, VA, 4Hollins University, Roanoke, VA, 5Physician Assistant Program, JCHS, Roanoke, VA, 6 Department of Nursing, JCHS, Roanoke, VA, 7Department of Interprofessionalism, Virginia Tech Carilion School of Medicine (VTCSOM), Roanoke, VA, USA 1


122 Background/Rationale: Interprofessional practice and effective teamwork in the acute care setting is complex, challenging and rewarding. The ability to work as a team and communicate effectively has been documented in the literature as having a direct relationship to patient outcomes and patient safety. A unique interprofessional education curriculum is offered for nursing, medical and physician assistant students at Virginia Tech Carilion School of Medicine and Jefferson College of Health Sciences. In an attempt to provide students with learning experiences that develop interprofessional knowledge and conviction, local clinicians were invited to participate in an interprofessional course. The cast of practicing healthcare professionals shared an extraordinary patient story while revealing concepts such as respect, roles, communication, patient safety, efficiency, leadership, service, teamwork, and interdependency. This experience provided an opportunity for team recognition and for patient involvement in interprofessional education. The patient attended the story telling session. This experience was pivotal for students’ learning and reinforced the importance of efforts that are geared toward bridging the gap between practice and education. Objectives: Participants will: . Experience highlights of the patient story to reveal how interprofessionalism was emphasized . Explore story telling as a unique interprofessional educational method . Discuss the significance of practicing healthcare professionals’ involvement in interprofessional education . Contemplate the significance of interprofessionalism to patient outcomes Questions: 1. What are the benefits of storytelling in interprofessional practice and education? 2. Identify challenges associated with interprofessional education when practicing clinicians rather than course faculty serve as content experts. 3. Share similar or other unique interprofessional experiences and methodologies. 4. How would you suggest healthcare organizations and practicing healthcare professionals be integrated into interprofessional education?

Program Evaluation and its Role in Guiding an Interprofessional Program Carolyn Giordano, Molly Rose, Christine Arenson, Kevin J. Lyons, Kellie Smith, Leigh Ann Hewston, Jon Veloski and Lauren Collins Thomas Jefferson University, Philadelphia, PA, USA

Background/Rationale: Interprofessional education (IPE) program development has gained increasing attention in recent years. However there remains little guidance in the literature as to what components are necessary to implement a successful program. Interprofessional education is complex and specific to institutions and ongoing program evaluation is a critical activity in determining effectiveness. This presentation will highlight the program evaluation of a two year IPE experience at a large northeastern university since 2007. Assessment methods and instruments, which were guided by Kirkpatrick’s typology of educational outcomes, will be introduced and critiqued, and programmatic changes made in the IPE curriculum will be described. Methods: The program brings together teams of students from medicine, nursing, physical therapy, occupational therapy, public health or pharmacy. Each team visits an individual with a chronic health condition over the course of two years. Collaboratively, students conduct life and health histories, review wellness goals and safety, and discuss expectations of healthcare providers. Program evaluation has been in place since the inception of this program and includes student and faculty surveys, focus groups, reflection papers and course evaluations. Results: Program evaluation is an iterative process. Surveys administered throughout the students’ two year experience reflected positive attitudes toward working with individuals with chronic conditions and/or working as part of an IPE team. The addition of qualitative methods highlighted several programmatic needs and led to significant changes including the addition of more student leaders from each discipline, curricular revisions, increased use of technology including Team Wikis, and restructuring scheduling logistics. Conclusions: Surveys can provide information on a broad scale, but in isolation their value is limited. Combining qualitative and quantitative data provides practical in-depth information to identify strengths and weaknesses of IPE programs. This project is now leaning more on mixed-methods approaches to gain valuable information from students, faculty and volunteers.


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Interprofessional Practice in the Rural Context: A Shared Responsibility of the Patient? Lyn Gum1, David Prideaux2, Linda Sweet3 and Jennene Greenhill1 1 School of Medicine, Flinders University Rural Clinical School, Renmark, South Australia, 2School of Medicine, Flinders University, South Australia, 3School of Medicine, Flinders University Rural Clinical School, Adelaide, South Australia

Background/Rationale: ‘Context’ is a unit of analysis of health outcomes which can support or hinder IPP. In the rural health context, working as a team is vital for collaborative practice. However, the team may not necessarily be unified, collaborative and harmonious. Rural healthcare workers’ relationships can be influenced by the close working environment. Trusting relationships should result in flexible healthcare delivery, shared decision-making and reluctance towards professional dominance. This paper presents findings from a qualitative study which examines the concept of trusting relationships as a requirement for rural interprofessional collaborative practice. Methods: A case-based study is currently underway to explore the influence of interprofessional learning on the collaborative culture in three rural hospitals in Australia. In phase one, ethnographic methods were used to depict what it is like to work in a rural hospital. Observational fieldwork in the hospital, thirty individual interviews and one focus group were undertaken with a wide spectrum of participants. Results: Rural healthcare workers in the study portrayed their working relationships as transparent and codependent; and were perceived to be easier to maintain in smaller environments. Relationships were influenced by ‘how well they knew each other’. Whilst relationships were perceived as ‘trustworthy’ the participants did not necessarily embrace a shared responsibility for the patient. Conclusions: Whilst ‘trust’ is an important element in a collaborative relationship this did not mean the relationships had symmetry. If rural healthcare workers are unable to agree on shared patient responsibility, the pathway to successful interprofessional collaborative practice in the rural context may be difficult to achieve. Interprofessional education is therefore one important strategy for challenging the views of the current division of labour in the rural context. 1. Lauder, W., Reel, S., Farmer, J., & Griggs, H. (2006). Social capital, rural nursing and rural nursing theory. Nursing Inquiry, 13(1), 73 –79.

Using Leadership Development to Create Interprofessional Collaboration Ready Faculty Sharon Hostler1, Margaret Harden2, Nancy Deutsch3, Ellen Markowitz4 and Dorothe Fontaine5 Department of Pediatrics and Office of the Dean, School of Medicine, USA, 2The Institute for Faculty Advancement, Office of the Executive Vice President and Provost, USA, 3Department of Leadership, Foundations and Policy, Curry School of Education, USA, 4The Institute for Faculty Advancement, Office of the Executive Vice President and Provost, USA, 5Office of the Dean, School of Nursing The University of Virginia, Charlottesville, VA, USA 1

Background/Rationale: Since 2004, Leadership in Academic Matters (LAM) has provided faculty with an interprofessional learning environment focused on leadership. LAM represents a unique program model that, at its core, is about cultivating community and shared understanding both vertically and horizontally across our institution. This program is highly experiential and covers a variety of topics with a primary focus on emotional intelligence (EL), (Goleman, Boyatzis & McKee, 2002). The research described herein comes from a program evaluation to better understand the impact of the program. For the purposes of this presentation, we will focus on our results as to the success of the program as an interprofessional learning environment and the degree to which participants left the program ready to collaborate across traditional institutional and disciplinary boundaries. Methods: Researchers targeted 150 individuals (five cohorts) from eight schools and held a series of one and a half hour focus groups. Focus group questions centered on participants’ assessment of the program, modified behaviors post-program, and the development of peer-to-peer networks and/or cross-rank cross unit mentoring. Verbatim data from the focus groups was coded and analyzed using the constant comparative method.


124 Results: Participants reported: . Increased sense of connection to each-other (without regard to discipline, rank etc.) . Increased willingness and self efficacy to cross disciplinary and institutional boundaries . Increased institutional connectivity, a sense of shared goals and a better understanding of how they and their unit fit into the whole . Specific examples of cross-disciplinary, cross-institutional, research, education and administrative collaborations Conclusion: LAM creates an interprofessional learning environment and interprofessional collaboration ready faculty. While these results are apparent across all cohorts studied, there was some variation in the strength of these results and the degree of connectivity indicating that further and more systematic research needs to be done.

“Evolving from Multidisciplinary to Interprofessional Education” Z. Annette Iglarsh1 and Terry Buttaro2 School of Nursing and Health Sciences, Department of Physical Therapy Simmons College, Boston, MA, USA, 2School of Nursing and Health Sciences, Department of Nursing Simmons College, Boston, MA, USA 1

Background/Rationale: In today’s changing medical environment, healthcare academics must revise their professional programs to educate students to effectively practice in interprofessional teams. Current research indicates that students in the health disciplines must be educated together to enable them to develop a respect for each other’s discipline, learn each other’s language and establish trust among each other. The educator’s challenge is to create pedagogically sound interprofessional courses using conventional single or multi-disciplinary professional health education programs. A course in Health Systems is ideally taught to an interprofessional audience if the students are to learn about the breadth of healthcare practice and the potential effectiveness of patient care when rendered by a healthcare team. The speakers will trace the ten year evolution of a course to an interprofessional format (that includes nursing, physical therapy and nutrition students) in Healthcare Systems taught at Simmons College in Boston MA, USA. Experiences with teaching in a large class format (exceeding 100 students) and developing groups of students from all three disciplines will be analyzed. Speakers will discuss case studies that address the issues of working with students who have varied levels of clinical experience and limited knowledge of the educational preparation, philosophy of patient care and scope of practice of the other disciplines. In addition, strategic planning and budget issues will be explored. Objectives: Identify the issues, experiences, and outcomes of teaching students of multiple disciplines in an interprofessional course. . Effectively and efficiently modify a single or multidisciplinary course into an interprofessional course format. . Explore and discuss the resource issues inherent in interprofessional education and practice (fiscal, human resources and clinical experiential opportunities). Teaching Methods: Lecture format and active audience participation. Case presentations: Small group problem solving and group discussion.

A Community Engagement Model to Lead Cultural Change for an Interprofessional First Year Curriculum across 19 Health Disciplines Sue Jones, Jill Downie and Margo Brewer Faculty of Health Sciences, Curtin University, Perth, Western Australia

Background/Rationale: The Faculty of Health Sciences at Curtin University developed and implemented an interprofessional (IP) first year curriculum over a period of 18 months. The Faculty has an annual intake of approximately 2300 students in 19 disciplines across seven schools. Key drivers included: the need for graduates to address complex health problems, working within IP models of care; strategic embedding of IPE within curricula; development of health science graduate attributes and improved transition to university. In order to engage staff in a significant change process, a five level model of community engagement as proposed by the International Association for Public Participation was utilised. This paper will discuss the application of the levels of community engagement which were: i) a series of discussion papers were prepared and circulated to all members of the Faculty to inform them of the need for change; Journal of Interprofessional Care

125 ii) staff consultation regarding structure of the new curriculum and to contribute to the design and key outcomes to be achieved in the IP units; iii) staff involvement in IP unit design teams with representation from each of the seven schools and who were charged with the responsibility of developing the IP learning experiences, resources and assessment; iv) unit design teams and a wide range of other academic and support staff collaboration to determine the implementation strategy; and v) extensive stakeholder involvement in the design of the curriculum has empowered staff to deliver the curriculum through the development of their own IP capabilities in leading and participating in unit design and teaching teams. The process has resulted in an exciting, innovative, contemporary first year curriculum designed on best practice IP and first year experience in higher education principles in which there has been significant cultural change and staff in the faculty have developed ownership of an IP curriculum and significantly enhanced IP engagement with their colleagues.

IPE Program Development: Successes, Pitfalls and Evolution Ann MacPhai1, Mary Beth Bezzina2, Ann Bossers2, Sandra Hobson2, Taslim Moosa3, Frances Richert3, Susan Schurr3 and Carole Orchard4 School of Physical Therapy, 2School of Occupational Therapy, 3School of Communication Sciences & Disorders, 4Office of Interprofessional Health Education & Research and Arthur Labatt Family School of Nursing, Faculty of Health Sciences, University of Western Ontario, London, ON, Canada 1

Background/Rationale: Students in health professional programs rarely have the opportunity to interact, and learn about each other’s professional roles; however, rehabilitation professionals typically work in IP teams. Recognizing this disconnect between education and practice, a group of faculty members joined together to develop in IPE workshop series in 2008. These workshops bring students together to discuss case studies, network and learn about each other’s professional roles. Sessions are mandatory for audiology, speech language pathology, occupational therapy, and physical therapy students and are evaluated using the Interprofessional Interest Survey (Reid et al., 2006), along with feedback questionnaires. Using an interactive workshop format, participants will discover how a curricular model was successfully implemented to incorporate IPE into our four university rehabilitation programs. Objectives: Participants will: . Learn about a IPE program and its evolution over three years . Work through a sample workshop case . Learn key attributes of a successful IPE program . Explore solutions to overcome obstacles . Apply some of these creative strategies to initiate/improve IPE programs in participants’ facilities/institutions . Learn about some tools to evaluate an IPE program Teaching Methods: An overview of the IPE workshop series, its main components, evaluative data and resulting changes will be provided. Participants will work through a case example in small groups to facilitate interactive learning that replicates the approach used within the program. Participants will be provided with a number of practical templates and tools to assist in IPE program development. With a focus on sharing strategies to overcome frequently encountered IPE program obstacles (e.g., scheduling, funding, workload, space, evaluation), participants, working in groups, will discuss the application of these solutions to IPE programs in their own facilities/institutions.

Making Meaning of Our Experiences of Witnessing Suffering: Employing A/R/Tography to Engage in Interprofessional Inquiry and Mutual Care Patti McGillicuddy1,3, Gail Mitchell1,2, Nancy Davis Halifax2, Nadine Cross1, Jane Hollett1 and Carolyn Plummer1 University Health Network, Toronto, ON, 2York University, Toronto, ON, 3University of Toronto, Toronto, ON, Canada

1


126 Background/Rationale: This research presentation will focus on the method, process and emerging understandings related to the La Loba Project, a six week inquiry through which eight interprofessional researchers/educators, practitioners and artists gathered to explore the question: What is the emergent meaning of bearing witness to suffering? Suffering is an ever present reality in healthcare work and surfacing emotions on interprofessional teams can be both essential and challenging. The study methodology was chosen to address this challenge and potentially deepen meaning and understanding. A/R/Tography, an arts-based guided inquiry method and form of action research was employed that involves working with communities of practice who share a commitment to search for meaning of an everyday phenomenon (Irwin & Springgay, 2008). The method attends to the relational process of creating and interpreting the meaning residing in the in-between of language, remembered or created images, materials, situations and stories. The process began with a story from Este´s (1992) book about La Loba, an old woman, who collects the bones of wolves, singing over them until they become new life forms. In the A/R/Tography group, the bones were metaphors for the fragments of memories and lost, buried or forgotten moments that were lived with patients and families over years of work. Individual and shared canvases reworked throughout the sessions with offered renderings guiding the process. A focus group/workshop, where the methods and results were tested and expanded upon, was completed. Outcomes relating to interprofessional meaning making, the mutual care experience, and role of co-remembrance as a relational link between carers and with patients will be highlighted as well as the importance of addressing the ineffable “in-between” aspects of care. The congruence between the process of inquiry and emergent understandings provides opportunities for rich, layered interprofessional research, enhanced dialogue and insights into interprofessional patient centred care.

From Silos to Collaborative Teams: Deconstructing, Rebuilding, and Growth Lynne T. Tomasa1, John E. Murphy2, Cathleen L. Michaels3, Douglas L. Taren4, Nancy Coleman5 and Andreas A. Theodorou5 Department of Family and Community Medicine, College of Medicine, 2Pharmacy Practice and Science, College of Pharmacy, Community and Systems Health Science, College of Nursing, 4Public Health Administration, College of Public Health, 5 Department of Pediatrics, College of Medicine Arizona Health Sciences Center, The University of Arizona, Tucson, AZ, USA 1

3

Rationale: In 2005, the Arizona Health Sciences Center responded to the IOM Reports and a mandate from leadership to engage the Colleges of Medicine, Nursing, Pharmacy, and Public Health in building an interprofessional curriculum of structured learning activities for pre-professional health science students. Implementation began on a very limited budget with a dedicated effort among a core group of faculty and students. The development of curriculum and learning activities required careful deconstructing of intra and interprofessional and administrative cultures and silos; sharing and pooling of already scarce resources; continual efforts in faculty development and integration; strong commitment from faculty, staff, and students; and long term strategic planning. After five years of working to create a new interprofessional culture with a solid infrastructure among Colleges, the current program is preparing for the next stage of growth: development of a longitudinal interprofessional curriculum and collaborative practice models. Objectives: After hearing perspectives and a case study from each of the University of Arizona presenting colleges, participants will be able to: . Identify key stakeholders and their roles in building an interprofessional education model and infrastructure at their institution. . Describe cultural and institutional barriers and explore constructive solutions. . Strategize how to build intra- and inter-professional collaboration among faculty, staff, and students. Teaching Methods: Participants will complete a worksheet targeting the objectives above at their own institutions. Participants will then break into small groups to: a) exchange ideas and brainstorm solutions and strategies for addressing a particular challenge identified; and b) identify ways to engage administration, faculty, staff, and students in building a collaborative culture. Groups will have the opportunity to present their results in the final segment of the workshop. Based on responses from the group presentations, a list of solutions and opportunities will be generated and made available.


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Interprofessional Collaboration to Deliver Mental Health Services in Primary Care: Facilitating Mechanisms and Processes Pamela Wener1 and Roberta Woodgate2 1 Individual Interdisciplinary Studies, University of Manitoba, Winnipeg, Manitoba, 2Faculty of Nursing, University of Manitoba, Winnipeg, Manitoba

Background/Rationale: To increase patient access to mental health services in primary care, health authorities across Canada implemented shared care programs. The key component of shared care is interprofessional collaboration between primary care providers (PCPs), including physicians, nurse practitioners and mental health providers, including psychiatrists and counselors who together provide mental health services in community settings. To date, research demonstrates that the shared care programs increase timely access to mental health services and are considered best practice. However, little is known about the processes and mechanisms that facilitate interprofessional collaboration between the primary and mental healthcare providers. This study is a first step towards developing a model that describes the processes and mechanisms of interprofessional collaboration within the context of shared care from the perspective of the PCP. Methods: Using maximum variation purposive sampling, 20 PCPs were recruited to participate in the study. Data were collected using individual in-depth semi structured interviews that were audio recorded and then transcribed verbatim. Two researchers read the first five transcripts several times, noting emerging codes independently. The researchers then met to discuss emerging categories and resolve areas of disagreement. A coding scheme was created and used to review the remaining transcripts maintaining openness to new emergent categories. Results: Three main categories emerged from the data: co-location as a pre-condition to interprofessional collaboration, role of formal and informal structures, procedures and tools to facilitate interprofessional communication, and interprofessional education as an unrealized resource. Conclusion: Illuminating the mechanisms and processes that PCPs use to facilitate interprofessional collaboration deepens our understanding of the complexities of interprofessional collaboration in a shared care program context. The findings from this study will contribute to a model of interprofessional collaboration that can be tested for its applicability to other healthcare contexts.

INFRASTRUCTURE THEME Poster Format

Diversity in the Workplace: A Case Study of a Collaboration with Sodexo to Create an Interprofessional Course Diane L. Alonso Department of Psychology, the University of Maryland, Baltimore County, Catonsville, MD, USA

Background/Rationale: The multi-institutional center at the Universities at Shady Grove (USG) offers an outstanding environment to provide interprofessional courses to college students. These types of courses give students an opportunity to get first-hand knowledge of how things work in the “real world”. They also provide a link to potential internships and jobs. This poster presents a case study of the process of creating and assessing an interprofessional course at an academic center. In the fall of 2009 Senior Executives from Sodexo approached staff at USG to express interest in developing an educational experience based on their change management program, “10 Key Elements for Creating a Culture of Inclusion.” The resulting course, “Diversity in the Workplace”, was a collaboration between Sodexo and the University of Maryland, Baltimore County (UMBC)’s Psychology program, and had its initial offering in fall 2010. It was assessed both during the semester at a small meeting, and at the end using surveys, which were evaluated at a “Lessons Learned” meeting in January 2011. A follow-up meeting in March involved other interested parties from USG, including programs in hotel and restaurant management, communications, and business. The course, taught by a UMBC Psychology program lecturer and several presenters from Sodexo, incorporates both academic theory and real world perspectives on diversity and change management. Evaluations indicated that students enjoyed the course and the opportunity to learn about Sodexo but that classroom discussions could also benefit from a greater mix of students from other disciplines. Plans for the fall 2011 offering will target marketing to students from several other programs at USG. This interprofessional course, utilizing a community partner, is the first of q 2013 Informa UK, Ltd.

128 its kind at USG. Several other courses, including ones on vaccinations, genomics and translational research, have subsequently been developed, and more are in the works.

Integration of Oral Health into the Medical School Curriculum Carol Aschenbrener1,2, Alexis Ruffin1,2, Michael Saleh1,2, Nadeem Karimbux2,3 and Sue Sandmeyer2,4 Association of American Medical Colleges, Washington DC, 2Faculty of Dentistry, University of Manitoba, Winnipeg, 3Oral Medicine Infection and Immunity, Harvard University School of Dental Medicine, Boston, MA, 4Division of Knowledge Management, American Dental Education Association, Washington, DC 1

Background/Rationale: In 2008 the Association of American Medical Colleges (AAMC) and the American Dental Education Association (ADEA) issued a joint report on oral health learning objectives for medical and dental students. The AAMC has subsequently been awarded funding through HRSA’s Bureau for Maternal and Child Health to facilitate integration of oral health into the medical school curriculum. The AAMC proposes to build on oral health content in its MedEdPORTAL online repository to develop learning resources linked to the learning objectives in the joint report, making readily accessible free peer reviewed resources and materials needed to integrate oral health training content into the medical education program. Disseminating oral health content for medicine through such a venue will enable faculty to include oral health topics without extensive curriculum development, and provides resources for medical schools without a local affiliated dental school, a model for best practice. This poster will highlight the multi-faceted approach in leveraging components from health professions, federal agencies, and programs such as Healthy People 2020. The objective and competency-driven approach to building a model curriculum will be discussed in such a way that can be repurposed for other professions. Participants will learn how to develop a foundation for sharing expertise, experience, and best practices across a wide range of knowledge experts, how a gap analysis in the medical school curriculum is conducted, and how multiple agencies, from the government to universities can work together to create curriculum.

Intercambio Medico Arizona-Sonora: An Interdisciplinary Medical and Nursing Program Evaluation Oscar Beita1, Carmen Eribes2, Laurie Soloff1, Cazandra Zaragoza1, Donna C. Semar2, William Adamas-Rappaport3, Tracy Carroll3, Charlene Wood3, Linda Don1 and Ana Maria Lopez1 Office of Outreach & Multicultural Affairs, College of Medicine, 2College of Nursing, 3Department of Family and Community Medicine, College of Medicine, The University of Arizona, Tucson, AZ 1

Background/Rationale: The UA College of Medicine Office of Outreach and Multicultural Affairs offered its third annual Intercambio Me´dico Arizona –Sonora program, one of the few programs of its kind in the country. In July 2008, participants included seven medical and 11 nursing students from the Universidad de Sonora-Hermosillo, Mexico. Goals for all students were to: foster interprofessional collaboration and communication; increase knowledge about medical and nursing care, leadership, and technology in the United States; and to promote competence in speaking, reading, and writing English. Objectives for each of the student groups were specific for professional role expectations. The month-long program on the University of Arizona campuses included collaboration with the: College of Nursing, Center for English as a Second Language, Beta Mu Chapter of Sigma Theta Tau International, and the Universidad de Sonora-Hermosillo, Mexico. Various teaching and learning methods were implemented to achieve the goals. Daily classes were conducted by the Center for English as a Second Language to enhance English communication and writing skills. Clinically focused critical thinking and decision-making skills were emphasized during discussions facilitated by nursing or medical faculty utilizing patient interviews, interprofessional case studies, clinical case scenarios and mock code simulations using SimMan, and student presentations. Library staff guided classes using online databases and search engines to investigate medicallyrelated subjects. In-hospital experiences provided understanding of the US healthcare system, including technology and leadership structures. Comprehensive evaluation methods included an adaption of The Interdisciplinary Education Perception Scale (IEPS) and The Readiness for Interprofessional Learning Scale (RIPLS). Program evaluation included analysis of changes in attitudes and self-efficacy pre- and post-program as well as satisfaction with the program components. Analysis of pre- and post-program Journal of Interprofessional Care

129 results will be presented. The initial interprofessional education experience provides a basis for continued development of similar education strategies.

Learning and Knowledge Construction in Interprofessional Education Gerd Bjørke Center for Educational Research and Development, Oslo University College, Norway

Background/Rationale: Traditionally collaboration and communication are taught as generic skills within uni-professional educations. The question is to what extent generic skills are sufficient in order to develop interprofessional collaborative competences. Since 1995 the curriculum of the various study programmes within health and social education in Norway has a common part, aiming at improving the quality of care. By developing collaborative skills and understanding of other professionals’ characteristics and roles, as well as emphasizing the common ethical and scientific foundation for professional practice, the intentions are to prepare students for teamwork. The question is whether the aim of developing interprofessional competences factually is gained. Questions of learning models and knowledge construction that are appropriate for developing interprofessional collaborative competences are crucial. Methods: A nationwide, action-oriented, network project is going on, in order to: 1) investigate to what extent the curriculums are focusing on interprofessional collaboration; 2) to try out models for interprofessional learning; and 3) evaluate various models. The empirical basis is case studies within each one of the eight educational institutions involved. Group-interviews are being made with educational leaders and key-persons, reports are being written and returned to the institutions, and pilot projects in each institution are developed, in order to try out possible models. Results: So far, the Introductory investigation shows that 2/3 of the institutions are uni-professional And in this way, hardly are addressing interprofessional collaboration. 46% tells there might be a form of shared learning, and possibly up to 20% might offer interactive, interprofessional learning. In phase 2, a variety of models are now being tried out, which will be elaborated further on. Conclusions: The project, so far, points at various models for interprofessional learning, and the circumstances that are to be.

Physician Assistant Training in Oral Health: An Interprofessional Approach Jonathan Bowser1, Mark Deutchman2, Brad Potter3 and Anita Duhl Glicken1 Department of Pediatrics, School of Medicine, 2Department of Family Medicine, School of Medicine, 3School of Dental Medicine, University of Colorado, Anschutz Medical Campus, Aurora, CO 1

Background/Rationale: The burden of oral diseases and disorders is significant. Despite recent increased awareness about oral health and its connection to systemic disease, little time is devoted to these topics in medical education and practice. Dental caries, a preventable, vertically-transmitted infectious disease, is the single most common chronic childhood disease. Periodontal and gingival diseases are common in adults. Striking disparities in dental disease, by income and other measures, exist in children and adults. We engaged in an interprofessional oral health workshop involving PA students and dental students. This poster will present the design of this workshop and the results of student surveys generated from this workshop. An interprofessional lab experience supplemented an introductory lecture, pairing PA students with dental students who provided instruction in oral health prevention and diagnosis including physical exam skills and techniques of fluoride varnish. Students performed exams and fluoride varnish on each other under the supervision of the dental students. Pre and Post surveys assessed student knowledge and attitudes about interprofessional training and the role of oral health in primary care. The first year of descriptive data, collected last year, indicates this experience improved student knowledge, skills and understanding of the role of primary care in the provision of oral health. An additional year of data, to be collected this year, will be included in this poster presentation. With the advent of Medicaid reimbursement for oral evaluation and fluoride varnish in 32 states, primary care providers are well positioned to educate and motivate patients to take preventive steps to minimize decay. An interprofessional experience in oral health training is an effective strategy for teaching these skills.


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Interprofessional Approach to the Critically Ill Patient Karen Clark1, Mary Pat Ulicny1, Pam Shumate1, Rebecca Wiseman1, Kevin Harris1, Heather Brennan Congdon2, Jeffrey P. Gonzales2, Robert L. Joyner3, Adriana Guerra3, Angela V. Elkins4 and Deborah Rejent4 Department of Organizational Systems and Adult Health, School of Nursing, 2Department of Pharmacy Practice and Science, School of Pharmacy, 3Department of Health Sciences, Respiratory Therapy Program, Salisbury University, Shady Grove, Rockville, MD, 4School of Social Work, University of Maryland Baltimore, Shady Grove, Rockville, MD 1

Background/Rationale: The Institute of Medicine recently reported on the need for more collaborative CME training within the healthcare professions. However, at the academic level training with other disciplines is lacking. Considering the lack of care coordination type models in academic training, new models of education create opportunities to advance students preparation for practice upon graduation. To create such a model, an innovative unique environment must support the implementation of such changes. One such environment is at the Universities at Shady Grove (USG). USG is a non-traditional unique partnership of nine Universities providing full undergraduate and graduate programs on site. Within the partnerships, two Universities partnered to create a course blending four interprofessional disciplines; students from nursing, pharmacy, respiratory therapy and social work. The aim is to prepare students to work in collaborative teams in care coordination models for best patient outcomes. The University of Maryland Baltimore and Salisbury University at USG created a course which will utilize high fidelity technology. The course will engage students in developing understanding of each other’s discipline, and develop and strengthen communication skills. Case studies with high fidelity simulation will blend the knowledge, expertise, and expectations of what is a coordination model in the respect of individual patient care. This course will be offered in the fall of 2011. Students will work together in teams throughout the semester sharing their discipline knowledge within the framework of a care coordination type model. Pre and Post surveys are planned to measure student’s perceptions of knowledge of the case studies, expectations of the other professions, and reflection on changes with their own communication and collaboration skills and techniques. Interprofessional courses involve multiple disciplines where students can be exposed and prepared for the expectations of working collaboratively in interprofessional teams upon graduation.

Sustaining a Regional Rural Interprofessional Clinical Education Project Betty Cragg1, Wilma Jelley1, Kim Dyer2 and Mona Burrows3 Faculty of Health Sciences, University of Ottawa, Ottawa, ON, 2Physiotherapy Department, Renfrew Victoria Hospital, Renfrew, ON, 3Nursing Program, St. Lawrence College, Cornwall, ON, Canada 1

Background/Rationale: In 2006 a program was established with funding from the ON government to enhance the interprofessional experience of students on clinical placements in rural settings. This was a collaborative project between the University of Ottawa and regional rural institutions to promote interprofessional education (IPE). Weekly case based sessions were facilitated by local professionals at each site. Now five years after the initiation of the program, the developers investigated why some sites were able to sustain the RICE program after the funding was finished and other sites could not. Four focus group sessions were arranged at two sites that had sustained the RICE program after the end of funding. One site was a hospital and the other a community college. Past facilitators, students and educators were invited to the sessions. Participants at the sessions were asked questions related to the essential ingredients for IPE program sustainability. The sessions were audio taped and the same two individuals facilitated each session. A total of 17 former participants, including past students, facilitators and educators, attended the focus group sessions. The participants identified four key elements for sustainability. These elements were support from the institution’s administration, a commitment on the part of facilitators and students to take part in IPE, an IPE “champion” at the site willing to act as the organizer who did the fundamentals such as recruiting facilitators, arranging rooms, scheduling, notifying participants, etc. and a clearly defined explanation of why the IPE sessions would benefit the institution. In spite of initial enthusiasm and good attendance some sites that participated in RICE were not able to sustain the program. Without the four key elements identified in the focus groups, support from administration, an organizer/champion and willing participants, sustainability of the RICE IPE program was doubtful.


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Leveraging the Skills of Students Across Programs to Enhance Learning Micki Cuppett1, Stephanie Peters2 and Richard Schrott2 Athletic Training, College of Medicine, Univ. of South Florida, Tampa, FL, 2Family Practice, College of Medicine, Univ. of South Florida, Tampa, FL 1

Background/Rationale: The musculoskeletal examination skills instruction and practice at the University of South Florida was a very resource intensive process involving numerous preceptors and patient models. It was often difficult to find enough available preceptors with expertise in musculoskeletal examination to assist in the workshops, resulting in less than ideal preceptor to student ratios. In an attempt to provide a better learning opportunity for the medical students and to foster interprofessional collaboration, undergraduate athletic training students were utilized as both preceptors and patient models. The University of South Florida Athletic Training Program is one of only a few AT programs in the country to be housed in a college of medicine and the AT students serving as preceptors have had an entire year of musculoskeletal examination courses prior to this activity. Methodology: Second year medical students at USF take a Physical Diagnosis II course that includes a musculoskeletal component. Prior to the skills sessions, didactic sessions were conducted illustrating the examination procedures. Over two years, 240 medical students divided into groups of 30 participated in each workshop. Approximately 60 first and second-year AT students served as preceptors and models for the musculoskeletal workshops. The number of available preceptors and models resulted in almost a 1 to 1 ratio of preceptor to student ratio. A post workshop evaluation was completed by the medical students about the experience as well as their knowledge of the profession of athletic training both before and after the workshop. In addition medical students were required to complete an OSCE at the end of the year containing at least one musculoskeletal case. Results: Students overwhelmingly indicated that having the AT students as preceptors was a positive experience and was beneficial to their learning of musculoskeletal skills. They also expressed interest in reviewing the examination techniques with the AT students prior to the OSCI’s scheduled later in the year. In addition, the level of understanding of the profession of athletic training by the medical students increased significantly after the workshop. Conclusion: With the increasing emphasis on interprofessional education in healthcare, creative educational models can be created across programs by utilizing the different skill sets of students from various programs. This activity not only resulted in a positive learning experience for the learners, increased understanding of the skills and knowledge of another healthcare profession, but was also less resource intensive than the traditional method of instruction.

Simulating Night Shift: An IPE Experience Marlee Enns1, Bria Sharkey2, Alexandra Thielman2, Christine Ateah1, Rob Brown3, Wanda Falk1, Elvin Forte4, Nicole Harder1, Barb Goodwin1 and Heather Dean3 Faculty of Nursing, University of Manitoba, 2Student, Faculty of Medicine, University of Manitoba, 3Faculty of Medicine, University of Manitoba, 4Student, Faculty of Nursing, University of Manitoba, Winnipeg, Canada 1

Background/Rationale: The University of Manitoba Faculty of Nursing has held an experiential learning event called Nightmare Night Care since 2006. During these 12 hour overnight events second year nursing students have taken on patient roles, while third and fourth year students play the role of registered nurses. In February 2011 the Faculty of Medicine collaborated in the planning and participation of this event, transforming it into an interprofessional education (IPE) opportunity. In addition to the original objective of building care giver empathy toward patients, new IPE objectives were developed to create an experience where students could utilize skills in a safe environment related to interprofessional collaborative practice and effective teamwork. Nursing students in second, third and fourth year and first and second year medical students were invited to participate, using posters and e-mail announcements, and through student networking. A total of 21 nursing students and 10 medical students were recruited. Nursing and Medical faculty and students collaborated on scenario development and event planning. Participation was voluntary and there were no benefits other than those directly gleaned from the event. Nursing and Medicine Faculty supervision was present throughout the 12 hour “shift”. An informal debriefing and discussion session as well as an opportunity to provide written feedback were available for student participants at the conclusion of the experience. Student responses to this experience were very positive with regard to the objectives of developing empathy, advocacy, and increased interdisciplinary collaborative practice. Although this experience was very labour and time intensive it was viewed overall as well worth the time and effort. Based on the feed-back received q 2013 Informa UK, Ltd.

132 from students of both faculties planning is in place to hold this event again next year with some modifications, including further expanded IPE activities, and a formalized evaluation utilizing pre-posttest methodology.

Growing the IP Mission: Contributions from New Programs Sarah S. Garber1 and Marc S. Abel2 Department of Pharmaceutical Sciences, College of Pharmacy, Rosalind Franklin University, 2University of Medicine and Science, North Chicago, IL 1

Background/Rationale: Research has shown that interprofessional practice improves patient outcomes and professional satisfaction in both primary and specialty care (1, 2, 3, 4). Increasingly, college and universities with health professional programs are incorporating interprofessional educational experiences into the curriculum. Rosalind Franklin University of Medicine and Science (RFUMS) began offering true interprofessional courses in 2002, and incorporated interprofessional healthcare education as part of its Vision. Recently RFUMS added a new College of Pharmacy to its other healthcare programs, which include allopathic Medicine, Podiatry, Biomedical Graduate programs, Physical Therapy, Physician’s Assistant, Nurse Anesthetist, Pathologist Assistant, Medical Radiation Physics, Psychology, Nutrition, Healthcare Management and Administration, Health Professions Education, Women’s Health and Interprofessional Studies. The addition of a new school to the university extends the interprofessional component of the university Vision and requires acceptance from different levels of the university community, curriculum development, resource allocation, competencies and assessment tools. This workshop will address how to create opportunity from challenge. Objectives: The objectives of this workshop are to identify university IP opportunities created by new and evolving programs, challenges created by new and evolving programs, resources, responsibilities and approaches and the best method to institute Interprofessional educational programs (e.g., Top-down or Bottom-up, establishing buy-in from students, faculty and administration). Presenters will use an Audience Response System for polling the participants on IP topics. Participants will discuss opportunities and challenges at their own institutions in large and small groups and create an IP Opportunity and Challenge Matrix.

The University of Texas Medical Branch: Interprofessional Education Day Susan M. Gerik1 and Brandon A. Hernandez2 Department of Pediatrics, School of Medicine, 2Office of the Vice President for Education, the University of Texas Medical Branch, Galveston TX 1

Abstract: Interprofessional Education Day is an opportunity for students at The University of Texas Medical Branch to continue to expand and develop interprofessional interactions and collaborations across the campus. The focus of Interprofessional Education Day for spring 2011 was addressing myths and fears about vaccines and vaccine preventable illness. The half day event included a keynote presentation and five breakout sessions for student participants. With over 300 students in attendance, participants meaningfully interacted and collaborated in workshops such as a pediatric code, a clinical and laboratory encounter – pertussis in a child, an adverse event related to vaccine administration, a town hall forum related to immunizations, and approaching patients with disabilities workshop. Several faculty members across the campus were involved in the planning for this half day event to ensure that interprofessional teaching and coaching was a primary outcome for participants.

Creating Interprofessional Culture in Pre-Registration Education Annette G. Greer1 and Susan M. Meggs2 Department of Bioethics and Interdisciplinary Studies, Brody School of Medicine, 2Department of Interior Design, College of Human Ecology, East Carolina University, Greenville, NC, USA 1


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Background/Rationale: Innovation in honors education for pre-medical, pre-nursing, and other disciplines is allowing for preregistration interprofessional education through integrative learning which merges art and health sciences. Team taught by artist and a nurse, the course uses art as a foundation for learning about geriatric and hospice patients. The principles and elements of art become a mechanism to open exploration of creative processing skills enhancing student’s subjective assessment skills. Further, writing intensive requirements and production of student portfolios assist in development of a student’s objective abilities to comprehensively describe their visualizations and reflections on learning, a skill essential in health professions. The honors seminar is interdisciplinary on multiple dimensions of educational design, is an effective form of collaboration on the post-secondary level, and seeks to prepare future health professionals in a holistic and experiential manner. The educational strata at which point interprofessional health sciences education should begin, has been and continues to be debatable. Objectives: . Identify a model for integration of art and health sciences as a framework for pre-professional integrated education. . Articulate three principles that underpin development of professional cultural identity. . Discuss five debatable reasons for interprofessional education before, during, or after professional identity (pre-registration as applies) is acquired regardless of educational level. . The group discussion will revolve around three cases developed to illicit discussion to three key questions: . What principles inform and guide the development of a professional health culture? . What are the barriers for educating students in multiple disciplines at pre-registration or undergraduate manner using integrated interprofessional frameworks? . What institutional policies are needed to support integrated interprofessional teaching and learning?

Interprofessional Patient Safety Workshop: A Platform for Student Learning Vera Gueorguieva1, Rita Damignani2, Renu Roy3 and Bonnie Fleming-Carroll1 Department of Nursing and Interprofessional Education, 2Department of Quality and Risk Management, 3Department of Pharmacy; the Hospital for Sick Children, Toronto, ON, Canada 1

Background/Rationale: Patient safety is a topic that transcends all healthcare professions. Educating students of health professional programs about concepts such as effective teamwork and communication, understanding each other’s roles and responsibilities, respect and value for the contributions of all professionals is important for optimizing patient care outcomes. Interprofessional education (IPE) at the time of immersion in clinical practice is one way to improve communication and collaboration among future health professionals. The CPSI (2008) Safety Competencies Framework and the University of Toronto’s Framework for Interprofessional Education (2009) were used to guide the development of this workshop at a tertiary care centre. Through the use of digital media, reflective dialogue, facilitated briefings, case-based learning, simulations and reflective activities, students learn the key elements of patient safety. The workshop is facilitated by interprofessional educators from several health professions. During the workshop students analyze factors related to interprofessional collaboration (IPC) that contribute to patient safety and identify situations when patient safety measures require interprofessional and/or systems level approach to practice change. Students practice using a structured communication tool (SBAR) and reflect on how effective communication and teamwork contribute to patient safety in an interprofessional care environment. This poster will outline learning strategies grounded in interprofessional education, patient safety constructs and report program evaluation findings as well as strategies for sustainability.

Use of Team-Based Learning to Facilitate Interprofessional Education Victoria S. Kaprielian and Patricia M. Dieter Department of Community and Family Medicine, Duke University, Durham, NC


134 Background/Rationale: A challenge inherent in interprofessional education is promoting positive interaction across the different categories of learners. Simply bringing learners together does not guarantee they with learn from and about each other. Small group discussions may be ideal, but can be difficult to implement when faced with limited resources such as space and faculty facilitators. Team-Based Learning, as developed by Michaelson et al., is a teaching strategy that enables discussion and small group learning within a large-group setting, requiring few faculty even for large numbers of learners. This workshop will use the TeamBased Learning format to give participants the experience of a TBL exercise while learning the model. After a brief presentation to introduce the TBL structure, participants will be organized into teams. They will then complete individual and group readiness assurance measures, followed by a group application exercise. Debriefing will include discussion of participant questions, as well as evaluation of interprofessional courses using this model at Duke. Participants will be provided with a list of resources for further learning about TBL. At the end of this session, participants will be able to: 1) Outline the structure of a TBL session; 2) Discuss the benefits and limitations of the TBL model for interprofessional learning; and 3) Identify potential opportunities for use of TBL in their own settings

Dual Professional and Interprofessional Identity Scale: A Measure for Interprofessional Socialization Hossein Khalili1, Carole Orchard2, Heather Laschinger3 and Randa Farah4 University of Western Ontario; Professor, School of Nursing, Fanshawe College, London, ON, Canada, 2Associate Professor & Coordinator of the Office of Interprofessional Health Education & Research, University of Western Ontario, London, ON, Canada, 3Distinguished Professor, Arthur Labatt Family School of Nursing University of Western Ontario, London, ON, Canada, 4 Associate Professor, Department of Anthropology, University of Western Ontario, London, ON, Canada 1

Background/Rationale: The importance of socializing health/social program students interprofessionally is more evident today as many interprofessional programs have been unable to demonstrate their goals of attitudinal change among participants. This is not because the interprofessional programs are in-effective, rather participants may have already changed their interprofessional attitudes, evidenced by rating their attitudes very high in the pre-test scales. Considering interprofessional socialization (IPS) as the new core of IPE, an instrument called Dual Identity Scale (DIS) was developed to measure IPS on the development of dual professional and interprofessional identity. Dual identity refers to the extent to which health program students/professionals simultaneously view themselves as part of both their own profession and an interprofessional healthcare team. Methods: The 32-item DIS was developed, as part of HK dissertation pre-study, through the adaptation from two instruments: the Healthcare Stereotype Scale (Carpenter, 1995) and Multi-group Ethnic Identity Measure (Phinney, 1992). A convenience sampling of 90 students was recruited for this study. Findings: The content validity evaluated through the Judgment Quantification process (using content validity index, CVI) indicates that 30 items of the scales are contently valid (CVI . 80%) (two items with lower CVI were removed). The reliability of the 30 item scale and its subscales, using the Cronbach’s alpha, range from 69-88%. The construct validity of the scale was examined using Confirmatory factor analysis (CFA), illustrating the 4 factors (Professional Interest; Interprofessional Interest; Dual Identity Achievement; Cross-disciplinary Stereotypes) explain for more than 50% of the total variance of the scale. Implementing the DIS among 110 participants in the main study of HK dissertation further support the DIS construct validity (findings of the main study are submitted in a separate abstract). Conclusion: The dual identity scale is a valid and reliable scale to measure IPS on the development of dual professional and interprofessional identity.

A New Infrastructure Model to Build Capacity for Interdisciplinary, Interprofessional, and Cross Sector Health Research Katharina Kovacs Burns1, Jane Drummond1, Richard Fedorak2 and Phyllis Jensen1 Health Sciences Council, 2Office of Research, University of Alberta, Edmonton, Alberta, Canada

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135 Background/Rationale: Having research/networking space, services and supports for interdisciplinary, interprofessional and crosssector health research teams is critical for meaningful and useful research to incubate and become successful for not only funding but also impacting health practices and outcomes. At the University of Alberta, a new Edmonton Clinic Health Academy (ECHA) housing seven health sciences Faculties, will have over 2400 square meters of space allocated for health research. It is called the ‘Research Discovery Mall’ with ‘Storefronts’ of services and resources for health research teams and student supports and capacity building. Description: The Interdisciplinary Health Research Academy (IHRA) is an unique key facilitating mechanism or entity within ECHA with oversight of the governance, administration, operations and supports for the ‘Discovery Mall’ and ‘Storefronts’ as well as the interdisciplinary, interprofessional and cross-sector health research teams. IHRA has a dynamic strategic plan which includes priorities from stakeholders (community organizations, government, industry, health organizations, patient/ consumer groups, and others) who have an invested interest in being part of and aligning interdisciplinary, interprofessional cross-sector health research with University of Alberta researchers and other scholars. All 18 Faculties/Schools from the University will be involved in health research with external stakeholders and partners. Through its Steering Committee (balance of external stakeholders and Associate Deans of Research) and Advisory Committee (18 Associate Deans of Research), IHRA will provide direction for the Discovery Mall research space utilization by interdisciplinary, interprofessional cross-sector health research teams. Virtual collaborative networks (e.g., Primary Care Initiative, Alberta Neurological Network, Aging Strategy, and others) will also have space within the Discovery Mall to enhance interdisciplinary, interprofessional and cross-sector researcher and stakeholder connections.

Assessing the Effectiveness of a Student Interprofessional Society in Promoting Collaboration between Future Healthcare Practitioners E. Thomas Lewis III1, Caroline E. Griggs2, David Howell-Keith3 and Maralynne D. Mitcham3 College of Medicine, 2College of Pharmacy, 3College of Health Professions; Medical University of South Carolina, Columbia, SC

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Background/Rationale: One of the extracurricular components of the Medical University of South Carolina’s Creating Collaborative Care (C3) initiative is the Student Interprofessional Society (SIPS). Founded in 2007, the society seeks to promote collaboration among future healthcare practitioners, and ultimately improve patient care and outcomes. Organizational purposes include emphasizing the role of interprofessional collaboration in the quality care of patients and advancement in biomedical research; facilitating students’ understanding and respect of the unique professional roles, practice requirements, and values of other health disciplines; encouraging students from different professional programs to learn from, with, and about each other; and providing a venue for students from different professional programs to develop social relationships. Methodology: The Student Interprofessional Society is a student-led organization with a governance structure of officers representing the six colleges (dental medicine, graduate studies, health professions, medicine, nursing, and pharmacy) and support from faculty advisors. Over the past four years, the society has increased its reach and effectiveness as it strives to further its organizational purposes. Reviewing the growth pattern over the past four years and surveying students about future directions, this poster reflects preliminary views of effectiveness and proposes ideas for further enhancement. Results: Progress to date includes becoming an integral component in the interprofessional orientation held among the six colleges at the beginning of each academic year, a significant increase in student membership (n ¼ 230 in Fall 2010), maintaining monthly meetings that showcase aspects of interprofessionalism in practice, community service projects led by interprofessional teams, and social activities for interprofessional networking. Conclusions: Future initiatives need to focus creating meetings that are more interactive, increasing involvement in the annual MUSC Interprofessional Day, collaborating with other schools across the country to develop a national interprofessional organization, and collaborating with National Health Sciences Students Association in Canada for a more international connection.

Assessing Inpatient Practice and Education Models: Lessons Learned from the Participants and Learners Ana Maria Lopez1,2, Mike Katz3 and Susie Bohnenkamp4 College of Medicine, 2MultiCultrual Office, 3College of Pharmacy, 4College of Nursing, The University of Arizona, Tucson, AZ, USA 1


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Background/Rationale: Benefits of interprofessional practice and education are generally assessed from the perspective of the benefits to the healthcare system or patient. Evaluation of the perceived benefits from the practitioner and learner’s perspective remains largely empirically unknown. Oncology inpatient rounds have been traditionally conducted in an interprofessional manner. In university settings, rounds include not only the interprofessional health practitioners but also their counterpart interprofessional students. A longitudinal assessment of these experiences may be used to outline the current benefits and challenges of interprofessional practice and education as well as guide their future development. Methods: The oncology inpatient team may include the clinical nurse specialist, the floor nurse, the nursing student, the clinical pharmacist, the PharmD resident, the PharmD student, the medical oncologist, the medical oncology fellow, the internal medicine resident, the medical student, the medical social worker, the MSW resident, the nutritionist, and the physical therapist. A survey of the perceived benefits and challenges of interprofessional practice and education was developed and implemented. Assessments took place for 12 months. All who participated in clinical oncology inpatient rounds were invited to participate. Results: Demographic data along with an analysis of participants’ perceived benefits and challenges of the interprofessional practice and education model will be presented. Perceived benefits include improved communication, enhanced knowledge of the role of the interprofessional disciplines and fostered professionalism and respect. Challenges included the uniqueness of the approach in the health sciences curriculum, the inconsistent presence of the participants on the oncology inpatient healthcare team as well as logistic challenges such as academic schedules and matching of curricular content. Conclusions: The oncology inpatient team is a model for interprofessional practice and education. This assessment from the provider and learner perspective lends specific insights into factors that facilitate the implementation of interprofessional practice and education models

How the Arizona Geriatric Education Center Went Interprofessional: The Framework, Strategies and Challenges M. Jane Mohler1, Anne Morrison1, Karen D’Huyvetter1, Lisa O’Neill1, Jeannie K. Lee2, Teri Kennedy3, Colleen Keller4, Barry Weiss1, Carol Howe1 and Mindy J. Fain1 1 Arizona Geriatric Education Center, College of Medicine, University of Arizona, 2Arizona Geriatric Education Center, College of Pharmacy, University of Arizona, 3Office of Gerontological Social Work Initiatives, School of Social Work, Arizona State University, 4Arizona Geriatric Education Center, College of Nursing and Healthcare Innovations, Arizona State University, Phoenix, AZ, USA

Background/Rationale: The Arizona Geriatric Education Center (GEC) is a statewide consortium that includes the University of Arizona, Arizona State University, and the Tucson Veterans Hospital. The Arizona GEC has provided statewide geriatric education and training since 2007. The US government recently mandated that all GECs receiving new federal funds starting in 2010 adopt interprofessional (IP) models of education, training, and clinical care. Objectives: We sought to systematically “interprofessionalize” Arizona GEC faculty and projects, using a collaborative team process involving a faculty core consisting of physicians, naturopaths, pharmacists, nurses, public health professionals, gerontologists, social workers and a health infomationist. Explicit and deliberate faculty communication and team building processes and IP didactic content expertise were developed. We built a cohesive education faculty, who could then integrate both IP methods and geriatric content. Faculty worked together to 1) develop curricula and educational products; 2) coordinate and plan practical experiences; and 3) team teach interdisciplinary health professional trainees and practitioners to provide quality geriatric care. Results: Less than one year into the new process, the Arizona GEC has successfully “interprofessionalized” its faculty. We created an IP editorial board that develops and reviews new educational products. We developed an IP Faculty Scholars in Aging training program for the teachers of geriatrics around the state, linked by desktop telemedicine units, forming a vital geriatric IP faculty learning community throughout Arizona. We have provided geriatric education and training to nearly 3,000 IP healthcare students and professionals since July 2010, including training throughout rural and medically underserved areas of Arizona, and the Hopi, Apache, and Tohono O’odham Nations. Many additional IP activities are under review. Conclusions: Working collaboratively, our GEC faculty has overcome barriers to teamwork; integrated professional roles and responsibilities; and successfully provided IP geriatric education to thousands of learners.


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From School to Work: Promoting the Application of Pre-Qualification IPE in the Clinical Workplace Beth Murray-Davis Department of Obstetrics and Gynecology, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada

Background/Rationale: The rationale for Interprofessional Education (IPE) is based on the assumption it will improve practice. Despite evidence that it may modify attitudes and provide knowledge and skills for collaboration, there is little evidence about whether these skills can be transferred to professional practice. Methods: The aim of this research was to explore how midwifery students apply pre-qualification IPE learning to practice. A purposive sample of students, educators, Heads of Midwifery and new midwives from four universities throughout the United Kingdom participated in semi-structured interviews and focus groups. Emerging themes were developed using the principles of Grounded Theory. Categories and themes were organized using NVIVO. Results: Participants articulated ways in which the clinical environment either promoted or prevented IPE in practice. The extent to which the clinical institution promoted IPE was made visible through the support for students during placements; the support for new midwives; and the evolution of professional roles. Buy-in for the IPE agenda in the workplace influences the ability of new midwives to apply IPE competencies to professional practice. Conclusions: Novice practitioners were better able to apply their IPE training when interprofessional working and learning was made explicit within both the university learning environment and the clinical workplace. This understanding of how IPE influences professional practice is useful for IPE curriculum development for students and for continuing education for obstetric care providers. The benefits of a theoretical foundation in interprofessional skills may be lost if students and new professionals find themselves working in contexts that do not make collaboration a priority.

In Support of Team-Based Learning Aimed at Fostering a Healthcare Delivery System that Assures Quality Care and Patient Safety Kelly A. Nickerson School of Nursing, Oregon Health & Science University, Oregon Health & Science University, Portland OR, USA

Background/Rationale: The Institute of Medicine (IOM) reports: To Err is Human: Building a Safer Health System and Crossing the Quality Chasm call for interprofessional (IP) collaboration. The IOM estimated that 44,000 to 98,000 Americans die yearly from medical errors, noting lack of IP collaboration as a cause. As nurses we can no longer wait for an invitation to the interdisciplinary table. No single strategy can combat the cultural differences between healthcare professionals (HCPs). Implementing Interprofessional Education (IPE) during the early formative years of HCPs’ education would foster shared knowledge, mutual respect, and professional trust. HCPs must dismantle the barriers that impede communication and shift from working in silos towards greater collaboration. A literature review was conducted, HCPs were interviewed, committee meetings were attended, and participation in IP simulation all focused on the issue of the importance of IPE and demonstrated the need for IPE across the many disciplines. As a result a resolution recommending implementation of IPE was brought to the National Student Nurses’ Association (NSNA) and Oregon Nurses’ Association (ONA). NSNA and ONA each passed the resolution thereby demonstrating commitment and support of IPE. These organizations are dedicated to empowering constituents to advocate for inclusion of IPE into current nursing and medical curricula. Next steps include publication of an article in NSNA’s national magazine, ONA’s state magazine, and educational break-out sessions on IPE at annual conventions. In addition, the resolution will be sent to national nursing and medical organizations to facilitate momentum. Implementing IPE will increase quality care, improve patient safety, and overall patient care.


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Mini-Grants Fuel IPE Collaboration and Innovations at UCSF Gail L. Persily1, Maria A. Wamsley2, Stephanie Rennke2, Susan L. Janson3 and Helen Loeser4 Library and Center for Knowledge Management, 2Department of Medicine, School of Medicine, 3Community Health Systems, School of Nursing, 4Office of Curricular Affairs, School of Medicine; University of California San Francisco, CA, USA 1

Background/Rationale: Interprofessional education (IPE) is recognized as a valuable means of enhancing collaboration and communication between healthcare professionals, which in turn improves patient care outcomes. Although IPE is being integrated into the curricula at many health science institutions, significant barriers to widespread implementation remain, including lack of faculty time, models for collaboration or resources to develop and implement IPE programs. Methods: To encourage further curricular development in IPE at our institution, beginning in 2009 we leveraged an existing minigrant program for educational innovations by requiring IPE team collaboration for all proposals. We also increased the maximum award, allowed funds to support faculty release time, and required dissemination of project results. Results: Since 2009, we have received 30 proposals over three funding cycles. Eight proposals have been funded for a total of $129,868. Proposals have come from teams of faculty in the Schools of Medicine, Pharmacy, Physical Therapy, Dentistry and Nursing. Funded projects incorporated IPE at all phases, including interprofessional teams engaged in the curriculum development and delivery, as well as interprofessional communication or dynamics as part of the learning activity. The grant program raised the visibility of IPE as a campus priority, stimulated IPE collaborations, and demonstrated potential applications for IPE. Dissemination methods included posters at professional meetings, publication in education-related blogs, web sites, and faculty development workshops. Conclusion: Capitalizing on an existing mini-grant program proved successful in encouraging IPE collaborations for innovative curriculum development, implementation and dissemination. The ability to support faculty time for developing IPE curriculum was critical. One lesson learned was that a one-year funding period was not always sufficient to develop and implement curricula. As a result, grant funding cycles have been increased to two years.

An Introductory Session about Collaborative Care for Medical Students Prior to Starting Their Clinical Clerkships Christine M. Peterson1, Tina Brashers2, Beth Quatrara3, Sophia Schorling3 and Caroline Richards3 School of Medicine and School of Nursing, 2School of Nursing and Attending Physician in Internal Medicine, 3School of Nursing University of Virginia, Charlottesville VA, USA 1

Background/Rationale: The University of Virginia Interprofessional Education Initiative (UVA IEPI) is an institution-wide effort to integrate interprofessional education (IPE) into the curricula of the Schools of Medicine and Nursing. As a part of this initiative, the authors developed a new session for an entire class of medical students during their “Transition Course” immediately before the start of their clinical clerkships. The goal of the session was to provide an active learning experience to prepare medical students to contribute meaningfully to optimal patient care team function. Insurmountable scheduling issues prevented the corresponding class of nursing students from being included this year. Nevertheless, an interactive experience titled “Introduction to Collaborative Care” brought two physicians, two nurses, and one nursing student into the medical school classroom to 1) share knowledge about nursing training and scope of practice; 2) introduce a commonly used interprofessional communication tool, “SBAR” (Situation, Background, Assessment, Recommendation and Request), from the TeamSTEPPSw program; and 3) introduce students to selected interprofessional competencies and behaviors. Methods: Medical students were divided into small groups of nine students each. Activities in the 2-hour session included brief didactic presentations, skits, small group work, large group discussion, video illustrations of clinical scenarios, completion of worksheets, and question and answer periods. After participating in the session, students were expected to be able to: 1. Define “Interprofessional Education”. 2. Define “Interprofessional Practice”. 3. Explain to peers the scope of practice of nurses in acute care settings. 4. Recognize the use of the SBAR tool when it is employed. 5. Practice using the SBAR tool in clinical settings. Journal of Interprofessional Care

139 6. Explain to peers at least four specific behaviors required for successful demonstration of the University of Virginia Interprofessional Core Competencies. Results: Evaluation of the session is currently ongoing and results will be presented on the poster.

Supporting Interprofessional Culture for Sustainability: Faculty Driven Interprofessional Initiatives Margot Rykhoff1, Craig MacCalman1, Mary van Soeren2 and Scott Reeves3 Humber Institute of Technology and Advanced Learning, Toronto, Canada, 2Canadian Health Care Innovations, Guelph, Canada, 3Li Ka Shing Knowledge Institute of St. Michael’s Hospital, Toronto, Canada 1

Background/Rationale: For the past four years, the School of Health Science (SHS) at Humber College ITAL has hosted a half-day interprofessional (IP) education workshop for students from programs in the SHS, School of Hospitality, Recreation and Tourism (SHRT) and School of Social and Community Services (SSCS) who are completing their final year of studies. This workshop provides an opportunity for students to engage in IP discussions of care using an interactive case study discussion approach with faculty facilitators. Faculty members have participated in planning, development and delivery of this workshop for four years. The aim of this study was to conduct an exploratory evaluation of the interprofessional processes through which faculty have developed their knowledge and collegial networks through the implementation of an IPE experience for their students. Methodology: Fifteen in-depth individual interviews were undertaken with faculty using a semi structured interview guide. Data were analyzed inductively to produce a number of key themes. Results: Findings indicated that this ‘grass-roots-approach’ supported an interprofessional culture among faculty within the three schools. Conclusions: Strategies that promoted autonomy, engagement, empowerment within a front line driven faculty approach proved successful in sustainability and cost-effectiveness and lead to faculty interprofessional champions.

Building Faculty Capacity for Student Interprofessional Education: Preparing Faculty to Facilitate IPE Darlene J. Scott and Natasha Hubbard Murdoch Nursing Division, Saskatchewan Institute of Applied Science and Technology, Saskatoon, SK, Canada

Background/Rationale: Research and anecdotal evidence suggest that in order to ensure successful healthcare collaborative teams, specific concepts and skills must be part of the pre-licensure curriculum. Programs must integrate learning outcomes that reflect new approaches to teaching communication, collaboration and professionalism. This outcome is only achievable when faculty members share these outcomes across programs as well as within individual programs. Faculty development should prepare the educators to facilitate IPE skills, attitudes and professional beliefs for these student experiences. The presentation will discuss the challenges, barriers, and recommendations to develop faculty capacity. Methods: The presenters developed in-service opportunities that prepared faculty to facilitate interprofessional student experiences for both face-to-face and on-line learning strategies. Thirty-three faculty members from five college programs were trained to facilitate learning sessions for 295 students. Progressive disclosure cases and problem based learning strategies were the vehicles for the student experiences. Results: Through this approach faculty were introduced to facilitation skills that supported student centered experiences across social mediums. The faculty learned to guide the learning process for the students rather than to provide knowledge. Faculty development decreased the barriers of access to IPE experiences and increased individual capacity to facilitate group processes, whether face to face or online. Conclusions: While the emphasis was on students taking an active part in the acquisition of knowledge, the ultimate result was a higher level of collaborative communication skills for both faculty and students. Faculty reported increased level of satisfaction with their skills facilitating student learning experiences. q 2013 Informa UK, Ltd.

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A Case Based Oral Health Curriculum for Newly Established Medical School William J. Stewart Long Island Jewish Medical Center, New Hyde Park, NY, USA

Background/Rationale: Recent changes in our healthcare system will require the future healthcare provider to have the skills necessary to practice effectively in an interdisciplinary environment. The earlier in the educational process that these skills are taught the easier it will be for providers to be able to work in this environment. In September of 2011, Hofstra University in conjunction with North Shore Long Island Jewish Health System will open a new medical school, the first new medical school in the New York metropolitan area in more than 35 years. The school has adopted an innovative, case-based curriculum, which weaves science and clinical medicine tightly together and stresses putting knowledge into action, to prepare the student for the practice of medicine in the 21st century. The medical school has requested that Department of Dental Medicine develop an oral health curriculum for its medical students. This curriculum would need to satisfy the requirements of AAMS and the medical licensure examination and remain true to the case based approach that the school had developed for its undergraduate curriculum. The Department of Medicine will take advantage of this unique opportunity to develop case based learning modules to introduce the medical student to oral health and develop the framework for future collaborative and interdisciplinary efforts. Case-based modules will be based on a life cycle beginning with the pediatric dental patient and continuing with adolescent, adult and geriatric patient. Within these case models, issues in oral health will be discussed. Topics will include oral facial development, early childhood caries, and preventive measures such as fluoride use and diet control for the pediatric patient. For the older patients, topics will include dental caries and periodontal disease. For the geriatric patient, various oral lesions, prosthetic replacement of teeth and facial trauma will be emphasized. Finally, a patient with special needs having developmental disabilities and complex medical problems will be presented. These patients require a team of providers to interact to provide optimal care. Techniques will be presented that will enable this collaborative effort.

Fostering Scholarship in Medical Education in Cancer Care through Inter-Institutional Collaboration Workshop Proposal Ewa Szumacher1, Lisa Di Prospero2 and Ruth Barker3 Radiation Oncologist, Department of Radiation Oncology University of Toronto, Sunnybrook Odette Cancer Centre, 2Manager, Research and Education, Radiation Therapy, Department of Radiation Oncology, University of Toronto Odette Cancer Centre at Sunnybrook, 3Director of Health Professions and IPE/IPC, Sunnybrook Health Sciences Centre, Toronto, ON, Canada 1

Background/Rationale: Scholarship and publication are key contributors to career advancement in health professions education worldwide. Scholarship is expressed in many ways including original research, integration and synthesis of ideas and data often across disciplines, application of skill and knowledge to problem solving for health professionals, students, and patients. Radiation Oncology interprofessional staff work in partnership among several institutions such as Sunnybrook Health Sciences Centre, University of Toronto, Medical Radiation Sciences Program, Michener Institute, Wellspring Centre, other Cancer Centers in ON, and other institutions. These partnerships provide opportunities for development of an interprofessional, inter-institutional collaboration and promotion of scholarship activities.


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Institutional Evolution in Interprofessional Healthcare Education Susan K. Tappert1, Wendy Rheault2 and Sarah S. Garber1,3 Department of Interprofessional Healthcare Studies, 2Department of Physical Therapy, College of Health Professions, Department of Pharmaceutical Sciences, College of Pharmacy, Rosalind Franklin University of Medicine and Science, North, Chicago, IL, USA 1

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Background/Rationale: Changing of the culture of a university requires a coordinated effort that is guided by patience and sensitivity. This presentation will trace the rise of interprofessionalism, philosophy and practice, within the community of Rosalind Franklin University of Medicine and Science (RFUMS). RFUMS instituted a required interprofessional teams course in fall 2004 for all entering students in our on-campus healthcare programs (Medicine, Podiatry, Pharmacy, Physician Assistant, Physical Therapy, Nurse Anesthesia, Psychology, Pathology Assistant, Medical Radiation Physics, Clinical Lab Sciences). The course included discussions on a variety of topics such as healthcare professions, risk and quality, and current healthcare issues. A Service Learning component was added in 2005 and a clinical component shortly afterward. Initiating this course required a huge effort, starting with a new strategic plan, vision and mission for the institution. The addition of a second course, Culture in Health Care, as part of the “Interprofessional Experience”, in 2008, moved the institution’s mission of interprofessionalism to a much broader stage. The courses have now evolved into the academic and curricular basis for “The First Year Interprofessional Experience” at RFUMS. Aspects of this journey touch all areas of the RFUMS community.

Service Learning as a Core Component of an Interprofessional Leadership Experience Dave Trinkle1, Jeannie Garber2, Wilton Kennedy3, Judy Lash3, Patty Vari2, Ava Porter2, Abrina Schnurman-Crook4, Sara Brown2 and Rick Vari1 Department of Interprofessionalism, Virginia Tech Carilion School of Medicine (VTCSOM), Roanoke, VA, 2Department of Nursing, Jefferson College of Health Sciences (JCHS), Roanoke, VA, 3PA-C, Physician Assistant Program, JCHS, Roanoke, VA, 4 Hollins University, Roanoke, VA, USA 1

Background/Rationale: A service learning project is a component of the interprofessional curriculum offered at Virginia Tech Carilion School of Medicine (VTCSOM) and Jefferson College of Health Sciences (JCHS). Although service learning projects are not typically incorporated into interprofessional courses, this novel approach to developing self-awareness and teamwork skills was perhaps the highlight of the year for students. Using their Personal Leadership Profile results, “This I Believe” Statements and a group generated community project, students moved beyond the classroom walls and into the world of building homes, working in free clinics, creating marketing materials for an HIV clinic and serving meals to families with ill children. Students provided podium and poster presentations on how goals were reached, how the project meaningfully impacted student learning, how the project added value to the surrounding community, and how group dynamics impacted team progress. An individual summative learning reflection paper was the final phase of the project. Students wrote about their personal goals, how the service learning experience impacted their selfawareness as well as the development of their team, leadership and interprofessional skills. This workshop will demonstrate how and why service learning projects are an excellent mechanism to stimulate interprofessional respect and teamwork. Objectives: Participants will: explore the use of service learning projects as an interprofessional education tool; identify opportunities for interprofessional education that extend beyond the walls of the classroom and healthcare setting; gain knowledge about how to create community partnerships to support interprofessional efforts.


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Faculty Attitudes Towards Interprofessional Education: Concordance with Student Attitudes Elena M. Umland1, Carolyn Giordano2 and Kevin Lyons2 Jefferson School of Pharmacy, Thomas Jefferson University, Philadelphia, PA, 2Office of Institutional Research, Thomas Jefferson University, Philadelphia, PA, USA 1

Background/Rationale: Faculty support of interprofessional education (IPE) is viewed as important in influencing students to embrace IPE. This study examines the relationship between faculty and student attitudes toward IPE at a large Mid-Atlantic University. It compares results obtained in the disciplines of medicine, nursing, occupational therapy (OT), pharmacy and physical therapy (PT). Methods: At the conclusion of year one of a two-year longitudinal IPE program, 190 faculty and 496 students from the above disciplines completed the Interdisciplinary Educational Perception Scale (IEPS) (Luecht et al., 1990). The IEPS measures four attitudinal factors: 1) professional competence/autonomy; 2) perceived need for interprofessional cooperation; 3) perceived actual interprofessional cooperation; and 4) valuing the contributions of others. It is scored on a 5-point Likert scale. Results: Faculty and students mean overall attitude scores were high (3.94 and 3.96). Student means were higher than faculty in factors 1, 3, 4 and overall scores. Faculty attitude means were higher than students on factor 2 (4.41 and 4.19). However, factor 2 was also the highest mean score for faculty and students. The lowest mean score for faculty and students was observed with factor 4 (3.41 and 3.48). In combining the faculty and student results and comparing the disciplines, OT had the lowest scores on factors 1, 2, 4 and overall. Medicine had the lowest score on factor 3. PT exhibited the highest scores in all factors and overall. Conclusions: Faculty support is necessary for successful implementation of IPE programs and their overall high attitudes towards IPE are reflected in the high student attitudes. High faculty scores towards IPE may also suggest higher acceptance of IPE-related faculty development programs. Given the results observed with factor 4, more in-depth evaluation of the items used to measure this factor will be undertaken. Interprofessional faculty development programs, perhaps focusing on building IPE skills, should be created accordingly.

Attitude of North West University Health and Social Work Students to Interprofessional Learning (IPL): A South African Perspective Ushotanefe Useh1, Mercutio Motshedi2 and Choja Oduaran3 School of Environmental and Health Sciences, 2Department of Social Work, 3Department of Psychology, North-West University, Mafikeng Campus, South Africa 1

Background/Rationale: IPL requires several learning opportunities to establish the skills required to work together interprofessionally in practice (Wilhelmsson et al 2009). ‘For health workers to collaborate effectively and improve health outcomes, two or more professions from different professional background must first be provided with the opportunities to learn about, from and with each other’ (WHO, 2010). There is however limited evidence on the attitudes of students in South African Higher Education on Interprofessional Learning. Methods: A modified readiness for Interprofessional Learning Scale questionnaire was used to collect data from 277 Bachelor of Science Social Work, Nursing, Psychology and Communication students of the NWU, Mafikeng Campus of South Africa. Participants in this study were purposively chosen. The levels of agreement or disagreement to attitudinal responses were added to provide an overall attitude of participants to IPL. This was presented as N (total number per discipline) and % responses. The SPSS version 18 was used to analyze data. Chi square was used to test the association between disciplines and attitudes to IPL. The level of significance was set at 0.005. Results: The majority of the students across the disciplines strongly agreed that learning with other students will make them a more effective member of the health team and social care (161(88%) for Social Work, 46 (98%) for Nursing, 28 (97%) for Psychology and 16 (94%) for Communication students). There was a significant association between participants’ disciplines and learning together as an effective member of the healthcare (P ¼ 0.009). There was also a high level of agreement with the fact that patients will ultimately Journal of Interprofessional Care

143 benefit if the students learn together (159 for Social Work students, 44 for Nursing, 26 for Psychology and 15 for Communications students). It is interesting to note that 15 Social Work students indicated that they do not want to waste time learning with other healthcare students. Conclusions: Over all, students demonstrated positive attitudes to IPL. If lecturers expect them to work together on completion, we should begin to make them learn together.

INFRASTRUCTURE THEME Workshop Format

Role Models Needed! Moving from Process to Practice Lisa M. Alexander Department of Health Care Sciences, School of Medicine and Health Sciences, The George Washington University, Washington, DC

Background/Rationale: In order to truly improve patient outcomes through interprofessional practice, students require training in clinical environments staffed with role models who demonstrate the behaviors that bring us a step closer to our ultimate measure of success. Didactic educational models that facilitate individual and collective role socialization, promote team effectiveness, and provide opportunities for students to experientially shift perspectives are examples of the necessary antecedent activities needed prior to actual clinical experiences. However, the environments utilized for these training activities are often woefully inadequate in modeling best practices related to interprofessional team practice. Objectives: . Discuss impact of role models in clinical environments . Identify strategies that can be employed to expose clinical faculty to best practices of IPE clinical practice . Predict challenges for integrating best practices into existing clinical service models . Develop solutions for circumventing priority challenges . Design a professional development plan template that can be customized by clinical faculty Workshop participants will first engage in a 30-minute, interactive, PowerPoint supplemented lecture/discussion. Participants will then be divided into small interprofessional groups to review best practices and identify key professional development strategies. Groups will then share their work with one another. After discussion, groups will then be asked to link desired preceptor competencies to action learning activities that can be integrated into a professional development plan. These work products will then be shared with the entire group and synthesized into a model template for use at their respective institutions.

Resident as Teacher and Learner in Interprofessional Education Donald W. Brady1, Paige S. Akers2, Kathy McBane3 and Sandra A. Moutsios1 Department of Medicine, School of Medicine, 2Department of Pharmacy Practice, College of Pharmacy and Health Sciences Lipscomb University, Nashville TN, 3Advanced Practice Nursing Student, School of Nursing Vanderbilt University, Nashville TN, USA 1

Background/Rationale: Residents must gain competency in integrating with other healthcare professionals to deliver optimal patient care, which should be optimal from many perspectives – quality, efficiency, breadth, and patient-centeredness. Doing so means working with others – nurses, midlevel practitioners, social workers, pharmacists’ in ways that maximize each person’s contributions to healthcare delivery. Vanderbilt University’s Schools of Medicine & Nursing, in collaboration with Lipscomb University’s School of Pharmacy, Belmont University’s School of Pharmacy, and Tennessee State University’s Department of Social Work, have created a pilot program in interprofessional learning for students across disciplines to experience a new approach to health professions education through work-based learning, longitudinal clinical experiences, and working in interprofessional teams. The residents have the q 2013 Informa UK, Ltd.

144 opportunity to both learn and teach in this program, as we have imbedded many of these interprofessional student teams into resident continuity clinics. This session involves presentation of how we developed this model and integrated it into graduate medical education, review of how residents function as both teachers and learners in this setting, and a discussion of how integrating undergraduate medical education (UME) and graduate medical education (GME) learning in interprofessional education can promote new ways for residents to advance their competency in systems-based learning, interprofessional communication, and professionalism. Objectives: The participants in this workshop will: . Discuss how to integrate UME/GME needs in interprofessional health education . Discuss one institution’s experience with residents as both teachers and learners in a pilot project on interprofessional health education . Gain an understanding of how to promote interprofessional health education across multiple disciplines and institutions. Teaching Methods: Presentation on the development of our VPIL program and lessons learned and discussion on integrating UME/GME into interprofessional education, including having participants share experiences/challenges in a small group format.

Developing a Culture of Interprofessional Collaboration in an Academic Health Center Barbara Brandt, Jennifer Kertz, Susan Kostka, Jane Miller and Janet Shanedling Academic Health Center Office of Education, University of Minnesota, Minneapolis, MN

Background/Rationale: In academic health centers, implementing interprofessional education requires creating a culture that promotes functional teams of faculty, staff, clinicians and students across school and institutional boundaries. At the University of Minnesota, the Academic Health Center (AHC) Office of Education was created to implement interprofessional education as a strategic priority in the 2000 AHC Strategic Plan. In response, the Office has created a cross functional team of academic support units with the philosophy to promote interprofessional collaboration to support our schools. This structure has allowed the creation of the IPE curricular vision of framework of Health. The units are: the Health Careers Center, AHC Learning Commons (a curriculum and instructional design unit with expertise in technology-enhanced learning), the Interprofessional Education and Resource Center (a clinical skills teaching and assessment center and simulation center), Minnesota Area Health Education Center (workforce development), and the Center for Interprofessional Education. This session will describe the role and responsibilities of the Vice President for Education as a senior university administrator in convening essential partners, advocating for resources at the university and state level, and creating university policies and procedures to address barriers and promote collaboration. We will describe how the administrative structures solve common problems and create innovative educational approaches across schools to lay the foundation for creating a culture for interprofessional collaboration. Additionally, we will describe systems and models that promote cost-efficiencies to deliver services.

Interprofessional Education: Developing the Context for Organizational Change Clay T. Graybeal and Karen Pardue Westbrook College of Health Professions University of New England, Portland, ME

Background/Rationale: The University of New England is comprised of five colleges, including Health Professions, Osteopathic Medicine, Pharmacy, Arts and Sciences, and Dental Medicine. It includes more than a dozen health related programs, and thus provides a rare if not unique opportunity for interprofessional collaboration. The presenters will share more than a decade of experience, including early failures (top-down), transitional (bottom-up), and finally, a collaborative approach to creating a culture supportive of interprofessional education. The latter has resulted in significant developments, including the establishment of an InterProfessional Education Collaborative; a University-wide IPE strategic plan; a common curriculum for the first two years of five undergraduate health programs; combined IPE orientation for more than 400 students; IPE Grand Rounds; IPE Human Simulation; Journal of Interprofessional Care

145 utilizing arts and humanities in health professions education; international and transcultural immersion experiences, and several models of clinical application of IPE through experiential learning. This workshop will emphasize strategies for developing an organizational culture conducive to IPE, including achieving a balanced partnership between faculty and administration, investing in faculty leads, developing and mentoring faculty teams, and supporting innovation wherever it comes from. Participants will have the opportunity to work in small groups and with the workshop leaders to: 1) identify multiple strategies for pursuing IPE initiatives at their home institutions; and 2) describe strategies for overcoming perceived barriers in pursuing IPE. Participants are welcome to come in teams from their home institutions.

Clicking Collaboratively: Meeting the Challenges of Online Interprofessional Education (IPE) Facilitation Elizabeth Hanna1, Margaret Bissell2 and Mandy Lowe3 Bridgepoint Health, Toronto, 2Surrey Place Centre, Toronto, 3Toronto Rehabilitation Institute, Centre for IPE, University of Toronto, Toronto, ON, Canada 1

Background/Rationale: The role of the facilitator is crucial in fostering effective online IPE. While the skill sets of online and face-toface facilitators have considerable overlap, there are additional, unique and challenging demands on the online facilitator. In addition to the considerations facilitators juggle in a face-to-face (F2F) environment, they must work with online learners to overcome the reduction in non-verbal communication. There is also an added technical role, as facilitators are looked to by the learners for first line technological assistance. Sargeant et al. (2006) described this as the “transactional distance of online learning.” However smoothly technology flows, facilitators require “enhanced skills to engage learners in meaningful interaction” and to overcome that distance. Objectives: At the end of this session, participants will be able to: . Describe the differences between online and F2F facilitation and between IPE F2F facilitation and online IPE facilitation . Identify opportunities and challenges in online IPE facilitation and strategies that can optimize learning . Apply principles of online IPE facilitation in specific settings Methods: Simulated situations, small/large group activities and discussions will be used to address the objectives. Participants will be provided with a written toolkit and access to a website with further resources where they may continue the collaborative process started in the workshop. Participants will also learn about platforms for online IPE learning that they may access in their own settings. Workshop facilitators will draw on their lived experience with two different online IPE projects: COIL (Collaborative Online Interprofessional Learning, www.bridgepointhealth.ca/coil) uses synchronous audio streaming in a

virtual classroom to support interprofessional teams’ collaboration in learning about complex chronic disease. Perspectives (www.surreyplace.on.ca/Education-and-Research/education/Pages/IPE-Perspectives.aspx) uses case studies and asynchronous discussion forums to engage students from different professions in learning “from, with and about” each other.

Interprofessional Education (IPE) in Pain Management: Description of Findings and Comparison of Two IPE Formats in Pain Management for Health and Social Science Students Karen Hewson1, Heather Hadjistavropoulos2, Doug Cripps3, Gill White4, Lynette Kolodziejak5, Cathy Cuddington6 and Penniston Gray7 College of Nursing University of Saskatchewan, Regina, SK, 2Department of Psychology University of Regina, Regina, SK, Faculty of Kinesiology & Health Studies University of Regina, Regina, SK, 4College of Medicine University of Saskatchewan, Regina, SK, 5Pharmacy Department Regina Qu’Appelle Health Region, Regina, SK, 6School of Physical Therapy University of Saskatchewan, Regina, SK, 7Faculty of Social Work University of Regina, Regina, SK, Canada 1

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Background/Rationale: This presentation will describe findings from two interprofessional pain management education projects held in Regina, Saskatchewan over a four year period. These experiences provided the opportunity for multidisciplinary collaboration among students, while acquiring practical knowledge in pain management. q 2013 Informa UK, Ltd.

146 The multidimensional aspects and the complexities associated with effective pain management require a multidisciplinary approach. Despite a wealth of literature available on optimal pain management, pain remains under treated and many individuals continue to experience moderate to severe pain (Carr, Brockbank & Barrett, 2003). Identified barriers to effective pain management include lack of knowledge and misconceptions about pain management among health professionals, inadequate undergraduate preparation, and lack of interprofessional collaboration (Mendenhall, 2003; Carr, Brockbank & Barrett, 2003). The first IPE experience in pain management was held in 2007 and utilized a small group format. Students from medicine, nursing, pharmacy, social work, psychology and kinesiology and health studies participated in 12 weekly seminars. Learning strategies included case discussions, student presentations and guest speakers. The second experience, held in January 2011, built upon feedback from the first project. A total of 105 students participated in the 112 day project. Students and faculty from the same disciplines were involved, with the addition of physiotherapy. A team member from the U of T Interfaculty Pain Curriculum was the keynote speaker and served as consultant to local faculty. Local experts from various disciplines presented on a number of pain topics. Students also participated in a client panel presentation and small group case discussions. At the end of both projects, students were invited to complete a questionnaire addressing pain management and interprofessional education. A videotaped session describing the strengths and limitations of IPE was conducted at the end of the first project. These findings, including excerpts from the videotaped session, will be shared during this presentation.

Patient Safety Symposium: Teamwork to Promote a Culture of Safety Marcia Levinson1, Alan Forstater2, Jennifer Bellot3, Mary Hess4, John Spandorfer5, Christina Truluck6 and Tracey Vause-Earland7 1 Department of Physical Therapy, Jefferson School of Health Professions, 2Department of Emergency Medicine, Jefferson Medical College, 3Department of Nursing, Jefferson School of Nursing, 4Department of Pharmacy, Jefferson School of Pharmacy, 5Department of Internal Medicine, Jefferson Medical College, 6Department of Radiologic Sciences, Jefferson School of Health Professions, 7Department of Occupational Therapy, Jefferson School of Health Professions, Philadelphia, PA, USA

Background/Rationale: The number of medical errors is unacceptably high. According to the report by Institute of Medicine, 1999, To Err Is Human, 44,000 – 98,000 Americans were dying in hospitals each year as result of medical errors, the third most frequent reason for death. Evidence suggests that working in a culture of collaborative teams can prevent errors and improve patient outcomes. Introducing innovative interprofessional medical error educational sessions to students has the potential to heighten their awareness, knowledge and perspectives of patient safety and the importance of the team approach in their future practices. An interprofessional team of faculty planned and implemented a pilot four-hour symposium for students from family therapy, medicine, nursing, occupational therapy, pharmacy, physical therapy and population health at Thomas Jefferson University. The symposium included four modules: Culture of Team- Communication/Conflict Management, Root Cause Analysis, Error Disclosure and Support for Health Providers (the Second Victim.). The format of the session comprised a medical error case presentation, short didactic presentations, an interactive discussion with root cause analysis of the error, error disclosure to a simulated patient and his wife, and video testimonials of providers involved in medical errors and a director of a support program. Evaluation data were collected that included knowledge, perceptions, and satisfaction with the session. Based on the feedback from faculty and students, this workshop will be integrated into the curriculum of all the participating disciplines. This session will simulate the symposium and will provide a forum to develop ideas for similar interprofessional projects in the future. Objectives: Participants will be able to: . Describe issues of patient safety and medical error management in healthcare. . Demonstrate curricular methodologies through participation in a simulated symposium. . Design a similar symposium on patient safety or other appropriate topics at their home institutions. Teaching Methods: This workshop will simulate the four-hour interprofessional patient safety symposium described by presenting portions of each module. Each condensed module will be followed by interaction with the audience to allow for discussion of the material, video snippets, teaching methods, use of standardized patient actors, symposium design, and evaluation strategies. The audience will be encouraged to brainstorm beginning steps to develop similar teaching strategies at their home institutions.


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Bringing the Strengths of Interprofessional Education to Faculty Development and Retention Nader A. Nadershahi1 and Lucinda J. Lyon2 1 Executive Associate Dean, Associate Dean for Academic Affairs Arthur A. Dugoni School of Dentistry, 2Department of Dental Practice, Arthur A. Dugoni School of Dentistry University of the Pacific, San Francisco, CA, USA

Background/Rationale: The majority of dental school faculty possess either dental or biomedical degrees. In addition to life-long educators, a large portion of new dental faculty are clinical practitioners over age forty. Such novice educators come to education with significant clinical practice experience and contextual knowledge; however, they must develop pedagogical skills and expertise related to the educational process. In addition to these challenges, it has been suggested that a potential leadership vacuum looms ahead. Faculty development is imperative to meet these collective needs. The Institute of Medicine stresses that, to achieve their educational mission, dental educators must develop collaborative relationships outside their clinical or basic science departments to avoid isolation from the rest of the university, isolation from researchers in government, industry, and other universities, isolation from the challenges of active patient care, and isolation from dentist colleagues in the community. In response to these challenges, the Pacific has partnered professional schools within the university to offer faculty development opportunities in Business and Education (MBA, MEd and EdD post-graduate degree programs). More than 88 dental faculty and staff have participated over a 30 year span. These interprofessional collaborations have benefited Pacific in a number of ways. School and university missions and strategic plans have been furthered. The science of teaching and learning has been encouraged via theses and dissertations in Education. Management capabilities have been strengthened through Business Administration curriculum. Enhanced enrollment and increased student diversity has been enjoyed by participating graduate school partners. The dental school has provided a vivid example of its commitment to life-long learning and investment in its teams. This program will share outcomes of these interprofessional collaborations; help attendees explore the value of such partnerships within their own institutions; recognize potential collaborators; and identify interprofessional faculty development opportunities that could be initiated on their own campuses.

Readers Theater: Using Innovative Pedagogy to Promote Interprofessional Competencies Karen T. Pardue Westbrook College of Health Professions University of New England, Portland, ME, USA

Background/Rationale: The ability of health providers to work effectively in interprofessional teams is paramount in promoting quality and safety of care delivery. The attributes of communication, teamwork, conflict resolution, knowledge of self, and respect for differences capture interprofessional competencies essential for collaborative patient-centered practice. Formal pedagogical approaches are needed to assist learners in actively exploring and developing these competencies. Readers Theater is a novel, affective teaching/learning strategy that promotes personal reflection and interprofessional dialogue. Readers Theater involves a formal, scripted narrative that is dramatically read aloud. As a Readers Theater unfolds, participants become drawn in to the story and the circumstances of the characters. In a manner analogous to Radio Theater, Readers Theater stimulates personal images, thoughts, and emotions, calling forth individual imagination and interpretation. Participants then connect this thinking with previous knowledge and experience, resulting in unique interpretations of the narrative. A Readers Theater concludes with an audience discussion. This facilitated conversation is a critical element for IPE, as shared dialogue provides opportunity to examine unique disciplinary perspectives, exchange ideas, analyze conflict, and engage in joint problem solving. Objectives: Participants in this workshop will be able to: . Describe the method of Readers Theater as an interprofessional teaching/learning strategy; . Examine the contribution of Readers Theater in developing interprofessional competencies of communication, problem-solving, q 2013 Informa UK, Ltd.

148 respect for differences, and knowledge of self;

. Formulate a personal plan for the utilization of Readers Theater into one’s own teaching practice.

Teaching Methods: A brief lecture and PowerPoint presentation capturing the technique of Readers Theater and connecting this innovative pedagogy to the development of interprofessional competencies; a demonstration of an actual Readers Theater experience; a facilitated audience discussion; and an opportunity for self-reflection and creation of a personal plan for integrating Readers Theater into practice.

Taking Stock: Understanding What Your Clinical Setting Can Do To Be IPC & IPE Ready Kathryn Parker1 and Ivy Oandasan2 Assistant Professor Department of Paediatrics, Faculty of Medicine, University of Toronto, Toronto, Canada, 2Associate Professor and Research Scholar, Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada 1

Description: Advancing IPE within clinical settings is a necessary success factor for the integration of IPE within health professions’ education. However, how does one know if his/her clinical setting is ready to provide learners with an educational experience that reflects interprofessional collaboration? How might one be able to determine what elements within the clinical setting could be enhanced for IPE? The IP-COMPASS framework: Interprofessional Collaborative Organizational Map and Preparedness Assessment provides a structured process to help clinical settings understand the types of organizational values, structures, processes, practices and behaviours that, when aligned, can create an environment that is conducive to interprofessional learning. By strengthening these things, organizations can help to grow a generation of healthcare professionals who understand and value collaboration as a key to the delivery of quality care. IP-COMPASS is designed to be used in any clinical setting where there are two or more types of healthcare professionals working together to provide patient care, and that host healthcare students. Objectives: By the end of the workshop, participants will: a) understand the rigorous methodology used to develop this quality assurance framework to determine readiness for IPE in clinical settings; b) become familiar with the methodology used and interpretation of the IP COMPASS Framework; and c) consider one’s own global state of IPE readiness by using parts of the framework. Teaching Methods: To accomplish the learning objectives, participants will be given a short plenary presentation with DVD clips to highlight key issues, followed by small group exercises to introduce, test and critique the IP Compass using real life examples to uncover one’s own preparedness for IPE/IPC.

Interprofessional Journal Clubs – Let’s Get Started! Barbara B. Richardson1, Nancy Potter3 and Brenda Bray2 College of Nursing, 2College of Pharmacy, 3Speech and Hearing Services, Washington State University, Spokane, WA, USA

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Background/Rationale: Journal clubs can create a forum for students from all health professions to meet, share, and learn with, from, and about one another. Journal clubs are a flexible, effective, and low cost means of promoting interprofessional learning, developing critical appraisal skills, disseminating information, and stimulating interest in research. Journal club participants meet regularly to critique pre-selected articles, improve their understanding of research design and statistics, and discuss implications for collaborative clinical practice. Learning how to organize and facilitate an interprofessional journal club provides students with skills that are transferable to multiple clinical settings, and enables students to practice becoming intelligent consumers of evidence. Riverpoint Campus in Spokane, WA is home to eleven health science programs from three state universities. To overcome common barriers to interprofessional education, such as different curricula, variances in academic scheduling (quarters vs. semesters) and lack of “protected time” for collaborative programs, several extra-curricular interprofessional activities have been successfully piloted on the Riverpoint campus. One such effort is an interprofessional journal club. Doctor of Pharmacy students and Speech and Hearing students were the first to participate in an interprofessional journal club. Results from pre- and post- surveys demonstrated that participation in the interprofessional journal club increased students’ positive attitudes about other healthcare professionals and Journal of Interprofessional Care

149 helped students understand their own limitations. The success of this interprofessional activity has led to plans for expansion to include students from other health disciplines in fall 2011. Objectives: Attendees will be equipped to implement interprofessional journal clubs within their organization or institution. . Attendees will participate in two brief interprofessional journal club sessions with different topical foci. . Attendees will experience how topics influence interprofessional journal club discussions. Teaching Methods: 1. An overview of organizing and facilitating interprofessional journal clubs, including video examples, will be presented. Surveys, checklists, and organizational handouts will be provided. (30 min) 2. Session attendees will participate in two brief journal club sessions using a RADICAL1 format (read, ask, discuss, inquire, collaborate, act, and learn). (40 min) 3. Facilitated summary discussion of the attendee’s journal club experience. (20 min) Reference: Strange, K., Miller, W., McLellan, L., Gotler, R., Phillips, W., Acheson, L., Crabtree, B., Zyzanski, S., & Nutting, P. (2006) Annals journal club: It’s time to get RADICAL. Annals of Family Medicine, 4(3), 196-197.

INFRASTUCTURE THEME Demonstration Format

Overcoming Barriers to Provide Interprofessional Online Learning within the Healthcare System in New Zealand Karina Campbell e-Learning Department, Waitemata District Health Board, Auckland, New Zealand

Background/Rationale: Interprofessional education is an opportunity to change the way that we think about educating future health workers, and an opportunity to step back and plan innovative ways to deliver healthcare (WHO report 2010). In 2009, Waitemata District Health Board introduced e-Learning in response to the need to provide consistent, relevant and high quality training to 5000 þ healthcare professionals across multiple disciplines and sites. Factors such as government regulations, budget constraints and geographical diversity meant that a blended learning approach featuring specially designed e-Learning courses was the most effective solution. Inter-disciplinary learning champions were identified to assist with development of the courses. This partnership approach has ensured that learning is sustained in the workplace while providing healthcare professionals who would miss out on face-to-face training with the opportunity to ‘attend’ online courses. Description: The journey so far has included overcoming barriers such as resistance to the change in culture, a lack of understanding of team roles in healthcare, limitations in IT infrastructure, and the diversity of the workforce. We now have numerous mandatory and voluntary courses online that enable clinical and non-clinical skill optimisation in topics ranging from smoking cessation advice to enteral feeding requirements. Evaluation has shown that the courses provide valuable learning that has resulted in better healthcare services to our patients and community. Professionals from the different disciplines who have not trained together can learn virtually to work together with and for their patients. Junior doctors can access safe prescribing information online and understand the role other team members play in caring for the patient before they go onto the ward, going from zero to health hero in a safe but realistic environment. Our anytime/ anywhere learning solution has been met with positive feedback from staff and overwhelming demand for more courses. Media: Online solution is available on the internet via Moodle, and was created using Articulate software. Presentation will include a demonstration of website and sample course.

Using a Board Game, iPEG, to Build Relationships between Professions Heather J. Kirk1 and Sundari Joseph2 Division of Medical and Dental Education, University of Aberdeen, Aberdeen, Scotland, UK, 2Faculty of Health and Social Care, Robert Gordon University, Aberdeen, Scotland, UK 1


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Background/Rationale: When first year health and social care students initially meet they have limited knowledge of each other’s roles and professions. Training programs often run in parallel and can isolate each profession. Thankfully, interprofessional education (IPE) can help build relationships. Although formal sessions are valuable, quality IPE often occurs in informal settings. We created a board game which would be fun to play and that would engage students in active learning about other health and social care professions. Board games have been shown to improve active learning through interaction with other players. They have also been shown to improve communication skills and have the potential to motivate students. This game was successfully played by 400 first year health and social care professions in Aberdeen, Scotland in April 2011. 94% of students found the game to be enjoyable and 90% found iPEG to be a useful learning tool. 86% found the fun nature of the game to be important and 80% thought working together in groups to play iPEG contributed to its effectiveness. Facilitators were also asked to evaluate iPEG and 93% found the game to be enjoyable to assist, and all found facilitation straightforward. 96% of tutors thought that students engaged with iPEG. Description: A board game was created called iPEG. Students rolled a dice and moved clockwise around the board. On the board were discussion squares and task squares. Having landed on a square, the player would pick up the appropriate card from the centre of the board and would have two minutes to discuss the content of the card or perform the task described on the card.

The Maplestone Collaborative Learning Center: An Academic Nursing Home Partnership Catherine MacPherson1 and Anne Godden-Webster2 Collaborative Learning Center, Maplestone Enhanced Care, Shannex Inc, Halifax, NS, 2Faculty of Health Professions, Dalhousie University, Halifax, NS, Canada 1

Background/Rationale: There is considerable room for capacity building in long term care (LTC) to respond to the complex needs of older adults in a way that maximizes the potential of the interprofessional team. In response, Shannex, a family-owned provider of seniors’ care services, and Dalhousie University have joined to create the first academic nursing home of its kind in Atlantic Canada. Description: Located at Maplestone Enhanced Care, an 87-bed licensed LTC facility in Halifax, NS, the Collaborative Learning Center (CLC) was made possible through formal partnership agreements with Dalhousie University’s Faculty of Health Professions and Department of Family Medicine signed in 2010. These partnerships have facilitated the integration of researchers, educators and learners from eleven different health professions. Together, CLC partners aim to create an interprofessional learning environment for all health professions that will lead to a positive change in attitude and culture towards LTC and care of the elderly. This sets the standard for client-directed, collaborative care by: enhancing client care and service delivery; fostering greater interest in and understanding of practice in LTC; equipping participants with the competencies necessary for interprofessional collaboration; and contributing to the continuing care and education sectors through the development and integration of relevant research opportunities. To date, over 140 learners from eleven professions have completed rotations through the CLC. There have been two structured IPE placements, and a team development grant from the Canadian Institutes of Health Research has supported the identification of collaborative research priorities. This presentation will highlight successes, challenges, stakeholder feedback and lessons learned in year one of this innovative partnership.

A Community-Based Performance Improvement Initiative Led by an Interprofessional Student Team Todd D. Sorensen, Kristen Claywell, Britney Manthey University of Minnesota, Minneapolis, MN, USA

Background/Rationale: The Patient Safety & Clinical Pharmacy Services Collaborative (PSSC) is a breakthrough effort to improve the quality of healthcare by integrating evidence-based clinical pharmacy services into the care and management of patients with chronic Journal of Interprofessional Care

151 diseases. The work of the PSPC is supporting the development of interprofessional collaboration around medication use within healthcare institutions. Over 130 community-based teams representing over 300 partnering provider organizations are currently participating in the PSSC. Description: “Project Chance” is a performance improvement initiative led by a team of student pharmacists and student physicians working with staff at Hennepin County Medical Center (HCMC) in Minneapolis, MN. The project has two goals: 1) to facilitate an understanding of a collaborative process for performance improvement among student participants; and 2) to apply performance improvement to enhancing medication management during transitions in care. Efforts are focusing on uninsured patients being discharged from HCMC who are at risk for readmission. This service-learning initiative is unique in many ways. While there is support from HCMC staff and faculty advisors, the project is student led. Thus it offers significant leadership development experience for the guiding team. The initiative is extra-curricular in nature, being coordinated within student professional organizations. Furthermore, this is the only student-coordinated team participating in the PSPC. Media: This demonstration will combine an oral presentation with a video developed by student leaders showcasing the team’s efforts implementing this extra-curricular service-learning initiative. This video will bring the students’ “voice” to the demonstration.

Right Side Up in Otter Tail County: An Interprofessional Falls Prevention and Education Program Laurissa Stigen1 and Todd Johnson2 1 Executive Director, Central Minnesota Area Health Education Center, 2Director of Clinical Pharmacy, Lake Region Healthcare, Fergus Falls, MN, USA

Background/Rationale: Each year in the United States, one in three adults age 65 or older has a fall. Falls often lead to numerous morbidities, decreased quality of life, and are a significant driver of healthcare costs. Falls in individuals who are 65 years of age and older totaled $19 billion in 2000 and this amount is projected to reach $55 billion in 2020. In Minnesota, falls are the number one cause of all trauma care and trauma deaths in hospitals. Recognizing the morbidity and mortality due to falls in the elderly, results from a nursing student’s community project grew into Right Side Up in Otter Tail County. This program revolves around an interprofessional (IPE) team of healthcare professionals and students in medicine, pharmacy, nursing and physical therapy. It is based at Lake Region Healthcare in Fergus Falls, Minnesota and received support from the University of Minnesota’s Academic Health Center and the United States Department of Agriculture to develop and implement a comprehensive fall risk assessment process and a community based fall prevention and intervention continuum. The Right Side Up IPE team is highly dependent on the involvement of health professions students who play a significant role in conducting in-home fall risk assessments with assistance from public health or home health nurses. The student findings from the assessments are reported via case review to the entire Right Side Up IPE team and possible recommendations to prevent an individual’s risk of falling are discussed. Final recommendations are provided to the individual and his primary care provider. Through an interactive discussion and PowerPoint presentation, attendees will understand the fall risk assessment process and the importance of the interprofessional team in this process. For clarity, case studies will also be reviewed.

INFRASTRUCURE THEME Discussion Format

Impact of an Interprofessional Education and Care Initiative on Institutional Culture Change Christine A. Arenson, Molly A. Rose, Kevin Lyons, Reena Antony, Tarae Waddell-Terry, Sokha Koeuth and Catherine Mills Thomas Jefferson University, Jefferson InterProfessional Education Center, Philadelphia, PA, USA


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Background/Rationale: Recent communications on Interprofessional Education and Practice from the Canadian Interprofessional Health Collaborative, the World Health Organization, and the American Interprofessional Health Collaborative reinforce the importance of interprofessional education and practice initiatives in today’s healthcare environment. The recent growth of such initiatives at universities and healthcare organizations has the potential to facilitate institution-wide culture change. However, organizational change is challenging and requires an examination of the present culture and development of change strategies that involve more than just the support of administration. This discussion will provide a framework to examine organizations and will explore five core change strategies identified by Kezar and Eckel (2002) that include senior administrative support, collaborative leadership, robust design/vision, staff development, and visible actions. Incorporating selected theories adopted for exploring existing higher education cultures, the authors will briefly provide an overview of their journey toward institutional culture change at their organization that incorporate the five core change strategies. The audience will be guided to systematically reflect on their organizations and begin to examine their existing cultures by identifying facilitators and barriers that could affect a cultural change where interprofessional education becomes ingrained into their educational and practice arenas. An opportunity to brainstorm methods to address the five identified core change strategies within the existing cultural context of their organizations will be provided. Objectives: At the end of the session, participants will be able to: . Discuss two selected conceptual frameworks on culture. . Examine existing cultural archetypes of home organizations. . Propose methods to integrate interprofessional education and practice into home organizations based on Kezar and Eckel’s five core change strategies. Discussion Questions: 1. In what interprofessional initiatives is your organization presently involved and what has been the response of the institution? 2. Based on the conceptual frameworks on culture presented, what areas are facilitators for institutional change toward importance of IPE and what areas are barriers? 3. Using the five identified core change strategies, what are some methods that could facilitate positive strides in those areas for IPE and IPP cultural change at your organization?

Collaboration, Interprofessional & Interdisciplinary Education Strategies (CIPES) at the University System of Maryland, Universities at Shady Grove, Rockville, Maryland Heather Brennan Congdon1, Mary Lang2, Michelle Gordon Marcellino3, Diane Alonso4, Leah Waks5, Thomas Stanton6, Adriana Guerra7, Karen Clark8, Sunil Dasgupta9 and John Callahan10 School of Pharmacy, University of Maryland, Baltimore, MD, USA, 2Office of the Executive Director, Universities at Shady Grove, Provost Office, University of Maryland, College Park, 4Psychology, University of Maryland, Baltimore County, 5Communication, University of Maryland, College Park, 6Biological Sciences, University of Maryland, College Park, 7Respiratory Therapy, Salisbury University, 8School of Nursing, University of Maryland, Baltimore, 9Political Science, University of Maryland, Baltimore County, 10 Public Administration and Health Systems Management, University of Baltimore, Robert Wright, Universities at Shady Grove, The Universities at Shady Grove, Rockville, MD, USA 1

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Background/Rationale: The Universities at Shady Grove (USG) is a University System of Maryland Regional Higher Education Center (RHEC) offering upper level undergraduate and graduate education in Montgomery Co., MD. Nine USM institutions offer more than 65 degree & certificate programs at the USG campus: Bowie State University; Salisbury University; Towson University; University of Baltimore; University of Maryland, Baltimore; University of Maryland, Baltimore Co.; University of Maryland, College Park; University of Maryland Eastern Shore, and University of Maryland University College. Given USG‘s unique partnership framework, the academic institutions and USG administration created a Committee on Collaboration on Interprofessional & Interdisciplinary Educational Strategies (CI- PES) to promote excellence in education through collaboration and scholarship, and to assure students are exposed to the knowledge and skills needed to engage collaboratively with other disciplines and professions to provide quality service to client populations. CIPES’s primary goals are fourfold: promote this collaboration through educational coursework, community


153 outreach, and scholarship/funding initiatives; provide infrastructure for faculty development training in collaborative education; conduct evaluative research on these initiatives and; strive for local and national leadership and recognition as a provider of innovative interprofessional and interdisciplinary collaborative education and experiences. Objectives: Participants will learn about USG collaborative educational initiatives, including a multidisciplinary course on investigative forensics, an interprofessional critical care simulation lab course, and a multidisciplinary course on diversity in the workplace created by an academic/business partnership. Current and planned curricula will be provided, as will information on methods used to promote collaborative learning across institutions and how USG & its partners are creating a fund to foster collaborative learning. Best practices, as well as barriers to creating and evaluating collaborative programs, will be discussed. Questions: 1. What types of collaborative curricula/programs have you created/implemented? 2. What are some barriers you have found and ways to mitigate them? 3. Have you created specific incentives to encourage collaborative development? 4. How have you addressed evaluation of collaborative learning? 5. What are your future plans for collaborative learning?

A New Frontier: Building a Community of Education Practice Bonnie Fleming-Carroll, Michele Durrant and Michael Finelli The Hospital for Sick Children, Toronto, ON, Canada

Background/Rationale: Interprofessional Education is a priority in both academic institutions and healthcare organizations to support the advancement of collaboration of healthcare professionals. High functioning collaborative teams are deemed necessary to deal with increasing complexity of care, to make best use of human health resources, to effectively utilize new technologies and best practices, and to better integrate care across the continuum. Traditionally, education within hospitals has been siloed resulting in strong infrastructures for medicine and nursing but limited opportunity for collaboration on learning across all disciplines. SickKids has worked to break down education silos in a journey to advance interprofessional education and collaboration. One significant strategy for sharing education expertise and passion is the creation of the Interprofessional Educators Group, a Community of Education Practice. The IPE group allows for galvanizing knowledge sharing, learning, and change in a novel way. The development of this Community of Education Practice complements evolving structures such as our Learning Institute which was developed in 2007 to support, enhance and integrate educational activities across SickKids. Bringing together educators and partners interested in education has allowed for generation of new approaches to learning, promotes the spread of best practices, develops professional skills, helps with supporting a healthy work environment and essentially drives strategy. This Community of Practice has proven to be a successful strategy for educators to share their experience and knowledge in a free-flowing, creative way that generates new approaches to learning and education. Objectives: This presentation will highlight the mandate, objectives, membership and evolution of the community, the strategic planning processes and the impact of accomplishments on both the individual members and the organization. Questions for group discussion: 1. What are the differences between a business meeting for educators and a community of practice? 2. How can an organization form a community of practice? 3. How can success be measured?

Comparison of an Online and Traditional Version of the Required Campus-wide Ethics Course at Anschutz Medical Campus Jacqueline J. Glover Department of Pediatrics and Center for Bioethics and Humanities, University of Colorado Denver - Anschutz Medical Campus, Aurora, CO, USA


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Background/Rationale: An interprofessional ethics course has been taught on this campus since 1998. It involves first and second year students from the following programs: dentistry, medicine, nursing, pharmacy, physical therapy, and physicians assistants. Scheduling requirements have made it difficult for the BSN nursing students to participate with the other students. The BSN nursing ethics course has always had a web-based version. The nursing college experience, coupled with the experience of the Department of Pediatrics with on-line instruction, was used to develop a pilot web-based version of the campus-wide ethics course in 2008. We have continued the online version and now we have BSN students in both the online and traditional versions. Methods: Primary Outcome(s): a comparison of the quality of learning and social interaction between a pilot web-based version and a traditional face-to-face version of the required campus-wide ethics course. The pilot study in 2008 consisted of 10 interdisciplinary online pilot groups and 50 traditional face-to-face groups. The number and type of groups has remained similar. The quality of the learning experience was evaluated according to: . The self-reported student and faculty answers on the course evaluation instruments. . A comparison of the written assignments. . Comparison of the online discussions and traditional discussions. Results: Course evaluation data reveals similar results for the online and traditional versions. Evaluation of the written assignments and the discussion is still in process and will be available for presentation. Conclusions: If it is found that the experiences are comparable between the traditional and on-line groups in the ethics course, greater application of on-line ethics courses could be utilized.

Canadian Interprofessional Health Collaborative Research Network (CIHC-ResearchNet): Make it a Global Initiative Hossein Khalili1, John Gilbert2, Hassan Soubhi3, Ruby Grymonpre4, Susan Tam5, Lynda Atack6, Sherry Espin7, Z. Annette Iglarsh8, Anne O’Riordan9, Christopher Green10, Catherine Moravac11, Jennifer Perry12 and Julie Lynn Van Herk12 University of Western Ontario; School of Nursing, Fanshawe College, London, ON, Canada, 2Canadian Interprofessional Health Collaborative (CIHC), College of Health Disciplines, University of British Columbia, BC, Canada, 3Canadian Interprofessional Health Collaborative, Universite´ de Sherbrooke, QC, Canada, 4Canadian Interprofessional Health Collaborative, University of Manitoba, MB, Canada, 5Canadian Interprofessional Health Collaborative, Research Network Working Group, ON, Canada, 6 Canadian Interprofessional Health Collaborative Research Network Working Group, Centennial College, QC, Canada, 7 Canadian Interprofessional Health Collaborative, Research Network Working Group, Ryerson University, ON, Canada, 8 Canadian Interprofessional Health Collaborative Research Network Working Group, Simmons College, Boston, MA, USA, 9 Canadian Interprofessional Health Collaborative, Research Network Working Group, Queen’s University, ON, Canada, 10 Canadian Interprofessional Health Collaborative Research Network Working Group, CAIPE Graduate Students Network, UK, 11 Canadian Interprofessional Health Collaborative Research Network Working Group, ON, Canada, 12Canadian Interprofessional Health Collaborative Research Network Working Group, The University of Western Ontario, London, ON, Canada 1

Background/Rationale: In a context of rapidly evolving healthcare systems around the world, there is a growing need to foster ongoing dialogue and collaboration between and among the various partners engaged in interprofessional education, practice (IPE&P) and research. There is already evidence of interprofessional collaboration between researchers, clinicians, faculty, students, and policy research organizations. However, such partnerships are usually established through more traditional mechanisms such as face-to-face meetings and word-of-mouth. The Canadian Interprofessional Health Collaborative Research Network (CIHC-ResearchNet) was established to provide an electronic forum for capacity building, networking, knowledge exchange and dissemination and to foster new and enhance existing research collaborations. CIHC-ResearchNet is a Sub-Committee of the Canadian Interprofessional Health Collaborative Research and Evaluation Committee (www.cihc.ca/researchnet). Through this network and our interactive map currently 10 university/college interprofessional offices across Canadian and about 50 people from Canada and the UK have profiled their research work.


155 Through a merger of the CIHC-ResearchNet with the Network for Experimental Research in Interprofessional Education (NERIPE.ORG) in Canada and establishing new collaborations with the Centre for the Advancement of Interprofessional Education (CAIPE) Graduate Students network in the UK, we aim to achieve our goals globally, engaging the international community of partners conducting research in IPE&P and those with an interest in knowledge translation including health/social program students, faculty/educators, researchers, clinicians/practitioners, administrators, and organizational leaders. In this discussion group presentation, we will discuss our strategic plan, goals/objectives, and the results of our ongoing survey. Questions: 1. What IPE networks are you currently a member of? 2. What would help facilitate national/global discussion, networking, and knowledge exchange on interprofessional education, practice, & research? 3. What do you see as potential issues/challenges of a national/global forum to support collaborative research and knowledge translation to advance IPE&P? 4. What are some possible strategies to address the issues/challenges described above?

Beyond the Lunchtime Lecture: Student Development in an Interprofessional Framework Gina Kundan and Anna C. Grossbach Center for Health Interprofessional Programs (CHIP) AHC Office of Education University of Minnesota-Twin Cities, Minneapolis Minnesota, USA

Background/Rationale: The rigorous core requirements for educating future healthcare professionals often create unintended barriers to innovation. Meanwhile, students continuously seek meaningful interactions across the health professions and are attempting to supplement their formal education with experiential learning opportunities outside of the classroom. Using the University of Minnesota’s Center for Health Interprofessional Programs (CHIP) and the CLARION student organization as examples, this panel discussion will explore the essential components required to provide structure, support, and inspiration for co-curricular programmatic initiatives that enhance the aims of interprofessional education and support student leadership development. Questions: What organizational structures are in place to sustain successful interprofessional activities? 1. What are common barriers to supporting student-led initiatives? 2. How can academic departments foster interactions among and between students that lead to critical learning outside of their classroom experiences? 3. For forty years, the CHIP student center has provided services, programs, organizational support, and leadership development opportunities for University of Minnesota Academic Health Center students. The majority of CHIP programs and activities are student-initiated and student-driven, and support the mission of the Academic Health Center and the Office of Education. The CLARION student board models the type of interprofessional equality and collaborative leadership needed to effectively solve current healthcare system challenges, the most prominent being that many fundamental biases about other professions are firmly rooted before students enter the health professions workplace. The primary goals of CLARION are for participants to develop an understanding for and appreciation of the skills that each profession brings to the healthcare team and to develop positive relationships that extend into their professional careers.

Development of a Workplace Assessment Tool for Interprofessional Collaboration (WATIC) Kelly Lackie and Valerie Banfield Registered Nurses Professional Development Centre, Halifax, Nova Scotia, Canada


156 Background/Rationale: Close to 50 years of investigation has yielded sufficient evidence to indicate that interprofessional education (IPE) provides the foundation for interprofessional collaboration (IPC), which in turn improves the effectiveness of health services and benefits patient, provider, and system outcomes in both acute and primary healthcare settings (Barrett, Curran, Glynn & Godwin, 2007; Reeves, Goldman, Sawatsky-Girling, & Burton, 2008; World Health Organization, 2010). Although healthcare providers may be aware of the significant benefits of IPC, this model is not realized in many practice settings. IPC is often encumbered by inadequate time for team building, professional turf protection, professional socialization, and power and status gradients. Nonetheless, many healthcare providers maintain that they work in IPC teams, when in fact it would probably be more accurate to say that most are members of coordinated multidisciplinary groups. For this reason, an instrument that outlines essential components for IPC is required for health providers to realistically assess the enablers of IPC in their workplace; however, such tools were found to be lacking. Therefore, the authors designed the Workplace Assessment Tool for Interprofessional Collaboration (WATIC) which reflects IPC enablers as described in the literature. Objectives: . At the end of this discussion, participants will: . Review a realistic practice-based assessment tool for IPC . Examine the WATIC for key dimensions required for IPC . Perform a practice setting assessment of their practice in relation to IPC Questions: 1. Have we provided enough information and/or definitions for the end-user? 2. Are there any dimensions that represent IPC that are missing from the WATIC? 3. Would the WATIC help the end-user to determine whether their team is in fact interprofessional rather than multidisciplinary? 4. Do teams need opportunities for IPE before they can adequately use the WATIC to assess themselves as being collaborative?

Senior Mentors Teaching Interprofessional Students Anne Morrison1, M. Jane Mohler1, Lisa O’Neill1, Karen D’Huyvetter1, Jeannie K. Lee2, Teri Kennedy3 and Mindy J. Fain1 1 Arizona Geriatric Education Center, College of Medicine, University of Arizona, Tucson AZ, USA, 2Arizona Geriatric Education Center, College of Pharmacy, University of Arizona, Tucson AZ, USA, 3Office of Gerontological Social Work Initiatives, School of Social Work, Arizona State University, Tempe, AZ, USA

Background/Rationale: Geriatrics is the perfect coalescing topic in which to educate interprofessional (IP) trainees. Initiated as a 2003 Hartford Program grant, the Senior Mentor Program (SMP) at the Arizona Geriatric Education Center provided medical students an opportunity to increase understanding of geriatrics, psycho-social aspects of aging, and patient assessment and communication skills. In 2010 this program was subsequently transformed into an IP program with the encouragement of academic medical center administration, college deans, and geriatric and general medicine faculty. Objectives: IP geriatric faculty planned and implemented a new IPSMP for medical, nursing, pharmacy, social work and public health students to improve competencies and practice behaviors necessary to provide comprehensive team care for older adults. In addition to geriatric content, three IP competencies were targeted: interpersonal and communication skills; understanding of disciplinary roles and responsibilities; and IP team functioning. Methods: The enhanced IPSMP was launched in January 2011, with 33 health science students from the University of Arizona Colleges of Pharmacy, Medicine, Nursing and Public Health and the Arizona State University School of Social Work. Students were matched to volunteer senior mentors from the community, and reviewed IP and geriatric materials. In subsequent guided sessions, students practiced patient-centered interviewing through life review, and assessment for function, resilience and quality of life. Later, case-based instruction and discussion sought to strengthen team consciousness and communication as IP members discussed profession-specific treatment strategies. Conclusions: As geriatric models of care become increasingly team-based, IP education and training becomes especially relevant. We successfully “interprofessionalized” our SMP, designing and implementing an engaging and meaningful IP experience, benefiting from strong administrative support across health science colleges. The more than 20 SMPs nationally could easily adopt this model, towards the goal of better IP knowledge, teamwork and self-efficacy.


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Person-Centred Collaborative Practice: Challenging the Status Quo Carole A. Orchard1, Lynn E. Shaw2 and Mary Beth Bezzina3 Office of Interprofessional Health Education & Research, The University of Western Ontario, London, ON, Canada, 2School of Occupational Therapy, The University of Western Ontario, London, ON, Canada, 3Office of Interprofessional Health Education & Research, The University of Western Ontario, London, ON, Canada 1

Background/Rationale: Much rhetoric has been evident around patient-centred practice with limited evidence of its enactment within interprofessional teams. Yet in healthcare systems many institutions have mission statements claiming a focus on patient-centred care. Health professional educators have been encouraged to create interprofessional learning environments. However, our current educational models continue to perpetuate profession-specific unique language, communication patterns, approaches to patient encounters and ethical codes often developed in isolation from those who are the focus of practice development, namely patients. These practices perpetuate health professionals as ‘experts’ creating power differentials between providers and recipients of care, while we state the patient is at the centre of our care. These issues are challenging our capacity to develop future health providers who can enact interprofessional person-centred collaborative practice. Objective: To explore needed changes in philosophical underpinnings of health professional education to support implementation of interprofessional patient centred collaborative practice. Questions: 1. If the definition for person centred collaborative practice, “a partnership between a team of health providers and a patient where the patient retains control over his/her care and is provided access to the knowledge and skills of team members to arrive at a realistic team shared plan of care and access to the resources to achieve the plan” (Orchard, 2007), was realized, how should our educational structures, processes, and outcomes be re-shaped to fit with these definitional concepts? 2. If collaborative teamwork is to be the norm, how can we modify curricula from individualistic learning approaches to “sociocultural” team learning, as Bleakley (2006) suggests? 3. What teaching/learning strategies will be required? 4. What should be evaluated, the individual learner or the team or both?

References Orchard, C. (2007). Available from: http://www.chsrf.ca/video_e.php Patient-centred collaborative care. Bleakley, A. (2006). Broadening conceptions of learning in medical education: The message from teamwork. Medical Education, 40, 150– 157.

Building an IPE Program: Top Down? Bottom Up? Whither the Yellow Brick Road? Peggy Proctor1, Linda Suveges2, Roy Dobson2, Doreen Walker2, Anne Springer3, Marcel D’Eon4 and Megan O’Connell5 School of Physical Therapy, College of Medicine, 2College of Pharmacy and Nutrition, 3College of Nursing, 4College of Medicine, Clinical Psychology, College of Arts and Science; The University of Saskatchewan, Saskatoon SK, Canada

1

5

Background/Rationale: At our institution, we appear to be at a critical juncture in the development of effective infrastructure to support interprofessional education (IPE) in health and social science programming. Over the past ten years, we have successfully implemented many IP learning opportunities for students, largely with the assistance of external funding sources. These learning opportunities have been launched by enthusiastic teams of committed instructors, i.e. from the “bottom up”. Although our institution


158 is committed to IPE, and has celebrated our many successes to date, senior administration is seeking a more formal IPE framework that can be used to describe and organize both existing and future initiatives, i.e. fulfilling “top down” organizational requirements. In addition, the eight individual programs currently involved must decide where and to what extent IPE fits in their respective curricula. To capitalize on and maintain our successful “bottom up” initiatives we are working together to concurrently construct a complementary “top down” institutional framework to support IPE. Objectives: Participants will: . Learn with and from each other about challenges and opportunities associated with developing IPE programs from the “bottom up” and/or the “top down”. . Identify strategies to effectively capitalize on both “bottom up” and/or “top down” opportunities. Questions: 1. To what extent has your institution developed effective infrastructure to support IPE? What does this look like? 2. In your experience, what does it take to sustain and maintain IPE at multiple levels? 3. What are the advantages and disadvantages of centralized planning of an IPE program including tailoring activities to “fit” a predetermined IPE framework, compared to allowing a comprehensive IPE program to emerge over time based on pilot projects and creative initiatives at the grassroots level? How can these two approaches complement one another?

Challenges and Opportunities for Creating a Culture of Interprofessional Education Irma Ruebling1,2, Ginge Kettenbach2, Kathy Leach3, Judy Carlson3, Sheila Leander3 and Peggy Gettemeier4 Interprofessional Education Program, Saint Louis University, 2Department of Physical Therapy and Athletic Training, Doisy College of Health Sciences, 3School of Nursing, 4Department of Occupational Science and Occupational Therapy, Doisy College of Health Sciences, Saint Louis University, St. Louis, MO 1

Background/Rationale: Over the last decade the movement toward Interprofessional Education (IPE) has gained acceptance as a means of improving the process of providing healthcare that has the potential for improving health outcomes for patients. The number of institutions offering IPE programs has increased, the formats for presenting IPE programs have become more diverse, and universal competencies for IPE have been proposed. Questions continue regarding the relevance and effectiveness of the IPE program in its current state and how we can better meet the competencies of IPE. Persisting challenges include making IPE more encompassing or integrated in the curriculum, creating a culture of IPE, enhancing the development of teamwork skills, and bridging IPE to practice settings. This discussion group will provide opportunities to consider the latest thinking in IPE program composition and delivery, and strategies for addressing challenges more fully to address the questions posed by administrators and policy makers. Following a brief presentation by members of the panel, critical questions will be posed with comments and questions solicited from the audience. The panel will include an IPE teacher, researcher, and clinician. Objectives: After attending this discussion group, participants will have gained innovative ideas for: . Integrating IPE throughout the professional curricula . Creating a culture of IPE . Translating IPE into clinical practice Questions: 1. What methods can be used to integrate IPE throughout the curriculum? 2. How can a culture of IPE be cultivated? 3. What factors indicate a culture of IPE is developing? 4. After initial implementation of IPE, what challenges persist as barriers to enhancing the programs? What strategies might overcome these challenges? 5. How do we address the integration of IPE more fully in clinical communities?


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From Opportunistic to Systemic – Getting Interprofessional Clinical Education into “the Everyday” Robyn Smith1 and Louise Harms2 Allied Heatlh, Northern Health, 2Faculty of Health Sciences, University of Melbourne, Australia

1

Background/Rationale: There is good evidence that interprofessional collaboration improves healthcare outcomes and also has positive benefits for the healthcare workforce. Interprofessional approaches to health professional student training are not new. The peer reviewed literature and other reference sources hold many examples of good programs that effectively produce their desired learning outcomes. However, many interprofessional activities are still considered novel and not essential to the achievement of discipline specific learning objectives. Many, particularly in the clinical education setting, have been funded through project or seeding grants. They are opportunistic or, as Barr and Lowe (2010) suggested, organic in nature. While producing positive outcomes for the participating learners the effects are localised and the programs may struggle with sustainability in the longer term. This paper comes from the Australian context where there are an increasing number of “pockets” of interprofessional student education in both the healthcare education and the healthcare delivery sectors, but no systemic integration into everyday practice and limited policy attention. Objectives: Foster reflection on policy and practice contexts of different countries and regions. Identify key strategies for achieving closer integration between the interprofessional education and healthcare delivery sectors. Encourage sharing, networking and collaboration across borders. Questions for discussion: Given the evidence on the positives of interprofessional collaboration in healthcare, why is there still resistance to interprofessional approaches when teaching healthcare workers? How do we get to the point where “interprofessional” is no longer “special”, rather, it is “just the way we do things around here”? What are the key strategies for achieving integration between the interprofessional education and healthcare delivery sectors?


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THEME 4: TECHNOLOGY Paper Format

Using Electronic Communities of Practice to Facilitate Research and Knowledge Translation Lesley Bainbridge1, Siegrid Deutschlander2, Ruby Grymonpre3, Esther Suter2, Liz Harrison4, Zahra Nurani2 and Grace Mickelson5 University of British Columbia, 2Alberta Health Services, 3University of Manitoba, 4University of Saskatchewan, 5Provincial Health Services Authority, BC, Canada 1

Background/Rationale: The Western Canadian Interprofessional Health Collaborative (WCIHC) emerged as a regional group affiliated with the Canadian Interprofessional Health Collaborative. Eight individuals from the four western provinces formed a core research group to advance interprofessional education and collaborative practice in health system redesign. The initial members connected because of shared research interests and common experiences through Health Canada funded initiatives. The communication and knowledge exchange capabilities of the WCIHC were advanced significantly through development of an electronic Community of Practice (eCoP). Methods: Working with Information Technologists, the research team established a knowledge translation (KT) strategy including an electronic IT platform. The communication tools included: blogs, document storage/sharing capacity and a website. The eCoP stakeholders were brought together through a number of distributed events using web-ex technology. A dedicated facilitator ensured that materials on the website were up to date and that timely communication with eCoP members occurred. As part of the evaluation of the KT strategy, data were collected related to use of the tools including tracking of visits to the site and surveying eCoP members. Results: Adopting an eCoP involving the four Western provinces proved to be an excellent mechanism to create a virtual environment that fostered networking, research collaboration and knowledge exchange around an area of common interest. The eCoP helped connect the research team with a broader audience and to facilitate application of findings in policy and service delivery settings. Conclusions: Through our work it became clear that virtual dialogue requires time and dedicated facilitation as well as strategies to keep members engaged through a higher level agenda that captures ongoing interest of eCoP members. Considering sustainability early in the process is critical as is the direct engagement of researchers and decision makers to embrace the use of an eCoP to facilitate the translation of research into practice.

Challenges and Opportunities Implementing an ePortfolio Approach to Interprofessional Health Education in Australia Katherine Bathgate1, Courtenay Harris1, Jude Comfort2 and Beverley Oliver2 Faculty of Health Sciences, Curtin University, Western Australia, 2Office of Assessment, Teaching and Learning, Curtin University, Western Australia 1

Background/Rationale: The assurance of learning of key capabilities and competencies by university graduates is a world-wide movement: measures such as the Collegiate Learning Assessment (Hardison & Vilamovska, 2009) attempt to report quantitative measures. In recent years there has been growing interest in capturing broader and, in the United States, essential learning outcomes

161 (Association of American Colleges and Universities, 2004) and learning over time through ePortfolios (Rhodes, 2011). In Australia, universities have implemented graduate attributes (Coates, 2010). Curtin University has a whole curriculum approach to mapping and evaluating achievement, and focal to this is its newly implemented iPortfolio (Oliver, 2009). Methods: The Health Sciences faculty has recently implemented an interprofessional capability framework, and an interprofessional first year curriculum. Curtin University’s iPortfolio is an online space for students and staff to create, share and publish evidence of their learning achievements and professional development. It provides social networking features that encourage students to seek feedback from on their work and achievement of learning outcomes. iPortfolio has been utilised in one of the large (1800 student) first semester units Foundations for Professional Health Practice 100 as a tool for evaluating student development of key professional skills and as a means of giving and receiving feedback from an interprofessional peer learning group. Results: Early anecdotal evidence suggests that despite the challenges of introducing new technology to a large cohort, students engaged with the technology and are using it effectively to reflect on their learning. There were several challenges introducing iPortfolio which were faced by staff and students; however, through communication and responsiveness of information technology staff these were overcome. Conclusion: Introducing new iPortfolio technology into a new large interprofessional unit brings challenges which when overcome lead to unique and exciting opportunities for collaboration and learning in interprofessional peer learning groups in health.

Interprofessional Teamwork Skills and Attitudes as Predictors of Clinical Outcomes in a Simulated Learning Setting Amy Blue1, Donna Kern2, Sarah Shrader3 and James Zoller4 1 Office of the Provost and Department of Family Medicine, College of Medicine, 2Department of Family Medicine, College of Medicine, 3Department of Clinical Pharmacy and Outcomes Sciences, South Carolina College of Pharmacy, 4Department of Health Sciences and Research, College of Health Professions, The Medical University of South Carolina, Charleston, SC

Background/Rationale: Teaching teamwork and promoting positive interprofessional (IP) collaborative attitudes and skills is a goal of interprofessional education. It is unclear how IP teamwork and attitudes are associated with clinical outcomes, particularly in simulated clinical environments. The purpose of this study was to examine the two relationships: 1) teamwork skills performance and clinical outcomes; and 2) attitudes toward IP collaboration and clinical outcomes in a simulated clinical setting. Methods: 120 health professions students (medicine, pharmacy, physician assistant studies) worked in 24 interprofessional teams to manage an acute “patient” in a healthcare simulation setting; students were videotaped during the exercise. Prior to the exercise, students completed the Interdisciplinary Education Perception Scale (IEPS) survey instrument. Students’ responses to each IEPS item were averaged by team and then scored to create a team IEPS score. Teamwork skills for each team were rated by trained observers using a checklist; checklist items were averaged as a teamwork score (TWS). Clinical outcome scores (COS) were determined by summation of completed clinical tasks performed by the IP team during the simulation based on an expert developed checklist. We conducted regression analyses to determine relationships of IEPS and TWS with COS. IRB approval was obtained for the study. Results: IEPS score was not a significant predictor of COS (p ¼ .054), but TWS was a significant predictor (p ¼ ,.000) of COS. Model R2 ¼ .539. There was no multicollinearity between the variables. Conclusions: Results suggest that in a simulated clinical setting, students’ attitudes toward interprofessional collaboration are not significant predictors of clinical outcomes. However, teamwork skills are significant predictors of positive clinical outcomes. Interprofessional curricular models that produce effective teamwork skills can improve student performance in clinical environments and likely improve teamwork practice to positively affect patient care outcomes.

Building Team Capacity: An Innovative Interprofessional E-learning Program Michele Durrant, Bonnie Fleming-Carroll, Margaret Keatings, Rishita Peterson, Denise Clayton, Alison Dodds, Elizabeth Gergolas, Heather Hudson and Michael Rotstein The Centre for Nursing; The Hospital for Sick Children, Toronto, ON, Canada q 2013 Informa UK, Ltd.

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Background/Rationale: On-line learning is a method that transcends time and place, making it a useful approach in the development and support of interprofessional learning within healthcare organizations. An innovative e-learning module has been developed and piloted within a paediatric tertiary care setting that assists the learner to reflect upon family centered care within the context of interprofessional team practices that enhance quality care within and across settings. The e-learning program design and evaluation processes are grounded in the W(e)learn framework for on-line interprofessional education, providing foundation for content, delivery and service. The e-learning module introduces participants to IP practice using vignettes captured in video to illustrate elements of IP practice within a tertiary care setting. Appreciative inquiry is used to advance team functioning, first by having participants reflecting collectively, envisioning the best of their team practices, and then, to facilitate team inquiry that creates new ideas aligned with images of family centered care and IP practice, and thirdly, develop an affirmative image for building team capacity through the process of using a team toolkit to amplify, encourage and assist the team to advance practice change. Video clips of practitioners illustrate a team mentorship model providing a schema from which learners can frame their own philosophy and practices as members of the interprofessional healthcare team. Participants’ reflections are captured through blogging that is integrated into the e-learning program. Preliminary program evaluation findings and the experience of educators implementing this program will be described. Discussion will focus on the development of IP learning programs that use innovative technology and the application of a conceptual framework for on-line interprofessional education; use of learning strategies that promote reflection, and action relevant to IPE that enhances care delivery, clinical outcomes and patient and family satisfaction. Questions: 1. How can an IPE e-learning program be designed? 2. How can appreciative inquiry be used to promote reflection and action within an e-learning format? 3. What other learning strategies can be used to promote reflection and action relevant within the context of IPE?

Unlocking the Doors of Interprofessional Education for Students through Trauma Simulation Lyn Gum1, Karyn Taplay2, Laura Rayner1 and Karl Stobbe3 1 School of Medicine, Flinders University Rural Clinical School, Renmark, South Australia, 2Department of Nursing, Brock University, St. Catharines, ON, 3Michael G. DeGroote School of Medicine, McMaster University, St. Catharines, ON, Canada

Background/Rationale: Simulation is a well-accepted teaching strategy that enables students to engage in situational learning and receive immediate feedback. Simulation is useful in increasing team effectiveness for patient safety. It is also particularly important to integrate IPE into nursing and medical undergraduate curricula so students can better understand and value their own and other professions. One way to facilitate IPE is through trauma simulations. Trauma teams are complex by nature as they include several different disciplines and provide ideal opportunities for student learning. Methods: A literature review is in progress to explore effective ways for delivering and assessing IPE using trauma simulation. Databases include Scopus, Ovid (medline), Informi (health) and CINAHL. Relevant search terms and limitations will be presented. Results: Application of simulation varies widely. Some of the gaps in the literature include how to effectively develop trauma scenarios, how best to use debriefing as an intervention, and what methods of assessment during IPE simulations are most effective. Debriefing is often used following simulation; however, it does not appear to be noted as a crucial component of interventions and is not thoroughly discussed. Conclusions: The use of trauma simulation scenarios is an effective way to introduce medical and nursing students to the concepts of IPE. Some of the areas requiring further exploration that arose from this literature search include: 1) Does assigning set roles as opposed to letting roles occur naturally among participants influence IPE learning outcomes? 2) What makes a scenario authentic or viable for IPL to occur? 3) Is the method of debriefing important and if so what style of debriefing is preferable? 4) Could the use of video analysis software be used to facilitate debriefing as a method for evaluation? These questions illustrate the need for further research in this area.


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Increasing Student Satisfaction by Using Standardized Patients in Interprofessional Education Ann Hollett1, Brenda Kirby1, Olga Heath1, Anne Kearney1 and Paula Mullins-Richards2 1 Centre for Collaborative Health Professional Education, Faculty of Medicine, 2Standardized Patient Program, Faculty of Medicine, Memorial University, Newfoundland, Canada

Background/Rationale: Undergraduate interprofessional education (IPE) at Memorial University introduces students to principles and concepts of interprofessional teamwork and how to apply those concepts to collaborative patient-centred care across a variety of healthcare settings and patient populations. There is emerging evidence that Standardized Patients (SPs) are particularly useful in facilitating interprofessional learning experiences. Based on high ratings of SP learning activities in one IPE module which has always included an SP component, it was decided to incorporate SP activities into two other undergraduate modules. Methods: All IPE modules at Memorial utilize a blended learning approach including web-based resources, small-group discussions, case based learning, and panel presentations. In recent years, we have enhanced two existing IPE modules; Collaborative Mental Health Care and Professionalism in Interprofessional Teamwork - by adding Standardized Patient interaction with students. SPs have been incorporated in a number of ways including role plays to demonstrate the roles of individual health professionals and how they work collaboratively, and opportunities for students to interview a patient. Results: After the introduction of an SP component in Collaborative Mental Health, student satisfaction significantly increased showing a large effect size. Similarly, after the introduction of an SP component in Professionalism in Interprofessional Teamwork, student satisfaction significantly increased although with a small effect size. Over 95% of respondents agreed or strongly agreed that the SP interaction enhanced their learning. In addition, student satisfaction scores for other learning activities such as E-learning, small and large group activities and videoconferencing increased after the incorporation of an SP interaction. Conclusion: Evaluation findings show that integrating SP learning activities in undergraduate IPE modules at Memorial increased student satisfaction. Based on these findings, SP interaction was included when a new undergraduate IPE module was developed which focused on Patient Safety.

Online Preservice Training in Early Intervention and School-Based Practice: Understanding Interprofessional Role Perception and Communication Dana M. Howell, Christine Myers and Peggy Wittman Department of Occupational Therapy, College of Health Sciences Eastern Kentucky University, Richmond, KY, USA

Background/Rationale: Collaboration and interprofessional communication are paramount in early intervention and school-based services. Using pedagogical technology, such as Blackboard, likely influences interprofessional communication and role perception, but in what ways is not understood. The objectives of this study were to explore the interprofessional communication and role perceptions of occupational therapy, physical therapy, and communication disorders entry-level graduate students enrolled in an online course, and how these changed over the semester. Methods: Participants were students in an online interprofessional preservice training course in early intervention and school-based practice. Participants responded to questions about interprofessional role perceptions and communication at the start and end of the semester. Responses were downloaded from Blackboard and analyzed qualitatively for themes. Results: Six occupational therapy, two physical therapy, and ten communication disorders students participated. Findings indicated the students had stereotypical role perceptions about their own and other disciplines, which did not change significantly pre to post; the students’ understanding of the other disciplines improved; and the students’ understanding of areas of practice overlap among disciplines changed. The students’ online interprofessional communication consisted of few clinical stories or examples; polite communication with few disagreements or conflicts; and reliance of “expert” opinion to strengthen their comments.


164 Conclusions: Pedagogical technology, such as Blackboard, influences the interprofessional communication and role perceptions among disciplines, and may help develop professionals who are ready to collaborate in practice.

Exploring the Use of a Social Network to Facilitate and Integrate LongTerm Interprofessional Educational Experiences Amy L. Pittenger Department of Pharmaceutical Care and Health Systems and Office of CyberLearning and Outreach, College of Pharmacy, University of Minnesota, Minneapolis, MN, USA

Description: The purpose of this study was to evaluate the feasibility and effectiveness of implementing interprofessional education to students from all six University of Minnesota AHC colleges through use of an online social networking platform, Ning. Specifically, three pedagogical models (Minimally Structured, Facilitated, Highly Structured) were evaluated for impact on student engagement, attitude, professional identity and satisfaction. This research attempted to create a participatory culture and an environment that fostered participation by all members, but also allowed members to interact with the environment in a personal way, acknowledging that the environment is different for each learner. An ecological perspective of learning and strategies for fostering collaborative engagement guided this research, both in the design of the learning environment and the development of learning goals. Students from all six University of Minnesota Academic Health Center colleges (Medicine, Nursing, Dentistry, Pharmacy, Veterinary Medicine, and Public Health) were represented in each pedagogical structure group and participated within their assigned group for 15 weeks. Students reported that Ning was a simple tool to use and a suitable virtual gathering place. Results of the quantitative measures (interprofessional perception and attitude survey tools, number of postings or self-reported time on the Ning site) showed no significant differences between participants based on pedagogical group. Despite the lack of significance detected with the quantitative measures, qualitative measures, including content and discourse analysis of student Ning postings and focus group transcripts, showed dramatic differences and suggest that the pedagogical structure did impact student engagement and effectiveness in fostering interprofessional awareness. Students want meaningful interprofessional education opportunities, but logistical barriers have prevented all-encompassing, long-term experiences. Utilizing a social networking site, such as Ning, may be a feasible and effective strategy for making this long-standing goal a reality.

Developing an Online, Four-Course Interprofessional Health Care Quality and Safety Curriculum Ernest Schloss1, Barbara Brewer2, Hillary Franke3, Michael Griffith4, Cathleen Michaels2, Yvonne Price1, Terri Warholak5 and Ronald S. Weinstein1,3 Mel & Enid Zuckerman College of Public Health, 2College of Nursing, 3College of Medicine, 4Division of Biomedical Communications, Arizona Health Sciences Center, 5College of Pharmacy, The University of Arizona, Tucson, AZ 1

Rationale: Healthcare quality and safety are important topics across the health professions. We describe the development of an interprofessional healthcare quality and safety curriculum to be used across the University of Arizona health sciences colleges for health professions students at various levels, in a variety of programs; e.g., as a master’s degree track, a doctoral minor, or a non-degree certificate program, even for health professions continuing education. In addition to being designed as an online program, utilizing the latest educational technologies, the curriculum is modularized to allow components to be used independently in other educational offerings. Methodology: Five faculty members from the University of Arizona’s Tucson-based Colleges of Medicine, Nursing, Pharmacy, and Public Health engaged in a collaborative process to produce a comprehensive healthcare quality and safety curriculum, building on an introductory course developed by one of the team members for the pharmacy curriculum. We decided to deliver the courses online asynchronously, to make the courses more accessible to distance learners and offer flexibility. In order to make the use of the latest educational practices and online technologies, we also engaged experts in telemedicine, e-learning, curriculum development, and educational technologies to create the courses through a series of collaborative storyboarding workshops. Journal of Interprofessional Care

165 Results: The resulting four-course curriculum will commence in Fall 2011. The first course is a quality and safety survey course. One advanced course deals with measuring quality, and the second addresses facilitating collaboration and change in interprofessional healthcare settings. The capstone course is a collaborative field project, wherein teams of students address real-world quality and safety issues in a healthcare setting. Conclusions: This IP curriculum addresses one of the pressing needs in all healthcare settings by educating health professions students/post-graduates, and professionals in the fundamentals of healthcare quality and safety.

Enhancing Informatics Competencies through an Interprofessional Partnership by Data Mining Electronic Health Records Bonnie L. Westra1,2, Beverly Collins3, Cynthia Coviak4, Cathy Olson2, Linda Fletcher3, Karen Monsen1, Deepika Sharma2 and Heather Swanberg2 School of Nursing, University of Minnesota, Minneapolis, MN, 2Institute of Health Informatics, University of Minnesota, Minneapolis, MN, 3Allina Hospitals and Clinics, Minneapolis, MN, 4Kirkhof College of Nursing, Grand Valley State University, Grand Rapids, MI 1

Background/Rationale: Clinical Translational Science Awards focus on transforming research and education to enhance the quality and efficiency of translation research. With the exponential growth of electronic health records (EHRs), expanded opportunities for translational research are emerging. Students must be informatics-competent and prepared with newer methods for reusing EHR data for translational science. The School of Nursing and the Institute for Health Informatics educate students to design and reuse data from EHRs for translational research with methods such as data mining for knowledge discovery in databases (KDD). A graduate seminar course was conducted with nursing, medical, and computer science students. This course addressed KDD methods reusing EHR data to describe the documentation practices and influence of nurses on patient outcomes. The framework for this project was the Nursing Minimum Data Set which guided data abstraction and knowledge discovery. The seminar integrated informatics competencies from previous courses, including research, health terminologies, database structure, and design of information systems. The purpose of this presentation is to discuss methods used for teaching an interprofessional informatics KDD seminar course, enhancing informatics competencies of students while participating in research with a community partner. Objectives: . Describe informatics competencies for data mining for knowledge discovery from EHR data. . Discuss the strengths and opportunities of interprofessional education in a graduate seminar course that combines both research and education using cutting edge research methods. . Describe lessons learned from employing data mining of EHRs as a teaching strategy. Questions: 1. What interprofessional informatics competencies are necessary for T3 and T4 research reusing EHR data? 2. What are some of the strengths and opportunities of interprofessional education related to sophisticated analysis methods employed in reuse of EHR data? 3. What are the lessons learned to enhance teaching/learning informatics and research competencies through a collaborative community clinical partnership?

TECHNOLOGY THEME Poster Format

Collaborating Across Borders: Development of an Interprofessional, Inter-Institutional Simulation Course Heather Brennan Congdon1, Karen Clark2, Mary Pat Ulicny2, Pam Shumate2, Rebecca Wiseman2, Kevin Harris2, Jeffrey P. Gonzales1, Robert L. Joyner4, Adriana Guerra4, Angela V. Elkins3 and Deborah Rejent3 q 2013 Informa UK, Ltd.

166 Department of Pharmacy Practice and Science, School of Pharmacy, 2Department of Organizational Systems and Adult Health, School of Nursing, 3School of Social Work, University of Maryland Baltimore, Baltimore, MD, 4Department of Health Sciences, Respiratory Therapy Program, Salisbury University, Salisbury, MD 1

Background/Rationale: Healthcare providers are expected to work in interprofessional teams in practice, but are rarely taught these skills didactically or experientially. To address this, a project was developed to engage students from pharmacy, nursing, social work, and respiratory therapy in a class together addressing and solving critically ill patient scenarios collaboratively. However, an environment which promotes effective collaboration in an academic setting can be challenging to develop. The Universities at Shady Grove (USG) is a regional higher education center with a unique partnership of nine Universities and 60 degree programs. The four professions participating in the course are from two Universities, presenting significant challenges. The aim of this project was to collectively develop a class incorporating simulation technology for the four professional schools, from two universities, while meeting the requirements of each program’s distinct curriculum. Methods: Key academic stakeholders from each profession were brought together regularly for 6-12 months to identify and overcome challenges, including: identification of a class time when students from the four professions could all meet; vetting a syllabus through each professional school; and developing an agreed upon class content schedule. Additionally, stakeholders used creative means to obtain support that was necessary for the simulations to deliver a quality product. The course will be offered this fall 2011. Results: Approval was obtained from the curriculum committees at each school within the two universities. Data that will be collected and measured includes the number of students from each profession, number of cases that were programmed into simulation, perceived advantages and disadvantages of interprofessional simulation utilization, and student feedback on their impression of simulation utilization for interprofessional education (via pre- and post-class survey). Conclusions: Creating a new interprofessional course involving multiple disciplines and different Universities involves significant time commitment and planning. Barriers must be identified and addressed.

Creative Online Teaching Methods to Facilitate Interprofessional Education Diane Bridges1 and Catherine Gierman-Riblon2 Healthcare Administration and Management, 2Assistant Chair; Interprofessional Healthcare Studies, Director, Biomedical Science Program, Dept. of Interprofessional Healthcare Studies, Rosalind Franklin University of Medicine and Science, North Chicago, IL 1

Background/Rationale: Interprofessional education is a collaborative approach to developing healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine, World Health Organization, American Association of College of Pharmacy, and American Association of Colleges of Nursing. It allows for sharing of skills and knowledge among and between professions, shared values, and respect for the roles of other healthcare professionals. Desired outcomes for students trained using an interprofessional education approach are that they appear more likely to become collaborative interprofessional team members, develop a better understanding of their and other professions, share common goals, and have positive attitudes towards other team members. Methods: Online teaching of interprofessional concepts can be a challenge because of the perception that interprofessionalism can only be learned with face-to-face interactions. Rosalind Franklin University has several fully online and blended master degree and certificate programs in the College of Health Professions which integrate interprofessional education into the required professional content. This poster will reflect methods used to facilitate students’ interprofessional engagement through creative teaching/learning activities currently employed in online programs such as the Healthcare Administration and Management program and the Health Professions Education program. Emphasis will be placed on how projects and assignments can be developed to achieve interprofessional educational experiences for students. Results: With faculty use of themes like “reflective learning spaces for creativity” and “interactive learning to promote collaboration,” online learning can be successful and students can attain interprofessional competencies. Data will also be presented related to student perceptions of how well they met the goals and competency of interprofessional education in their courses. Conclusion: To achieve desired student educational outcomes, online instructors must be aware of principles of adult education, and be creative in their teaching styles, assignments and development of projects. Interprofessional education can be achieved through online teaching methods. Journal of Interprofessional Care

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Using an Online Wiki for Collaborative Care Plan Development by Students Pat Callard1 and Susan Mackintosh2 College of Graduate Nursing, 2Department of Interprofessional Education, Western University of Health Sciences, Pomona, CA

1

Background/Rationale: Western University of Health Sciences located in southern California offers nine entry level healthcare professional programs and implemented an interprofessional education program in 2009. All first year, entry-level students meet in small groups with a facilitator to discuss five patient cases during the academic year. Cases presented patients across age groups and practice settings with varying involvement of each profession. Learning objectives for the cases addressed effective communication, collaborative interpersonal skills, and the scope of practice of healthcare professionals. As each case was discussed, students identified patient concerns and problems, and the roles of healthcare professionals. At the conclusion of the final case, each interprofessional student group used data identified in the case to develop a collaborative patient care plan in an online wiki format. Objectives: Participants will be able to: . Describe use of a wiki for an online collaborative project. . Identify components of an interprofessional patient care plan. . Develop a patient centered interprofessional care plan during a small group activity. Methods: This interactive workshop will provide an overview of wikis for collaborative work by student groups and their application to development of an interprofessional care plan. Participants will work in small groups to develop a care plan based on a brief patient scenario. The small groups will be invited to share the patient care plan in the larger group and ask questions about the process.

Online Interprofessional Education – Lessons Learned Pat Callard1, John Tegzes2 and Susan Mackintosh3 College of Graduate Nursing, 2College of Veterinary Medicine, 3Department of Interprofessional Education, Western University of Health Sciences, Pomona, CA 1

Background/Rationale: Western University of Health Sciences located in southern California offers nine entry level healthcare professional programs and implemented an interprofessional education program in 2009. During their second academic year, students from six of the nine programs participated in interprofessional groups in an online hybrid course using asynchronous and synchronous online assignments and face-to-face activities. Team building and other interactive group activities were used to build knowledge related to teamwork, communication, collaboration, delegation, and patient safety within an interprofessional team. This session will discuss the lessons learned from faculty debriefings and student feedback. Objectives: Participant will be able to: . Describe use of an online hybrid course for interprofessional education of healthcare professional students. . Discuss the use of online teambuilding activities to promote teamwork. . Identify learning activities to promote interprofessional communication, teamwork and collaboration in asynchronous, synchronous, and face-to-face activities.


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Developing and Validating a Communication-Sensitive Tool for Team Training Chia-Ju Chiu1, Douglas M. Brock2, Brenda K. Zierler1, Erin Abu-Rish1 and the UW Josiah Macy Grant Team3 Department of Biobehavioral Nursing and Health Systems, School of Nursing, 2Department of Medical Education and Biomedical Informatics, School of Medicine, 3Center for Health Science Interprofessional Education, Research, and Practice, The University of Washington, Seattle WA 1

Background/Rationale: In 1999, the Institute of Medicine reported that between 45,000 and 98,000 Americans die each year due to medical errors. Poor communication and lack of teamwork are two contributing human factors to medical errors. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) is an evidence-based teamwork system developed to improve communication and teamwork skills among healthcare professionals. Simulation is used widely to teach clinical skills of health professional students and to prepare them for practice. The primary aim of this study is to develop and validate “Performance Assessment for Communication and Teamwork” (PACT) in order to evaluate the effectiveness of interprofessional TeamSTEPPS simulation training on teamwork and communication skills. Methods: A literature search was performed to identify existing tools that evaluated teamwork, team performance, and team communication. The items in identified tools were compiled and reviewed by an expert panel. After several iterations, a PACT toolset was created. Pilot data were collected in 2010 with groups of interprofessional students practicing team communication skills. The PACT toolset was modified based on the feedback received. Student volunteers from the medicine, nursing, pharmacy, and physician assistant programs will be receiving TeamSTEPPS simulation training from May 31 - June 3, 2011. Participants will be randomly assigned to an interprofessional team to perform three acute simulation scenarios. Each team training exercise will be followed by debriefing led by skilled educators. All scenarios will be video recorded. The PACT toolset will be used to assess teamwork and team communication skills for each scenario both in real-time and retrospectively through video. Results: Validity evidence of the PACT toolset will be presented. Conclusions: Steps taken to overcome challenges of developing and validating the PACT Toolset will be described. The merits of performing a detailed video coding behavioral analysis and having a real-time observation tool will be discussed.

IPE Manager: Development and Evaluation of an Online Interprofessional (IPE) Events Manager to Facilitate the Coordination of IPE Offerings Gissele Damiani-Taraba, Patty Solomon, Bonny Jung and Gillian Schaible School of Rehabilitation, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada

Background/Rationale: Coordinating interprofessional events for students of various health professions can be challenging due to time-table conflicts and geographical barriers. In order to facilitate the management of interprofessional education offerings for students at McMaster University, a matching coordinating software program (“IPE manager”) was developed. Methods: The “IPE manager” enables students and faculty to enroll in IPE events based on availability and desired location. The first version of this software was launched in the spring of 2009, and was evaluated with a medical school placement program where 183 medical students attended interprofessional shadowing placements with 36 clinicians in various locations in the community. Student pairs and clinicians were able to sign up online to placements based on preference of location, profession of clinician they would prefer to shadow, and date and time of choice. Students received on-line notification of their placement 7 days before placement and also received reminders when evaluations for the course were to be completed. Results: Analyses indicate that both students and clinicians found the software easy to use and helpful in the coordination of their placement activities. Result of the evaluation of the placement program and feedback from students who have signed up for IPE events via the manager will be shared.


169 Conclusion: The development of the online manager has decreased the time and costs required in the coordination of IPE events at McMaster University. Future plans include availability of the software for distribution in 2012.

Using Simulation to Teach and Assess Teamwork Skills Sharon Decker, Cindy Acton, Suzanne Escudier, Dorothy Jackson, Sandra Caballero, Mercedes Day and Carla Meyers The F. Marie Hall SimLife Center, School of Medicine, and School of Nursing; Texas Tech University Health Sciences Center (TTUHSC), Lubbock, TX

Background/Rationale: National studies have identified that medical errors directly correlate to communication problems among healthcare teams. Team training has been correlated to decreased incidents of adverse outcomes, reduced length of hospitalization, and less nurse turnover. Safe, quality healthcare is dependent on interprofessional teamwork that includes concise communication, role clarification, situation awareness, and mutual support. Therefore, we hypothesized healthcare students who experience opportunities to practice the skills and techniques of TeamSTEPPSe (Team Strategies and Tools to Enhance Performance and Patient Safety) in a simulated environment would demonstrate improved team performance. This ongoing interprofessional study is being conducted at TTUHSC as a component of the Quality Enhancement Plan (QEP). The ultimate purpose of this project is to demonstrate how TeamSTEPPSe training influences interprofessional teamwork among student groups. Groups were composed of students from at least two schools enrolled in TTUHSC Schools of Allied Health Sciences, Medicine, Nursing, and Pharmacy with several participants from distant campuses. Utilizing a pre-post-test design, a panel of faculty experts evaluated each group on the use of team skills while caring for a simulated cardiac patient, before and after a TeamSTEPPSe intervention. The educational intervention for this research project was a Modified TeamSTEPPS Course. Team skills were assessed utilizing the Clinical Teamwork Observation Scale (CTOS). The CTOS was designed by the researchers utilizing criteria from the Clinical Teamwork Scale (CTS), the TeamSTEPPS Team Performance Observation Tool (TPOT), an extensive review of the literature related to teamwork skills, and expert review. Data for this exploratory mixed-method study utilized descriptive, correlation methodology. A paired test identified the difference between related group means and the Spearman’s rank-order correlation determined the magnitude of differences in relationship between variables. Statistical regression was conducted for outcomes that were significantly different than others.

Assimilating Culturally Diverse Simulations into Clinical Practicum Nancy Denny, Sylvia Fischer, Donna Semar and Yvette Mathesen College of Nursing, The University of Arizona, Tucson, AZ, USA

Background/Rationale: Due to an increase in The University of Arizona’s College of Nursing’s student population and limits on clinical site availability, faculty was challenged to implement new clinical patient simulations with the College of Nursing’s Steele Innovative Learning Center (SILC) simulation lab. These simulations ranged from basic to advanced scenarios. Imbedded within the scenarios was content that addressed cultural diversity, quality/safety issues, and evidence-based practice guidelines/core measures. These simulations provided opportunities for students to practice their nursing competencies in a safe and controlled environment. An Elsevier Simulation Learning System computer-based program provided the foundation for the simulation modules. A teaching plan was developed that included four steps: a) introduction of students to electronic medical records and simulation software; b) assimilation of students into their nursing role during the simulation experience; c) development of students’ assessment and documentation skills; and d) evaluation of students’ critical thinking skills. Assigned readings and a pretest “ticket to entry” were


170 required before the students could enter the simulation experience. Debriefing and a post simulation review quiz followed. Both included culturally diverse content. Clinical instructors were responsible for critiquing students’ documentation and performance during the simulation. Posttest results confirmed student understanding of the nursing skills practiced within the simulation modules and thus supported the idea that students’ critical thinking skills could be improved utilizing simulation. Utilization of this innovative teaching strategy needs to be further developed. Nonetheless, verbal and written feedback from students and faculty was positive.

The Canadian Health Care Team Challenge: A Social –Demic Interprofessional Education Experience Luciano Diloreto1, Andrea Guidolin2, Susan J. Wagner1,3 and Brian Simmons4,5 Centre for Interprofessional Education, University of Toronto, Toronto, ON, Canada, 2Canadian Memorial Chiropractic College, Toronto, ON, Canada, 3Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, ON, Canada, 4Women and Babies Program, Sunnybrook Health Sciences Centre, Toronto, ON, Canada, 5Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, ON, Canada 1

Background/Rationale: The Health Care Team Challenge (HCTC) was initially created at the University of British Columbia as a unique interprofessional learning opportunity and has been utilized at universities around the world. Through the University of Toronto (UT), the concept was refined to integrate into a requisite competency-based interprofessional education (IPE) curriculum that includes assessment of student learning and program evaluation. In addition, at UT, the HCTC was further developed as a challenge for universities and colleges across Canada. Methods: A national challenge was held at the UT, as part of the National Health Sciences Students’ Association (NaHSSA) annual conference and the UT IPE curriculum, with seven teams composed of a maximum of six students across a wide range of health science professions. The teams were provided a clinical case and developed a collaborative interprofessional plan of management over a twoweek period with facilitation provided by a faculty mentor. Student teams then presented their plans in a three-hour evening session to an audience of students, faculty and clinicians. Teams were judged on quality and collaboration by a panel with student, faculty, clinician and patient/client representatives. Results: Evaluation of the session by students revealed positive feedback regarding the learning opportunity in terms of understanding the cultures and languages of other professions and collaborating effectively with each other. In addition, students pre- and post-selfassessment of learning, utilizing global rating scales linked to the UT interprofessional competencies, indicated perceptions of learning had improved. Conclusions: The HCTC provides students with the opportunity to ‘walk’ the ‘interprofessional collaboration talk’ in an IPE session, because as we all know, practice makes perfect. Through this process, a bridge was built between the social and academic realms creating a social-demic activity where students socialized and learned simultaneously.

Using Simulation to Teach Geriatric Assessment Melanie Dodd1, Betsy VanLeit2, Deborah Cohen3 and Jan Martin4 1 College of Pharmacy, 2School of Medicine, 3College of Education, 4College of Nursing, University of New Mexico, Albuquerque, NM, USA

Background/Rationale: Providing medical care for older adults can be very complex. Individuals may have multiple medical problems as well as psychosocial, nutrition, financial and functional problems. It has been shown that the quality of care of older adults improves when it is provided by an interprofessional team, and according to the American Geriatric Society (2006), “interdisciplinary training and education effectively prepares healthcare providers to care for older adults”. Methods: In 2009, we piloted a 1-credit interprofessional geriatric elective course using a problem-based learning case format with one student team. The course has grown to 2 credits, and in spring of 2011 the course involved four teams consisting of students from Pharmacy, Nutrition, Occupational Therapy and Physical Therapy. Students from other professions did not participate due to scheduling. Fortuitously, a new Interprofessional Healthcare Simulation Center on campus opened last year, which facilitated the Journal of Interprofessional Care

171 inclusion of team assessments utilizing standardized patients. During simulated sessions, student teams implemented integrated team assessments with a standardized patient and sometimes with a caregiver. They wrote an integrated team plan with recommendations based on the simulated assessment and presented that plan to the class. The team assessments were captured on video so that students could review their team performance. The teams received feedback from the standardized patients and the faculty. Results: Student self-assessment concerning knowledge of geriatric care and ability to contribute to an interprofessional team improved from pre-course to post-course. Students reported that they found the use of simulation to be particularly useful to their learning. The faculty noted distinct improvement in team assessment performance from the first simulation to the second. Conclusions: Simulated team assessment is an effective teaching method for preparing students for team practice in geriatric assessment. Logistic issues are being addressed to expand the course to other professions.

Patient Admission Assessment Process for Electronic Clinical Documentation: A Readiness Project for the Interprofessional Rehabilitation Team Siobhan Donaghy1, Fay Lim-Lambie2, Luanne Choo3, Jennifer Shaffer1, Elizabeth Villar-Guerrero1 and Rhonda Galbraith1 St. John’s Rehab Hospital, Toronto, ON, Canada, 2Baycrest, Toronto, ON, Canada, 3Shared Information Management Services, Toronto, ON, Canada 1

Background/Rationale: A readiness project was undertaken to standardize the process of documenting admission assessments across all clinical professions. This was in preparation for the implementation of the electronic medical record (EMR) at the rehabilitation hospital. This project would ensure and improve data accuracy, integrity and workflow during the admission assessment process. Methods: Representatives from various clinical professions participated in a five-day design event. Professions involved were: physiotherapy, occupational therapy, nursing, social work, speech-language pathology and clinical nutrition within the inpatient specialty rehab programs. This involvement supported a spirit of interprofessional collaboration. Project management principles, LEAN methodology, and reference to professional regulatory standards were utilized to standardize documentation processes on admission. Assessment templates were developed which would later be translated into an electronic format. Results: Thirty-five main assessment documentation categories were identified across all professions. There was significant overlap in assessment areas across the various team members. In the absence of a consistent charting methodology, it was determined that the SOAP (subjective, objective, analysis, plan) methodology be used across all professions. Conclusions: A standardized documentation process for admission assessments across all clinical professions has been established in preparation for the implementation of EMR at the hospital. It is advantageous to create, trial and evaluate a paper-based template prior to converting to an electronic format for clinical documentation. Phase 2 of the readiness project will address areas of overlap in documentation as well as education on the use of assessment templates and SOAP charting methodology. Utilization of change management principles will be essential in the education and implementation phases of the project.

Engaging Dentists with Health and Social Service Professionals to Improve Children’s Oral Health and Dental Care Burton L. Edelstein, Courtney Chinn, June Levine, Sharifa Z. Williams, David A. Albert and Kavita Ahluwalia Section of Social and Behavioral Science, College of Dental Medicine, Columbia University, New York, NY, USA

Background/Rationale: Children obtain oral health through interacting social, environmental, behavioral, and healthcare determinants, yet traditional dental care focuses primarily on clinical determinants. Needed are multidisciplinary approaches to improving children’s oral health that build on the assets and competencies of various health and social service professionals. q 2013 Informa UK, Ltd.

172 With US governmental support, Columbia University’s multidisciplinary team of educators is developing self-paced, web-based interactive learning modules to introduce pediatric dentist trainees and practitioners to the potential roles of other professionals in improving the oral health and dental care of individual children and child populations. Learning modules will feature social workers, health educators, nutritionists, community health workers, public health professionals, and/or occupational therapists. The first module on social workers explores their roles at the micro (psychotherapeutic), mezzo (case management), and macro (program design and management, public policy, community organizing) levels. Modules present information on each profession, provide exploratory learning opportunities for dentists to consider others’ roles in children’s oral health, offer exemplars of those professionals who are working with pediatric dentists, and offer extensive resources for further exploration. Andragogical principles incorporated within these modules include ‘need to know,’ ‘self-direction,’ ‘building on clinical experiences,’ and ‘motivation’ for improved clinical and business performance. Interactive learning techniques build on games, avatars, and videos and require trainees to solve ‘virtual’ problems. Modules will be field tested for changes in awareness, knowledge, and attitude of trainees toward multidisciplinary care. Interdisciplinary collaborations hold strong promise to improve children’s oral health and dental care at the individual, family, and community levels. Training pediatric dentists to partner effectively with a variety of health and social service professionals is a concept that may improve clinical practice and health outcomes in cost effective ways.

Primary Prevention of Early Childhood Tooth Decay through Multidisciplinary Collaborations Burton Edelstein1, Courtney Chinn1, June Levine1, Sharifa Z. Williams1, Mary McCord2, Arlene Smaldone3, Sergio Matos4, Sally Findley4, Virginia Rauh4, Susan Witte5, Kathleen O’Connell6, Isobel Contento6, Randy Wolf6, Pamela Koch6, Jessica Rowe7 and Richard Yoon8 1 Section of Social and Behavioral Sciences, College of Dental Medicine, 2Community Pediatrics, Columbia University Medical Center, 3Department of Clinical Nursing, School of Nursing, 4Heilbrunn Department of Population and Family Health, Mailman School of Public Health, 5Social Intervention Group, School of Social Work, 6Department of Health and Behavior Studies, Teachers College, 7Triangle Initiative, Columbia Center for New Media Teaching and Learning 8Section of Growth and Development, College of Dental Medicine, Columbia University, New York, NY, USA

Background/Rationale: Early childhood tooth decay (ECDT) stubbornly remains the most prevalent chronic disease of U.S. preschoolers, yet few young children are assessed for risk or obtain timely professional dental care. Medical, social work, and early education lay and professional workers who come in contact with families of young children are generally unengaged in oral health promotion. MySmileBuddy (MSB) is an iPad-based interactive program developed by a multidisciplinary team of educators for use by such workers in helping parents understand and manage risks for ECTD. With support from the U.S. National Center on Minority Health and Health Disparities, Columbia University assembled a team of educators from the disciplines of dentistry, pediatrics, nursing, public health, social work, behavioral nutrition, health education, and educational technology to develop MSB. MSB empowers lay health workers and non-dental professionals to assist families in assessing a young child’s risk for ECDT, provides educational information to parents, and facilitates parental goal setting and action planning. It also contains background administrative functions and instructions for lay health workers when using MSB. All approaches were explored with community health workers and dental assistants through focus groups to identify those that fit best with their interactions with families. Disease risk algorithms based on prior research were refined through clinical investigations and tested through pilot studies. Working closely together through MSB’s development and testing, team members gained appreciation for each other’s disciplines, expertise, and knowledge; worked toward use of common terminology; and bridged interprofessional differences. The fully SpanishEnglish bilingual MSB is now completed and in field testing. Educating parents about ECTD and engaging them in salutary health behavioral change may not require the initial involvement of oral health professionals since technology makes possible family-level interventions by lay health workers that are well grounded in multidisciplinary expertise.


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An Appreciative Approach: Using Multimedia to Enhance Interprofessional Practice Bonnie Fleming-Carroll, Margaret Keatings and Michele Durrant The Centre for Nursing, the Hospital for Sick Children, Toronto, Canada

Background/Rationale: Interprofessional education (IPE) is a focus for healthcare organizations in supporting the advancement of interprofessional practice. The IPE literature supports the notion of interactive learning among professional groups to facilitate a change in culture. The Hospital for Sick Children has been actively working on creative education strategies and tools to support the effective integration of IPE into our learning environment. One strategy that has been effective in engaging healthcare professionals in self-reflection and dialogue about how we work together to provide the best in family-centred care is a new continuing education program. The program utilizes a 20 min DVD that was filmed at Sickkids examining the current state of interprofessional collaboration. The film outlines our philosophy and commitment to family centred care and vignettes portray the care experiences from the perspective of the patient, family, and the interprofessional team members. The DVD has been integrated into curricula for team development, focusing on enhancing understanding of interprofessional collaborative care through the use of a reflection guide. The guide was developed using an appreciative inquiry framework to create new ideas and images that aid in facilitating developmental change and collective action. Appreciative inquiry has been useful in the context of facilitating IPE content and processes. Participants of this interactive session will view the DVD to gain an understanding of how tenets of interprofessional practice exist or need to be advanced within their own environments through the viewing of the DVD, Together We’re Better: Interprofessional Practice at SickKids, followed by facilitated discussion using the reflection guide.

Student Views of Pandemic Flu Exercise at the University of Arizona Kara Herko1, Lynne Tomasa2, Kristine Erps3 and Ronald S. Weinstein2,3,4 College of Pharmacy, 2College of Medicine, 3Arizona Telemedicine Program 4Mel and Enid Zuckerman College of Public Health, The University of Arizona, Tucson, AZ, USA 1

Background/Rationale: The University of Arizona’s Interprofessional Education is conducted through a series of large group exercises throughout the year. The Pandemic Flu exercise is one such event for students in the Colleges of Medicine, Nursing, Pharmacy, Law, and Public Health. The exercise has run for the past three years. In 2010, the exercise integrated technology to facilitate communication. Methods: Students were broken into smaller teams of 5–8, with representation from each college. A central control center consisting of experts in each field sent transmissions via video to the students simulating news announcements of a flu pandemic. Student groups were then given tasks of how to allocate resources and manage the pandemic. Groups used Cover-It-Live as a communication platform to communicate with other groups and the command center for questions and to share views. At the completion of the three-hour exercise, a survey was opened online to students to evaluate their views of the exercise. Results: 57% of students said the use of technology was above average/excellent. 63% felt organization of the activity was above average/excellent. 81% said the exercise was effective in demonstrating different perspectives among the various professions. 96% said they appreciated difficult decisions that are made when medical and other resources are in short supply compared to 41% before they participated in this exercise. 95% had understanding on ethical issues that arise during a pandemic flu outbreak after the exercise compared to 29% before. Conclusions: In using technology to integrate a large interprofessional group of students in this simulated exercise, students were able to better understand ethical issues, appreciate roles of other professions and appreciate difficult decisions that need to be made when resources are in short supply. Most students found the organization of the activity and use of technology to be favorable for the exercise. q 2013 Informa UK, Ltd.

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“Dying with Grace”: An IPE Experience using High Fidelity Simulation Kristen Jones1 and Katherine Kortes-Miller2 Faculties of Nursing and Education,, 2Interdisciplinary Palliative Care Certificate Program and Faculty of Education; Lakehead University, Thunder Bay, ON, Canada 1

Background/Rationale: Simulation, used within the context of healthcare, is defined as “an educational technique that allows interactive, and at times immersive activity by recreating all or part of a clinical experience without exposing patients to the associated risks” (Maran & Glavin, 2003, p.22). This type of experience uses high-fidelity manikins to give a very realistic experience of being at a patient’s bedside. As an educational methodology in interprofessional education, the scope and potential of simulation is enormous (Ziv et al., 2003). The purpose of this poster is to share our experiences developing a case-based simulation learning module for an interprofessional palliative care team. Partnering with key stakeholders integral to the delivery of palliative care in our community, we developed and facilitated an educational intervention to explore high-fidelity simulation as an innovative approach to interprofessional continuing education for healthcare providers in palliative care. The objectives of this project were to: 1) provide a forum for collaborative projects and initiatives by gathering an active interprofessional team to participate in a unique interprofessional education initiative through collaboration between individuals involved in both interprofessional education and interprofessional care; 2) enhance leadership in interprofessional education and care by facilitating an opportunity for team development, education, and mentorship; and 3) provide a comprehensive common source of teaching and learning resources in IPE through the introduction of the high fidelity simulation at Lakehead University as a holistic and interactive interprofessional education opportunity in palliative care. The main project outcome was the development of a relevant case study and an IPE learning module suitable for use with an advanced interprofessional hospice team and high fidelity simulation technology. This poster will also review the evaluation and outcomes of this interprofessional education initiative as well as ideas for future educational endeavours in this area.

Global Access and the Impact of Interactive Multimedia on Interprofessional Health Sciences Education Penprapa S. Klinkhachorn, Powsiri Klinkhachorn and Frank D. Reilly West Virginia University Health Sciences Center, Morgantown WV, USA

Background/Rationale: Several computer-assisted radiographic anatomy tutorials were developed in Adobe Flash, peer-reviewed and published in MedEdPORTAL (MEP) of the Association of American Medical Colleges, and made available gratis around the world. The publications were designed to serve as an introduction to normal xrays and cross-sections of the human body. Their rationale was to stimulate active self-directed learning by integrating introductory radiographic anatomy and angiography into a structured format that is readily accessible for local and distance learning. The tutorials complemented didactic and practical (dissection) activities of the beginner healthcare professionals by providing them with opportunities for self-assessment through repetition and immediate feedback (quizzes). Demonstration: The educational materials developed facilitate mastery through exceptional clarity of instruction and learner engagement with the applied subject matter. They package anatomy content into a clinical context that makes sense and enhances learner motivation. As a result, the students are encouraged to actively engage in exploration and understanding of integrated concepts rather than being assigned rote memorization of isolated facts. Early scaffolding provides a standardized and efficient venue for presenting core clinical correlates that may in turn facilitate accelerated development of translational scientific expertise. Overview: Data from MEP usage reports showed that some of the interactive tutorials had been accessed more than 100 times in less than a 10-month period. The users were from six continents; i.e., North and South America, Europe, Africa, Asia, and Australia. Most were educators using them to teach interprofessional students (36%) and to train other faculty (7%) and practicing healthcare professionals (5%). Others accessed them for curriculum development (9%), while students (12%), educators (10%), and healthcare professionals (12%) benefited from self-directed learning. (Supported in part by NBAN account #4910302000.12100083). Journal of Interprofessional Care

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Enabling Teamwork, Interprofessional Collaboration and Education (EnTICE) II Dissemination Project Jacques S. Lee1,2, Eliane Kim1, Sarah A. Wu1, Sharon Ramagnano1, Barbara Jonathan3, David Ryan4, Merrick Zwarenstein5,6 and Katie Dainty7 Department of Emergency Medicine, Sunnybrook Health Sciences Centre, Toronto, ON, 2Division of Emergency Medicine, University of Toronto, Toronto, ON, 3Specialized Geriatric Services, Sunnybrook Health Sciences Centre, Toronto, ON, 4Regional Geriatric Program of Toronto, ON, 5Sunnybrook Research Institute, Toronto, ON, 6Department of Health Policy, Management and Evaluation, University of Toronto, ON, 7St. Michael’s Hospital, Toronto, ON, Canada 1

Background/Rationale: Many front-line healthcare providers are aware of evidence-based best practices (EBBP), but they lack training and experience in how to implement an EBBP in an interprofessional (IP) clinical setting. The EnTICE II project was funded by the ON Ministry of Health’s interprofessional collaboration and education fund. The goal of EnTICE II was to create a toolkit to help front-line clinicians with limited time to implement an EBBP. The EnTICE II toolkit provides a series of action-oriented steps, free of profession-specific jargon with a focus on improving patient care. The toolkit is based on the best evidence available from diverse fields (IP education, knowledge translation, implementation science, organizational psychology, and corporate literature), and was informed by an expert panel. The final result is an interactive website featuring a simple checklist with 7 steps. Description: The interactive website features 7 essential steps to maximize the chance of successfully implementing an EBBP. The 7 steps include how to: 1) start in the right place – checking the suitability of the EBBP; 2) get help – picking an effective IP change team; 3) make a plan to maximize success; 4) customize your EBBP for your setting; 5) get the boss on board and gain organizational support; 6) get your team on board and gain support from an IP team; and 7) monitor, modify, evaluate & celebrate your success. The toolkit includes checklists, videos, worksheets and case studies. We will examine each of the 7 steps in closer detail and provide a working example of an EBBP to prevent delirium that was implemented at 2 hospitals.

Interprofessional Fidelity to Learning: Simulation Facilitators Creating the Reality Together Daniela Naccarato, Donna Carter, Emily Louca and Darlene Murray The Centre for Nursing & the Learning Institute, The Hospital for Sick Children, Toronto, Canada

Background/Rationale: Simulation is a strategy for learning that if skillfully created and implemented can evolve into a safe integrative environment for learners. Simulation curricula allow interprofessional learners to come together and reflect on practices, processes, roles, and communication in a way that is innovative and inclusive. Facilitators of simulation must have the knowledge and expertise needed in planning, implementing and evaluating simulation experiences. They must also possess the ability to consider such attributes as knowledge acquisition, fidelity and outcomes. As a way to build an infrastructure for successful simulation at the Hospital for Sick Children, an interprofessional team of educators developed a Facilitators in Simulation Workshop offered to interprofessional staff across the organization. A team of Advanced Nursing Practice Educators and Simulation Coordinators/Educators undertook a needs assessment around the knowledge and use of simulation as a teaching strategy. Once completed, a review of the literature related to simulation education, simulation use in healthcare and best practices for high fidelity simulation was conducted. Key interprofessional stakeholders within the simulation community reviewed both the structure and content of the workshop. The first workshop was launched in May 2010. Best practices for simulation delivery, how to create objectives, facilitation techniques and resources were all part of the curriculum


176 aimed at gaining specialty knowledge in the facilitation of simulation sessions. All interprofessional participants were involved in simulation exercises which allowed learners to immerse themselves in the many facets of simulation. The evaluation addresses satisfaction with the workshop, commitment to new learning and use of simulation in education as well as future learning opportunities. This poster will highlight the interprofessional activities now being endeavored by skilled facilitators in simulation. It will also provide the interprofessional practice community with opportunities to develop such strategies within their own environments.

Interprofessional Team-Based Simulation: A Matter of Perspective Ann Russell1, Lynne Sinclair1,2, Kerry Knickle3, Liat Pessach4, Yuxin Tu1 and Sylvia Schippke1 The Michener Institute for Applied Health Sciences, Toronto, ON, Canada, 2Centre for Interprofessional Education, University of Toronto, Canada, 3The Standardized Patient Program, University of Toronto, Toronto, ON, Canada, 4MSR Sheba Medical Centre, Israel 1

Background/Rationale: This poster reports on an innovative use of simulation to support students’ demonstration of interprofessional communication and collaboration competencies. Students (N ¼ 257) from 7 applied health sciences’ programs (Chiropody, Medical Laboratory Sciences, Nuclear Medicine, Radiological Technology, Radiation Therapy, Respiratory Therapy and Ultrasound) participated in a 3-hour real-time simulation with Standardized Patients (SPs) during Week 7 of a 13-week Interprofessional Simulation course at the Michener Institute in Toronto, Canada. In advance of the real-time simulation with the SPs, students watched a video demonstrating a patient fall at a clinical site that involved two health professionals and a student. This patient mishap was debriefed by co-facilitators and students using the MSR Video-based Debriefing Modelq to explore concepts and practices related to interprofessional competencies and ethical patient care. MSR is one of the world’s foremost centers for patient safety and simulation based education located in Israel. The real-time simulation used SPs to portray the 4 roles observed in the video — patient, two radiological technologists and a student in training. The learning objective of the scenario was for students to apply the PEARLS communication model (partnership, empathy, acknowledgement, respect, legitimation and support) (Barrier, James & Jensen, 2003) to deepen their understanding of the various perspectives involved in the video-based medical error. Small teams of three students interacted with one SP in the roles extracted from the video whilst others engaged in active observation of the interaction and subsequent group debrief. Post-session questionnaires were administered and results reveal that overall, students reported the realtime simulation to be a very positive learning experience that helped to improve their communication, reflection and team communication skills. Most important, students anticipated that the experience would influence their future clinical experience. Simulation in this design provided an effective opportunity to translate theoretical knowledge of interprofessional competencies into practice.

The Power of Interprofessional Collaboration: The Intersection of Design, Education and Care Lorie Shekter-Wolfson1, Stuart Elgie2 and Mitch Hall3 Waterfront Development and Faculty of Community Services and Health Sciences, George Brown College, Toronto, ON, Stantec Architecture Ltd, Toronto, ON, 3Kuwabara Payne McKenna, Blumberg (KPMB) Architects, Toronto, ON, Canada

1

2

Background/Rationale: ON George Brown College (GBC), a community college based in the downtown core of Toronto, is in the midst of building a new Health Sciences campus at the waterfront, designed specifically to support interprofessional education. The Centre for Health Sciences consists of four schools; the School of Nursing, the School of Dental Health, the School of Health Services Management and the School of Health and Wellness. Currently, 2900 full time students attend classes and labs at two different sites in retrofitted spaces that were former, turn of the century factories. The introduction of IPE into the curriculum began over six years ago. The launch of IPE in GBC’s current, compromised space has proved invaluable in imagining and designing what an ideal IPE campus should look like. Journal of Interprofessional Care

177 This workshop will outline the programmatic aspects that comprise GBC’s new learning vision and then illustrate the architectural design challenge asking, “How can space and technology fundamentally contribute to the IPE vision?” Participants will understand how the design vision evolved out of the learning vision and impacted the resulting design at an overall campus scale and the scale of the individual student. Among other things, the workshop will discuss precedent projects and research into existing facilities from the healthcare and higher education sectors. The workshop will demonstrate how the diverse sources of input from academics, healthcare professionals, facilities managers, systems furniture design, audio-visual specialists and others contributed to the collaborative design exercise that has resulted. Lastly, the workshop will discuss opportunities for innovations in designing healthcare spaces learned from the project. The presentation will utilize a PowerPoint presentation to describe and illustrate the objectives, present key issues and facilitate group discussion.

Forming E-Learning Communities: Bringing Online and On-Site Health Profession Students Together Susan E. Sterrett Nursing, Chatham University, Pittsburgh, PA

Background/Rationale: How do you create interprofessional learning experiences if you have online students as well as on-site students in your health professions programs? This presentation will describe the results of a pilot study analyzing the perspectives of health profession students and teachers involved in a pilot study of an online learning community. At issue is creating interprofessional learning experiences when some students are online and others are on-site. The author created an online learning community focused on women’s health as a pilot, leading to the creation of many online communities focused on specific health issues. Students completed a questionnaire and were interviewed after participation. Questions asked concerned activities and content necessary on the website to create a sense of interprofessional community through online interaction. Themes of the participants’ experiences will be presented as well as plans for further study. Evaluation of the creation of a successful interprofessional online community will be based on the Sterrett model of an effective interprofessional community of practice, adapted from the Wenger theory of Communities of Practice. Results lead to criteria to guide development of future online IP learning communities and strategies for successful implementation of e-learning communities in educational settings. E-learning communities have great potential for use in clinical settings.

Interprofessional Role Clarification Guide: An Online Resource Lora Wang1, Lynda Eccott1,2 and Victoria Wood2 Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, BC, 2College of Health Disciplines, University of British Columbia, Vancouver, BC, Canada 1

Background/Rationale: The CIHC National Interprofessional Competency Framework identifies six competencies necessary for effective interprofessional collaboration, which include Role Clarification; Conflict Resolution; Collaborative Leadership; Team Functioning; Patient-Centred Care; and Communication Skills. The literature and our experience with interprofessional education tell us that understanding others’ roles and responsibilities is the foundational piece to achieving the other competencies and ultimately interprofessional collaboration. This poster presents an online Interprofessional Role Clarification Guide designed to give healthcare learners and providers an understanding of others’ roles and responsibilities. Methods: In order to develop the tool the following activities were undertaken: literature search and inventory development of existing documents that outline healthcare profession roles and responsibilities; Researching regulator websites for each profession in order to collect information about scopes of practice; Mapping of roles and scope of each profession in order to identify overlap and synergies; interviews with members of each profession. These were filmed and became part of the tool. A website was developed that shares this information in a user-friendly format for healthcare students, educators, and practitioners. Results: This resource provides an overview of each profession in the British Columbia healthcare system, outlines their scope and primary roles, and identifies overlap and synergies across professions. q 2013 Informa UK, Ltd.

178 Conclusion: Tools and resources such as the Role Clarification Guide will be increasingly in demand as programs work to meet the upcoming interprofessional accreditation standards outlined by the Accreditation of Interprofessional Health Education (AIPHE) project.

AMC HealthCommons – Using Sharepoint 2010 Web Portal to Facilitate Interprofessional Team-Based Learning or So Many TEAMs and Events – One Portal Jason Williams1, Mark A. Earnest2, Deidre Houston-Magee3 and Holly G. Hamilton4 Department of Psychiatry, School of Medicine, University of Colorado Denver, Anschutz, Medical Campus, Aurora, CO, General Internal Medicine, University of Colorado Denver – AMC, Aurora, CO, 3AHEC, University of Colorado Denver – AMC, Aurora, CO, 4REACH Program – VCHA, University of Colorado Denver – AMC, Aurora, CO 1

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Background/Rationale: The University of Colorado Anschutz Medical Campus is in the process of developing and implementing REACH, a longitudinal interprofessional curriculum designed to foster collaborative, team-based competencies in all students on campus. Organizing and implementing meaningful learning experiences for over 700 students each year presents a number of challenges. Our healthCOMMONS Portal combines content management and delivery in conjunction with professional networking opportunities to increase student access to resources and facilitate team-based communication and work. Methods: The REACH Sharepoint 2010 site allows each student to create a professional profile and personal page. A sorting algorithm creates interprofessional student teams with a common virtual workspace to manage the delivery of elements of the curriculum. The healthCOMMONS site hosts other functions including linking students to their Health Mentor (a community member with a chronic illness or disability that their team will work with for two years), delivery of evaluation tools and data storage, and a centralized resource for interprofessional extra- and co-curricular opportunities on campus based on common interests e.g., Wellness, Rural Health, Ethics and Humanities, etc. Sharepoint has enabled us as educators to customize a web-based tool that facilitates interprofessional relationships, organizational structure and tracking of data, content delivery and collaboration at an institutional level in an entrepreneurial manner that could not have been achieved previously. Conclusion: We are presently operating in the pilot phase, increasing user loads with each semester. We know that successful implementation will require continued focus on user need, and a concentration on developing an effective, functional interface. We are growing to a critical mass of utility for the site such that students use it frequently enough to find it to be a key resource and become facile. Evaluating the impact of the tool on learners and their work will be critical moving forward.

Linking Professionals Inter-Actively Across Borders Cyndy Woods-Wilson1, David Bugay2, Patrick Blessinger3 and Rana Zeine4 English and ELL, Rio Salado Community College, Tempe, AZ, 2Human Resources, South Orange County Community College District, Mission Viejo, CA, 3Executive, Higher Education Teaching and Learning Association, New York City, NY, 4Keller Graduate School of Management, DeVry College of New York, New York City, NY 1

Background/Rationale: This workshop explains the rationale behind building a global, high quality academic environment for higher education professionals and practitioners, across all academic areas and professional disciplines. The Higher Education Teaching and Learning (HETL) Association is based on clear vision, mission, and value statements providing interprofessional educators with a common purpose in coming together. A clearly defined set of group policies and processes helps ensure the group meets the needs of its members. As the association has grown, professionals have found timely, scholarly information and dialogue on evolving issues across practices. Sample discussions, group management rules, and the evolution of this quickly growing group will be shared. Best practices in IPE involves all global time zones asynchronously linking professionals inter-actively and facilitating multiple dialogues on interprofessional education, best practices and ongoing scholarly research. Using Web 2.0 technology provides timeliness, efficiency and effectiveness allowing professionals with multiple perspectives to join immediate and evolving discussions on timeJournal of Interprofessional Care

179 critical issues and questions. Such an IPE best practice is found in The HETL (higher Education Teaching & Learning) Association, on the LinkedIn online platform (http://bit.ly/bgnIig) and through peer reviewed articles on the HETL Portal (http://hetl.org). Objectives: Generally, participants will learn how to effectively use Web 2.0 technology and social networks to create interdisciplinary collaboration in higher education, how to effectively use established social network platforms to collaborate across professional boundaries, and specifically, how to use The HETL Group on LinkedIn. Methods: Formal presentation of The HETL Association model will be given on-site by Cyndy and David. Patrick and Rana will join via synchronous virtual conferencing. Following the formal presentation, all four will be available to answer questions and demonstrate use of the platform, as well as the model developed. Participants will interact with the presentation via smartphones, laptops, iPads, etc. and concurrent, interactive discussions.

TECHNOLOGY THEME Workshop Format

The Lived Experience of Pain: An Illustration of a Hybrid Approach to Interprofessional Learning Using a Clinical Anchor Lesley Bainbridge and Victoria Wood College of Health Disciplines, University of British Columbia, Vancouver, BC

Background/Rationale: This workshop will enable participants to explore an innovative approach to interprofessional education that uses a specific content area as the anchor for the learning. It will present a model for interprofessional education based on a series of interprofessional pain management modules that has been developed at the University of British Columbia. The model enables learners to gain interprofessional competencies related to one content area and to learn how to transfer those competencies to other contexts where interprofessional collaboration benefits patient care. It is patient-centred and flexible, using a modular format that incorporates online and face-to-face learning. The format offers the potential to overcome the challenges of scheduling and overcrowded curricula, frequently cited barriers to incorporating interprofessional learning into health education programs. Objective: This workshop will enable participants to: . Explore new and innovative ways to deliver interprofessional education. . Understand some of the challenges of online interprofessional learning and strategies to help overcome them. . Explore how this model for interprofessional education can be applied to other content areas. . Identify ways this model for interprofessional education could facilitate the integration of interprofessional learning into curricula. Teaching Methods: The workshop will present the approach and its development; describe the interprofessional pain management modules; and highlight the strengths of the approach. In small groups, participants will have the opportunity to experience the lived experience of pain module and to then explore how they might implement this innovative approach with other content areas. Groups will identify ways they could use the model to inform the development of interprofessional learning in their own context.

IPE is Thriving in the Twitterverse: Why You Need to Stop Thinking About It and Start Doing It Andrea Burton, Sean Cranbury, Alix Arndt, Gerard Murphy and John Gilbert Canadian Interprofessional Health Collaborative, Vancouver, BC, Canada

Background/Rationale: The way we receive, share and impart information continues to change in our highly technological world. In 2009, the Canadian Interprofessional Health Collaborative took steps towards becoming one of the first health-based organizations to venture into the world of social media. Since then, the organization has overcome some challenges, learned some ‘dos’ and ‘don’ts’, created a series of ‘how to’ manuals and documents, and most importantly, succeeded in creating a solid social media network, engaging thousands of individuals previously not involved in IPE/CP. In just over a year, we have developed a growing and thriving q 2013 Informa UK, Ltd.

180 Internet community and are now sought out by other healthcare organizations to provide advice on how to successfully develop, deploy and grow a social media platform. How did we do it? What has worked and what has flopped? How can we help you, and your organization, tap into this vast resource? Objectives: In this workshop participants will increase their understanding of social media and the benefits it can provide. They will experience and participate in a live #IPChat with attendees from across the Twitterverse, review some basic social media strategies that might be adaptable to their own situation, gain an understanding of how to access and join the extensive existing IPE community, learn tips and tricks that make new technology fun and informative rather than unknown and alarming and benefit from CIHC’s own “success and failure” history in social media. Teaching Methods: This workshop will be highly interactive, led by CIHC’s Social Media Team. Teaching methods will include discussion and sharing as a group and in small groups, hands on practice with various technologies (smart phones, computers, ipad/playbooks, etc.), and working through a sample ‘social media tool’ to develop a personal or professional social media strategy.

Using Narratives to Create Dialogue to Address Intra- and Interprofessional Conflict Resolution Sandra Devlin-Cop, Craig MacCalman, Jason Galea, Kathleen MacMillan and Mary van Soeren School of Health Sciences, Humber Institute of Technology & Advanced Learning, Toronto, ON, Canada

Background/Rationale: One of the major issues in developing interprofessional education for pre- and post-licensure healthcare professionals is creating safe environments where discussion about perceptions and perspectives on issues can occur. Simulation is one method to improve interprofessional dialogue. However there are limitations to simulation which include the need for a high level of fidelity and costs. In ON, Canada, we collaborated with colleagues in the United Kingdom to create a web based virtual learning community (VLC) that can be used for multiple professions at various stages of their careers. Through use of the VLC, we addressed the issue of teaching interprofessional conflict resolution. To evaluate the use of the VLC interprofessional facilitators introduced pre-licensure paramedic students and post-licensure nurses to situations where they experienced discourse and engaged in dialogue to resolve complex situations. The dialogue between students was videotaped. A pre-and post-education questionnaire was used to evaluate attitudes towards IP collaboration. Preliminary data analysis indicates a high level of engagement and recognition of the impact of scope of practise on perceptions of how best to support the patient. Objectives: In this workshop we will discuss and demonstrate: . How VLC can be used to promote interprofessional knowledge and skill as it relates to conflict resolution. . An overview of the analysis will be used to demonstrate the approach. . How the use of narrative pedagogy can be used effectively to gain insight in interprofessional dialogue and conflict resolution. Teaching Methods: In this workshop participants will be exposed to the strategies and techniques of the VLC by engaging in an actual learning event. The philosophy of how narrative pedagogy frames the use of the VLC will be discussed. Participants will develop their own potential use for aspects of the VLC through discussion and sharing ideas with other participants. Acknowledgements: The project was supported by a grant from the Interprofessional Care/Education Fund of the Health Force ON program; ON Ministry of Health and Long-Term Care.

Facilitating Interprofessional Education and Collaboration through Audience Response Technology Marie Eason Klatt1,2, Scott Graney1,3 and Chris Ashdown1,4 St. Joseph’s Health Centre, Toronto, ON, Canada, 2Department Of Occupational Science and Occupational Therapy, Faculty of Medicine, 3Factor-Inwentash Faculty of Social Work, 4Department of Physical Therapy, Faculty of Medicine, University of Toronto, Toronto, ON, Canada 1


181 Background/Rationale: Interprofessional learning requires the formation of new mental constructs through social interaction and collaboration with members of different healthcare professions. Facilitation of this new learning necessitates recognition and appreciation of the unique socialization of healthcare professions and creation of learning opportunities where positive interaction can occur. The interprofessional education (IPE) facilitator is challenged to initiate learners in the process of incorporating interprofessional collaboration (IPC) competencies into their mental constructs, and ultimately their repertoire of behaviors to enhance patient care. Teaching methods which foster interaction are essential to successful development of IPC competencies such as knowledge of professional roles and responsibilities, communication skills, shared decision making and willingness to work together, appreciating differences, trust and mutual respect. Recent interest in interactive teaching and development of new technologies has opened the door to alignment of large group lectures with constructivism principles and integration of IPC competencies. The advent of audience response technology (ART) has allowed for interaction between lecturer and learners in a captivating, novel way. Through the anonymity of ART and carefully crafted questioning using an appreciative focus, positive learning environments can be created where the impact of power relationships and organizational structure is lessened. Engaging in interprofessional learning facilitated by ART allows learners to openly voice their opinions and discuss options whilst building social connections that cross interprofessional boundaries. Objectives: . Provide an experiential learning opportunity using ART. . Demonstrate potential of ART to enhance IPE/IPC by integrating theory and practice. . Discuss strategies for implementing ART in healthcare organizations. Teaching Methods: This interactive workshop will introduce participants to ART as an educational tool. Teaching techniques will include a think-pair-share exercise and a hands on trial of an audience response system.

Fostering Interprofessional Practice and Teamwork Skills Using Simulated Clinical Rounding Experiences in Health Professions’ Curricula Sarah Shrader1, Donna Kern2, Amy Blue2 and James Zoller3 1 Department of Clinical Pharmacy and Outcomes Sciences, South Carolina College of Pharmacy, 2Department of Family Medicine, College of Medicine 3Department of Health Sciences and Research, College of Health Professions, The Medical University of South Carolina (MUSC), Charleston, SC, USA

Rationale: Human patient simulators use technological innovation to simulate physiologic changes based on student actions and are a unique education tool incorporated into many health professions curricula. However, there is limited information published regarding interprofessional simulations and their effects on student attitudes, teamwork skills and clinical behavior. Use of a simulated interprofessional rounding experience (SIRE) could be used as a curricular model to develop students’ teamwork and clinical behavior in a clinical interprofessional environment. Objectives: This workshop will provide participants with examples and outcomes from the MUSC SIRE experience and allow for development of interprofessional simulation models specifically for the participants’ institution to serve as a concrete “take-home” tool. Specifically, participants of the workshop will: 1) summarize the MUSC SIRE curricular model; 2) exchange ideas of ongoing interprofessional simulations and teamwork evaluation at other institutions; 3) explain how interprofessional simulations work and how teamwork skills can be evaluated; and 4) develop a SIRE scenario for use at their specific institution. Teaching Methods: Teaching methods will include limited formal presentations, viewing video samples of simulations, hands-on evaluation of teamwork skills, and several interactive break-out sessions to exchange ideas and develop interprofessional simulation scenarios.

TECHNOLOGY THEME Demonstration Format

The Electronic Health Record (EHR): Implications for Interprofessional Education and Practice Tracy A. Christopherson and Michelle R. Troseth q 2013 Informa UK, Ltd.

182 Elsevier CPM Resource Center, Grand Rapids, MI, USA,

Background/Rationale: As Collaborating Across Borders (CAB) leads the exploration on common issues around interprofessional education and practice, the impact on the electronic health record (EHR) cannot be ignored. The reality is that if not incorporated into our individual and collective efforts, the EHR can set us back due to the “hardwiring of fragmentation” that occurs as a result of EHRs that are implemented without intentional design to support principles of interprofessional education and practice. This demonstration will highlight and show outcomes of Intentionally Designed Automation (IDA) and how the professional scope of practice and evidence-based clinical decision support needed for each discipline can and does exist today throughout the United States and Canada. The culture and professional practice framework that is embedded in 300þ hospitals/schools EHR systems throughout the US and Canada will be shared with specific exemplars highlighted. Key considerations for the US practice as well as educationmanaged centers meeting the Meaningful Use criteria and Canada Health Infoway goals will also be discussed. Description: An Intentionally Designed Automation (IDA) approach to the electronic health record (EHR) will be shared. The focus will be on the role of the EHR in creating healthy work cultures and integrated interprofessional care. The presenters will show and tell what this IDA tool looks like and how it is a key leverage tool to advance interprofessional education and practice. Brief Overview: The media being used is a simulated EHR designed to show the interprofessional workflow with evidence-based clinical decision support. This simulated EHR demonstration is in actual use in various health information technology (HIT) systems throughout the US and Canada today.

Deconstructing Best Practices in Primary Care Clinics Using Discrete Event Simulation Thomas R. Clancy School of Nursing, The University of Minnesota, Minneapolis, MN, USA

Background/Rationale: Predicting the impact of new models of care on clinical and financial outcomes is challenging in today’s complex healthcare environment. That is because the sheer number and interdependency of factors that affect health systems behavior is immense. Socio-cultural factors, technological advances, and access to services are but a few of the many variables that impact health system performance outcomes. Program failures often emerge when participants are not free to depart from a rigidly prescribed implementation plan to experiment and adapt to unforeseen change. By iteratively and rapidly adapting to change, new novel processes emerge that often and unexpectedly, optimize program outcomes. These “emergent best practices” can then be deconstructed and analyzed to determine the underlying concepts supporting them. To test this methodology, we reviewed clinical and financial outcomes at 15 primary care clinics located in the Midwest. We then conducted interviews and on-site observations of each clinic and determined overall best practices. For each best practice, we deconstructed the chronological order of events that led to the current state. By deconstructing a clinics journey to a best practice, we learned important lessons regarding the value of frequent experimentation and adaptation as a strategy for successful change management in highly complex and unpredictable environments. The objective of this presentation is to demonstrate the evolution of best practices in primary care through a series of discrete event simulation models. These simulation models represent process such as patient scheduling, care coordination and health coaching, provider workflow, and use of electronic medical records. The presenter will demonstrate both the best practices deconstruction methodology and benefits of discrete event simulation software using actual case studies from the project. Discussion will follow regarding the advantages of simulation models to facilitate building consensus for change and as a teaching modality.

Collaborating With Technology: Recovery Realized Through IPC Carrie Clark, Jane Paterson, April Collins and Maria Reyes Professional Practice Office, Centre for Addiction and Mental Health, Toronto, ON, Canada


183 Background/Rationale: The Centre for Addiction and Mental Health is Canada’s leading addiction and mental health teaching hospital integrating clinical practice, health promotion, education and research. It is committed to practicing recovery from an interprofessional perspective including respect, trust, shared decision making, and partnerships. Changing the practice of a diverse group of clinicians is challenging. We developed a unique blended learning approach integrating technology and team based learning to promote the adoption of recovery-oriented clinical practice. Description: Through an interactive process, we developed an innovative, flexible education program built on a strong pedagogical foundation that incorporates on-line tutorials with evaluations, team based learning and a web based community of practice. Five on-line tutorials provided best practice recovery knowledge and opportunity for self-reflection and evaluation. The workshops provided team based learning opportunities to integrate recovery knowledge and addressed such topics as: dignity violation, care planning, power dynamics, and community integration. The strategies utilized were: self-reflection, debates, role play, fish bowl, group projects, and community exploration. The evaluation tools included: surveys, quizzes, performance appraisals, and the Recovery Knowledge Inventory (RKI). The quiz average was 91% and the (RKI) indicated a statistically significant change in clinician’s knowledge and attitudes and strong endorsement for the course. Clinicians, educators, and researchers will have hands-on opportunity to engage in electronic tools, participate in interprofessional team based activities and learn how to evaluate the curricula. The participants will also learn about curricula that integrate the essential ingredients and competencies needed to design a participatory education process to best enhance practice change. Media: We will be utilizing self-directed on-line tutorials including, text, audio, video narratives and a web based community of practice. In addition, we will be using a “mural wall” as an artistic representation of clinicians’ recovery journey.

Linebacker Stan: An Interprofessional Simulation Micki Cuppett1,3, Dawn Schocken1,3, Charles Nofsinger1,3, Eric Coris1,3, Steve Walz1,3 and Marisa Belote2,3 College of Medicine, 2College of Nursing 3Center for Advanced Clinical Learning; University of South Florida, Tampa, FL, USA 1

Background/Rationale: On-field care of a spine injured football player in respiratory or cardiac arrest requires teamwork and expediency in the proper removal of equipment to access the airway and the chest for resuscitation. It is imperative that the medical team practice not only the skills involved in properly caring for these patients, but also the communication, teamwork and handoffs to be able to obtain the best possible outcome. Description: This simulation utilized a high-fidelity simulator (iStan, METI Corporation) in football equipment lying prone on the football field in respiratory or cardiac arrest. Participants were required to assess the situation and provide life saving measures while maintaining spinal stabilization. The members of the on-field sports medicine team included athletic trainers, and physicians of various specialties (orthopedic, primary care, spine). Paramedics responded to the “call” several minutes into the simulation and joined in the care of the patient. The patient was then readied for “transport”. Participants were given pre-and post-simulation surveys about the perceived roles of each professional during an on-field emergency. Participants were also asked to “grade” their team on specific tasks, as well as communication, leadership, situational awareness and handoffs. The entire simulation was video recorded and used in debriefing each team. Overview: This simulation provided a safe realistic environment to practice team skills, communications and handoffs in the care of the spine-injured athlete. Participant feedback after the simulation indicated that they were totally immersed in the simulation and had many of the emotional and physiological responses that would be expected in a real situation (i.e., sweaty palms, increased heart rate, etc). There were significant differences in the perceived roles and responsibilities identified for each professional in the pre and post surveys. This caused for interesting discussion during the debriefing and an agreement for the future on the roles and responsibilities for each person. Debriefing was also helpful for the participants to realize the gaps in communication that occurred and areas for improvement in handoffs and cooperation as a team. This simulation created a tremendous amount of interest and excitement amongst sports medicine professionals in the area and resulted in numerous requests for participation in the scenario by other agencies.


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Simulation for Interprofessional Education with First Year Undergraduate Students Dawne-Marie Dunbar1 and Christopher Rizzo2 1 Department of Nursing, Westbrook College of Health Professions,, 2Department of Exercise and Sport Performance, Westbrook College of Health Professions, University of New England, Biddeford, ME, USA,

Background/Rationale: The University of New England integrates clinical simulation for undergraduate, graduate, and doctoral level students as a means of instruction and high stakes evaluation utilizing low and high fidelity manikins and standardized patients. The Westbrook College of Health Professions has implemented nine credits of interprofessional education (IPE) for all undergraduate health profession students. Description: The integration of a health assessment simulation in the first year course Introduction to the Health Professions has encouraged active learning for students with no discipline specific didactic and clinical experience and provides opportunities for interprofessional learning. During the teaching module, students are able to identify how clinical findings are relevant to the treatment perspectives of each discipline and the importance of interprofessional communication for safe and effective patient care. Students also have the opportunity to engage upper level students and faculty from the health professions in dialog in a safe environment that encourages inquiry and expression of ideas. Brief Overview: Media for this session will include a PowerPoint presentation reviewing UNE’s IPE simulation development, media clips of the IPE simulation and an audience discussion exploring integration of simulation into IPE curricula.

Using an Electronic Forum to Enhance Interdisciplinary Approach in Dysphagia Nathalie Farley1,2, Sylvie Martel1 and Caroline St-Denis1 Hoˆpital Maisonneuve-Rosemont, Montreál 2Ećole de Reádaptation, Faculte´ de Me´decine, Universite´ de Montreál, Canada

1

Background/Rationale: In 2003, the Quebec’s Health Ministry decided to upgrade best practices amongst professionals by instituting a new bill within the “Professional Code” (bill 90) that would later influence many health practices such as pressure ulcer care, physical and medical restraints’ use, and evaluation/ intervention to improve swallowing disorders. Swallowing disorders including dysphagia is a common problem in the older population mainly due to increased prevalence of neurological conditions. Because it is a major risk factor for the development of aspiration pneumonia and decreased quality of life, dysphagia must be identified early on within acute care settings (Farneti et al., 2007; Sitoh et al., 2000). Being able to manage dysphagia efficiently and according to best practices using an interdisciplinary approach with professionals such as dieticians, speech and occupational therapists, is a great challenge for hospital organisations. In order to support the development and implementation of an interdisciplinary approach for dysphagia management within the Maisonneuve Rosemont Hospital, project instigators have decided to create a forum. This electronic platform has different goals. It is created to stimulate knowledge acquisition for disciplines involved (dieticians, speech and occupational therapist) in issues related to interdisciplinary dysphagia management, to exchange on different complex case histories on the main topic and finally, to acquire a common vision on how to manage dysphagic clientele as a team. It is also a way for professional supervisors to over see biased information that may be posted, to suggest professional advice and content and to promote, by the use of evidence-based literature, interdisciplinary management of swallowing disorder. Managing dysphagia with an interdisciplinary team approach is a challenge within hospital settings. Creating tools to facilitate change in practice is important for professional supervisors to support best practice integration throughout work teams. Being innovative by using forums and therefore reaching younger generation can be an asset.


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An Interprofessional eLearning Template: Feasibility and Utility for Clinical Educators Pippa Hall1, Susan Brajtman2, Enkenyelesh Bekele3, Richard Pinet4, Remi Rousseau4, Steve Rokeby4 and Lynda Weaver5 Division of Palliative Medicine, University of Ottawa, 2School of Nursing, University of Ottawa, 3E´lisabeth Bruye`re Research Institute, Ottawa, 4Centre for e-Learning, University of Ottawa,, 5Bruye`re Continuing Care, Ottawa, ON, Canada 1

Background/Rationale: While elearning is gaining in popularity, it remains limited to programs or grantees with funding for specialized programmers and instructional designers. Such was the case with the award-winning Total Pain module, developed on sound androgogical and social networking principles to emphasize interprofessional (IP) learning. The module’s structure has now been parsed out into a template, ready to be applied to other topics suited to interprofessional/interdisciplinary learning. Any educator with relatively little previous experience in developing elearning modules should be able to use this Drupalbased interprofessional elearning template to create a computer-based module for learners. This demonstration will illustrate the components of the IP Elearning Template that foster interactive and collaborative learning through a story. The story is told through separate pages that contain elements such as videos, audio tracks, pictures and text, linked together non-linearly, allowing participants to navigate independently through the story, following their own selected path. There are areas for personal notes, a common discussion forum, static reference material and assignments. Moderators can track where and for how long participants navigated through the module. The unique feature of this template for healthcare is its ability to reflect a real-life scenario. For example: participants are not able to view all aspects of a patient’s story in the time allotted to them, creating interdependence among team members who need to share what they have learned with each other; delays in accessing key information reflect real clinical issues. A common group assignment is the final task. We will describe the evaluation of the pilot module, conducted with a small number of clinicians and university professors in and outside of healthcare. We intend to make this elearning template readily available to all IP educators through a website containing the template and an instruction guide.

Utilizing Social Media to Enhance Interprofessional Prehealth Mentoring and Education Ana Maria Lopez1,2,3, Kristy Rogan2 Outreach-Multicultural Affairs, 2Department of Medicine, 3Department of Pathology, College of Medicine, University of Arizona, Tucson, AZUSA 1

Background/Rationale: Educational programs to support the health work force pipeline are generally plagued by the lack of ongoing interaction and continuity between the learner and the program faculty. Med-Start has been a prehealth interprofessional pipeline program for more than forty years. Students from across the state participate in an intensive summer residential experience that yields them college credit as well as specific and comprehensive instruction on the college application process. Longitudinal follow-up of these students has been a challenge. Recognizing that a characteristic of this generation of students is that they are electronically savvy and comfortable with social media and electronic collaborations, prevalence of social media and online interactive tools provide an opportunity for ongoing engagement, instruction and support. Description: Given the immersion experience that students encounter in Med-Start, many students have maintained informal social connections. From this subsequent informal network that has developed, students initiated, developed and implemented an ongoing virtual community through which they can learn about upcoming deadlines and events, can coordinate educational, mentoring and informational sessions and, most importantly, remain engaged with each other and with the program to support and enhance each other’s educational pathway to the health professions. Students in the 2009 Med-Start program who are now in their first year of college collaboratively engaged in the development of a social media site, Med-Start 2009 on Facebook, for their educational cohort. There are currently 44 participants in this exclusive site in order to ensure privacy in the exchange of information and photos, and prevents unsolicited commentary. q 2013 Informa UK, Ltd.

186 Overview: The presentation will include a virtual tour of the weekly updated 2010 Med-Start Facebook site: Information: scholarships, financial aid Schedule: outreach events targeted to the students’ academic level, biannual reunion events, Social interaction: birthday messages, photos

Videoconferencing and Educational Technology Used for Faculty Development, Outreach and Interprofessional Education from the Arizona Health Sciences Center Janet Major Arizona Telemedicine Program, Tucson, AZ; University of Arizona Health Sciences Center, Tucson, AZ; United States Distance Learning Association, Boston, MA, USA

Background/Rationale: The University of Arizona College of Medicine has recently turned forty and has reached an exciting time in the history of the Arizona Health Sciences Center (AHSC). We now have the opportunity to send our medical students out to rural locations in a geographically challenging state. Arizona is the sixth largest state with a large population primarily comprised of culturally diverse people who are at high risk for diabetes and a list of other chronic diseases. Our goal is not only to enrich our student experience but to also recruit and train physicians who will choose to practice in some of our rural communities. We also have a primary goal at the Arizona Health Sciences Center to train teams of healthcare professionals who will improve the health of the communities they serve. Interprofessional teams now include students from all of the colleges at the health sciences center and are now hosted by mentors who are often alumni. Telecommunications and videoconferencing technology make it possible for us to connect experts and students from multiple locations to offer valuable interprofessional educational opportunities as well as to provide support for those who work for the University of Arizona as associate faculty members in the field. This is a curriculum which has been developed to train our rural mentors to be the best teachers that they can be for our students. The Arizona AHEC has provided the funding to expand this educational series to include not just the College of Medicine faculty but also the College of Pharmacy, College of Nursing and the Mel and Enid Zuckerman College of Public Health. Attend this demonstration to experience some of the technologies used to incorporate interprofessional education among the health sciences in Arizona. Description of innovation approach including show and tell elements: The ATP network has made rural outreach possible in terms of connectivity and videoconferencing. The ATP network map will be used as an illustration. A DVD instructional recording on “How to Give Good Feedback” will be shared as an example of the facilitated discussion used in the curriculum. PowerPoint and content from the facilitators as well as guest speakers will also be shared as well an example of the video recording of the didactic final exam and an example of recorded session available via video streaming will be used to illustrate and “show and tell” the entire curriculum used in interprofessional faculty development. Media: Large vinyl network map on a stand, PowerPoint from a laptop as well as playback of DVDs. We will also have multiple videoconferencing technologies available to feature including desktop units, laptop videoconferencing as well as portable telemedicine healthcare units that can be used for either educational or clinical applications.

Using a Behavioral Observation Scale to Assess Interprofessional Competencies in an Ambulatory Care Standardized Patient Simulation Jordan Orzoff and Susan Mackintosh Western University of Health Sciences, Pomona, CA, USA


187 Background/Rationale: A necessary step for continuing development of interprofessional education is the creation of pedagogical techniques to address and assess student development of teamwork and communication competencies. Although programs such as TeamSTEPPS exist to provide grounding in some relevant techniques, the focus tends not to be on the most prevalent mode of inter professional and multiprofessional healthcare in the United States, ambulatory care. Our project was created to address these deficiencies both in curricular offerings and reliable assessment instruments for same. Description: Adapting the TeamSTEPPS approach to interprofessional ambulatory care, we developed a TOSCE-style simulation for students in four professions using standardized patients and several simulated healthcare settings. In order to assess the application of teamwork and geriatric care competencies, faculty and standardized patients were trained in the use of a descriptive performance rubric linked to a behavioral observation scale. Both control and treatment groups were assessed by raters. In additional, digital video recordings of the simulation were made, and we tested the reliability of raters who assessed the recording in comparison to live raters. The implications of this method (and the recordings) as a training tool are discussed. Overview: We will present digital video and audio samples from a variety of simulated patient encounters with students in four professions — osteopathic medicine, physical therapy, dental medicine, and pharmacy — from both treatment and control groups. We will share the associated behavioral observation rubric and the data showing how faculty rated the performance of students in these simulations.

Technology Supported Interprofessional Education Kellie Smith and Anthony Frisby Thomas Jefferson University, Philadelphia, PA, USA

Background/Rationale: It has been established that Interprofessional Education (IPE) offers a solution to foster teamwork and improve patient care and should be implemented early in professional role development. Thomas Jefferson University has been providing IPE to interprofessional healthcare students for over five years. A long term strategic goal was identified to “create innovative learning environments that support interprofessional education including state-of-the-art technologies”. In actualizing this goal, the curriculum was enhanced with technology supported collaborative learning techniques to assist in group processing and reflection. Combining traditional IPE activities with technology supported components incorporated the advantages of both delivery methods, such as the richness face to face interactions promote and the ease of engagement, depth of discussion, and time on task that technology supported interactions encourage. Technology-mediated communication afforded students greater flexibility, additional reflection time, and encouraged enhanced collaboration among students. Description: This demo will explore how integrating innovative technology into an IPE curriculum can encourage collaboration and facilitate IPE using the media of: 1) asynchronous online discussions for reflection; 2) social network wiki sites to assist in the completion and collaboration of group assignments; and 3) online survey data collection to evaluate effective group functioning. The technology tools to enhance collaborative learning outcomes included features of a Learning Management System (Blackboardw) such as: 1) an asynchronous discussion board that enabled students to participate by posting messages to multiple and concurrent topics of discussion; 2) a wiki tool that allowed students to complete, edit, and view assignments and projects; and 3) an online team performance survey that assessed team performance to encourage effective group processing and team building. Brief Overview: The demonstration will involve showcasing the web based Blackboard course shell used as the platform for the technologies. Examples of completed wikis, discussion forums, surveys, and data will be reviewed and shared.

The Use of a Virtual Community for Interprofessional Education Betsy VanLeit1, Teresa Anderson1, Laura Banks1, Ellen Cosgrove1, Cameron Crandall1, Michel Disco2, Jean Giddens3, Andrew Hsi1, Chris Kiscaden1, Judy Liesveld3, Nancy Ridenour3 and David Sklar1 School of Medicine, 2College of Pharmacy, 3College of Nursing, Health Sciences Center, University of New Mexico, Albuquerque, NM, USA 1

Background/Rationale: Logistical issues such as differing academic calendars and class schedules, as well as problems finding classroom space for large numbers of students often impede interprofessional education initiatives. In order to overcome these q 2013 Informa UK, Ltd.

188 barriers, we recently piloted an interprofessional course using a mix of face-to-face and virtual meetings. The virtual meetings included a longitudinal case study of a community in which characters represent a family group and healthcare professionals, whose story unfolds over time. The online approach partially addressed problems with scheduling and logistics. Description of Program: In April 2011 we implemented a two-week learning event for 274 students (representing Medicine, Nursing, Occupational Therapy, Physical Therapy and Pharmacy) that used a combination of online learning in faculty-mentored small groups and face-to-face learning in both large group and tutorial settings. Thirty faculty-facilitated teams of students were exposed to a complex healthcare scenario that involved family violence and substance use. The student teams started their tutorial discussions in person, and then moved to 14 days of online case development and discussion. As a capstone experience, the presented posters and attended an interactive session with a panel of community experts. Overview: We will provide a demonstration of the online learning module, developed with a Microsoft SharePoint component with embedded web content. This platform allowed sequential development of a healthcare case, complete with written description from the perspective of different family members and health professionals, photographs, video clips and examples from an electronic healthcare record. All students had access to parts of the site that contained the case content, announcements, an “Ask the Expert” question and answer feature, and links to related resources and other websites. In addition, each student had access to a small group site where their team (students and facilitator) could carry on ongoing case discussions.

TECHNOLOGY THEME Discussion Format

Learning Together in Critical Care: Pre & Post Licensure Students in the Simulation Setting Valerie Banfield1, Kelly Lackie1, Barbara Fagan1, Carla Janes1, Noel Pendergast2 and Janice Chisholm3 Registered Nurses Professional Development Centre, Halifax, Nova Scotia, Canada, 2School of Health Sciences, Dalhousie University, Halifax, Nova Scotia, Canada 3Department of Anesthesia, Capital District Health Authority, Halifax, Nova Scotia, Canada 1

Background/Rationale: In traditional health education, learners are taught within their specific homogenous professional groups, with minimal integration with other professionals (Mikkelsen Kyrkjebø, Brattebø & Smith-Strøm, 2006; San Martin-Rodriguez, Beaulieu, D’Amour, & Ferrada-Videla, 2005). Learners become ingrained with their own cognitive maps regarding their professional role and often form stereotypical ideas about the roles of other team members. These beliefs can lead to territorial behaviours, conflict and team ineffectiveness (Gardner, 2005; Hall, 2005; Reeves & Lewin, 2004). Simulation has been demonstrated as a way to facilitate interprofessional collaboration (IPC) and is a safe environment in which to practice skills, share knowledge, and enhance role clarity (Baker et al., 2008; Jeffries & McNelis, 2008). Pre-licensure (3rd year) respiratory therapy students, pre-licensure (2nd year) anesthesia residents and post-licensure critical care nursing students participated in an IP simulation lab where they provided care for critically ill patients. The students experienced how interdependence enhanced individual practice, and indicated a positive experience. Despite the benefits, the facilitators noted various challenges. Objectives: . Describe the IP simulation process with pre & post-licensure students. . Discuss benefits of IP simulation through the eyes of the students. . Share challenges experienced by the facilitators. . Through sharing of experiences, learn new approaches to IP simulation. Discussion Questions: 1. Is an introduction to IPE necessary prior to undertaking IP simulation labs, and if so, is it the quality or the quantity that makes a difference? 2. When combining pre- & post-licensure students in a simulation lab, how do facilitators navigate the pre-conceived notion of who is “team leader”? 3. What are the key IP competencies that students should demonstrate in a simulation lab?


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Evaluating the Pedagogical Significance of an Interprofessional Instructional Strategy on Second Life Twyla Salm1 and Sandra Bassendowski2 Faculty of Education, University of Regina, Regina, SK, Canada, 2College of Nursing, University of Saskatchewan, Saskatoon, SK, Canada 1

Background/Rationale: In order to reach a new generation of technologically savvy students, educators from many professions are exploring new and innovative ways to deliver course content in interprofessional ways. Two faculty members from University of Regina (Faculty of Education) and the University of Saskatchewan (Faculty of Nursing) conducted an evaluation based on the following research question: What is the pedagogical significance of using an instructional strategy in a virtual world, such as Second Life, as a teaching and learning space for students and faculty? Second Life is an immersive environment where students can, among other activities, interact and construct knowledge that will impact their professional perspective. The purpose of the project was to develop interprofessional learning experiences for students from the two professions that were designed to provide a balance among experiential learning, guided mentoring, and collective reflection. A virtual middle years’ school classroom was created where studentparticipants had an opportunity to plan, in an interprofessional manner, a classroom environment for elementary aged students with Sensory Integration Dysfunction (SID), as well as promoting learning tools conducive to optimal sensory self-regulation for all children. Each co-investigator ensured that the Second Life project was congruent with learning outcomes of the specific course that they normally deliver to education and nursing students. The discussion at the conference will focus on the major evaluation themes arising from the student feedback as well as advantages and challenges of using a virtual world for interprofessional engagement of students and faculty.


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THEME 5: POLICY Paper Format

An Evaluation of Collaborative Interdisciplinary Health-Related Community Projects Background Erik Black University of Florida, College of Medicine, Gainesville, FL, USA

Background/Rationale The Interdisciplinary Family Health (IFH) course at the University of Florida UF Health Science Center (UFHSC) is a two semester course for beginning health profession students (Colleges of Medicine, Nursing, Pharmacy, Dentistry, Public Health and Health Professions) designed to teach core values, such as community-based family health, health promotion and disease prevention, and teamwork in the context of interdisciplinary home visits to community volunteer families. The course helps volunteer families identify useful community resources, and through the collaborative formulation of a health-related project based upon the needs of the volunteer families. The purpose of this study was to review the team projects to identify those with a clinical objective. Methods The research team collected and reviewed 150 final presentations associated with the 2009-2010 UFHSC IFH course. In each final presentation, students detailed their experiences over the previous eight months with their assigned IFH family. The three individuals comprising the research team used a rubric to assess the following characteristics of each project: participant income status, race/ethnicity of participant, whether the project was clinical in nature (defined as interventions that promoted positive change in physical, mental or behavioral health) and whether there was documented evidence of an outcome associated with the project. Results Results indicate that a majority (64.3%) of IFH projects were clinical in nature, outcomes were reported in a small number of projects (12.8%). When reported, outcomes were mixed (48.5% positive). Conclusions IFH students are conducting clinical interventions within the community, yet little can be discerned related to the impact of these interventions. In the future in order to better understand the impact that the course has upon the community, students will be instructed to assess and report outcomes which will then be reassessed by IFH course faculty at a later date.

Sustainability of National Interprofessional Education and Collaborative Initiatives During a Time of Fiscal Restraint Andrea Burton, John Gilbert, Alix Arndt and Sean Cranbury Canadian Interprofessional Health Collaborative, Vancouver, BC, Canada

Background/Rationale Between 2005 and the end of fiscal year 2011/12 (March 31, 2012), Health Canada provided ongoing funding for the Canadian Interprofessional Health Collaborative through a contribution agreement. Funding was used for a wide variety of key projects including the development of a set of national competencies, the publication of a Knowledge Exchange Framework, the creation of a successful social media platform, as well as numerous key stakeholder meetings and responding to requests for expertise, advice and information around interprofessional education. The CIHC Steering Committee and Secretariat are frequently invited to attend meetings, strategic planning sessions and sit on committees that guide and direct the advancement of interprofessional education and collaborative practice in Canada. Nevertheless, as funding has become more limited, CIHC has had to begin to consider options for sustainability that fall outside of the government purse.

191 Methods CIHC developed a Business Case for Health Canada, indicating how the final year of funding would be allocated in the interest of moving the contribution agreement forward and establishing an organization that would continue the work of CIHC. Results This Business Case, along with expertise provided by CIHC lawyers and research by the Secretariat, has led to a plan for the future that should see CIHC evolve as a long-term, sustainable and viable organization. The Business Case identifies some of the challenges that the organization has faced in moving this agenda forward (i.e., lack of funding options, the need for a broader range of input from experts and advisers). Conclusions The transition from a contribution agreement to a viable organization is imperative if CIHC is going to continue the work of the past several years, and build upon that work to further direct, advise and oversee the ongoing work around interprofessional education and collaborative practice in Canada. This paper provides CIHC and its stakeholders with “What’s Next?” and will be the mainstay upon which the organization continues to build.

Sustained and Measurable Outcomes and Impacts of the Healthy Workplace Initiatives (HWI) and Interprofessional Education for Collaborative Patient-Centered Practice (IECPCP) Projects Andrea Burton1 and Jacquie Lemaire2 Canadian Interprofessional Health Collaborative, Vancouver, BC, Canada, 2Health Canada, Office of Nursing Policy, Ottawa, ON, Canada 1

Background/Rationale Between 2005 and 2008, Health Canada funded two key initiatives, the Interprofessional Education for Collaborative, Patient-Centred Practice (IECPCP) Initiative and the Healthy Workplace Initiative (HWI). Although projects under both the IECPCP and HWI submitted regular reports and a final report to Health Canada outlining the work they had done during the course of funding, prior to 2011 no work had been done to summarize or analyze how the projects have influenced the healthcare system since the end of 2008. In 2011, Health Canada commissioned a report to determine the measurable outcomes and lasting legacies of these two projects. Methods In order to fully understand the lasting legacies and impacts of the IECPCP and HWI projects, the author developed a survey of key questions to be asked of each of the 20 IECPCP and 15 HWI projects funded by Health Canada. Once contacted, respondents could respond online, via a Microsoft Word form, or request a phone interview. Responses were collated, translated (when required), summarized and analyzed. Results The response rate to this project was extraordinary with only one of the 35 projects unable to respond to the survey. The remaining 34 results were comprehensive, informative and often surprising. Numerous overarching, shared themes emerged which will inform policy decisions in the future. Results were provided in four unique ways: an overarching summary of key comments, a chart comparing lasting legacies between projects, an analysis of key themes and a stand-alone document providing a detailed summary of each project’s response. Conclusions This report produced a wealth of information that will be extremely beneficial to those who participated in the original projects, those who are seeking to participate in future similar funding initiatives, and to Health Canada itself. The paper answers the key question “What has happened since IECPCP and HWI funding ended?”

Transforming a Region Toward Interprofessional Practice: Where Do We Start? Lynn Casimiro1, Pippa Hall2,3, Craig Kuziemsky3, Lara Varpio3, Anne Brasset-Latulippe3, Denise Beaulieu3, Doug Archibald3 and Dawn Burnett4 Montfort Hospital, 2University of Ottawa, 3Bruyere Continuing Care,, 4Academic Health Council, Ottawa ON, Canada

1

Background/Rationale Through the Academic Health Council (Champlain Region), a group of researchers in Eastern ON conducted a comprehensive scan of interprofessional care (IPC) barriers and facilitators. The attitudes and experiences of key stakeholders in the region was gathered to inform and build capacity for IPC. q 2013 Informa UK, Ltd.

192 The three year scan was completed in both French and English, with participants from 10 hospitals, 20 long term care facilities, two community health centers, two large family health teams (primary care services) and the region’s community care access center (home care). The research included: focus groups with patients, residents, family members, healthcare providers, educators and clinical students; in-depth interviews with administrators and surveys to all participant groups. A total of 1379 surveys were completed, 167 people participated in focus-groups and 26 administrators participated in in-depth interviews. Based on the qualitative and quantitative data collected it was demonstrated that interprofessional communication skills, especially as they relate to patients, residents, and families (P/R/F) need to be further developed. Better informed providers and support personnel translated into increased P/R/F trust and decreased contacts with personnel regarding the services provided. This was shown to be especially important during transitions in care such as a change of staff, shift, floor, institution or service. The Roles of P/R/F within an IPC team was also shown to be complex, varying from one situation to another with little effort made to properly align services to the role they play. The data also demonstrated that a distinction needs to be made between the coordination of care and the coordination of communication, and that these functions must be explicitly organized. IPC decreases the transactional cost of the services provided while increasing the satisfaction of all stakeholders involved. Appropriate communication strategies beyond team meetings must be explored and implemented in order to sustain IPC.

Working Across Health Professions to Promote Oral Health in Primary Care: Collaborative Innovations in Education and Practice Anita Duhl Glicken1, Mark Deutchman2, Maria C. Dolce3, Caswell Evans4, Laura Smith5 and Ralph Fuccillo6 Child Health Associate/Physician Assistant Program, School of Medicine University of Colorado, Aurora, CO, USA, 2Department of Family Medicine, School of Medicine University of Colorado, Aurora, CO, USA, 3Nursing Education Master’s and Advanced Certificate Programs, College of Nursing New York University, New York, NY, USA, 4Prevention and Public Health Sciences, College of Dentistry University of Illinois at Chicago, Chicago. IL, USA, 5Washington State Dental Service Foundation, Seattle, WA, USA, 6DentaQuest Foundation, Boston, MA, USA 1

Background/Rationale A decade ago Surgeon General Satcher released a report on oral health in America and an accompanying Call to Action. To date many elements of the Call to Action have gone unheeded. Despite increased awareness about oral health and its connection to systemic health, little time is devoted to oral health in education and practice by primary care clinicians. This workshop describes an innovative model engaging philanthropy, medicine, dentistry, physician assistants and nursing in an interprofessional partnership in oral health education. Participants will identify local strategies for stakeholder engagement and create a network of educators interested in interprofessional collaborations in primary care oral health education. Participants will also consider ways to apply successful oral health models of interprofessional engagement to other areas of education and practice. Objectives At the end of this workshop participants will be able to: . Understand the importance of oral health as a primary care/public health issue; . Describe philanthropy’s role in supporting an innovative model for interprofessional engagement promoting system-wide change in education and practice; . Describe online tools (Smiles for Life Curriculum) and strategies for embedding interprofessional oral health education across educational institutions and communities; . Identify components of a “Center of Excellence” model for interprofessional education in oral health . Apply proven strategies for building interprofessional collaborations to other areas of health education and practice Teaching Methods Following a brief presentation by panelists (physician assistant, medicine, nursing dentistry and philanthropy) on successful interprofessional initiatives, participants will engage in interactive exercises designed to deepen understanding of oral health and generate new strategies for interprofessional collaboration in education and CME practice communities. Participants will work together to consider ways to broaden proven oral health methods to other content areas, thereby building on lessons learned to promote interprofessional collaborations in health education.


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Are You Choosing the Right Students: An Interprofessional Look At Admissions Paul Gamble and Karim Bandali The Michener Institute for Applied Health Sciences, Toronto, ON, Canada

Background/Rationale There is growing evidence of the importance of relational, affective, and moral qualities/competencies of health providers in addition to profession specific competencies as crucial elements of effective patient-centered care. This raises an important question of whether the admissions processes that are traditionally used to accept students into healthcare education programs are reflective of what makes an effective healthcare professional. In most instances, admissions are based primarily on the cognitive achievements and personal interviews with very little formal focus on non-cognitive abilities. Multiple Mini-Interview (MMI)q is a multi-station admissions method for the assessment of noncognitive qualities in prospective students, which has been introduced by The Michener Institute for Applied Health Sciences in the admissions process for multiple healthcare programs. While there is well established interest in MMIs in the profession of medicine, there is very little evidence that clearly shares information regarding the preparation, organization, and execution of the process for other healthcare professions. Methods Using iterative focus groups with students, faculty members, and clinical educators, Michener developed eight non-cognitive competencies that were shown to be reflective of multiple healthcare professions. These competencies were used to create three equivalently weighted mini MMI ‘banks’ of eight cases to measure the specific non-cognitive skills of prospective students. The MMI score contributed 50% to the total admission rating. Results The MMI was piloted in 2008 with two programs, expanded in 2009 to a total of seven programs, and further expanded in 2011 to a total of 10 programs. Rater and candidate satisfaction was gauged through exit surveys. The implementation of the Michener modified non-cognitive based MMI process has allowed to date 2,055 candidates to be interviewed, utilizing a total of 622 volunteers. Both candidates and raters reported that the MMI initiative was well organized, well executed, and preferable to traditional interviews. Conclusions Several successes and challenges, as well as recommendations for implementing a large scale MMI admissions process were elucidated while studies to assess the impact of using the MMI on student outcome are underway. Preliminary assessment results will be shared from the 2008 intake.

An Ethnographic Study of Interprofessional Collaboration and Patient Safety in General Internal Medicine Joanne Goldman1, Robert Wu2, Ivan Silver3, Kathleen MacMillan4 and Scott Reeves5 Institute of Medical Science, Continuing Education and Professional Development, University of Toronto and The Wilson Centre, University Health Network, 2Division of General Internal Medicine, University Health Network, 3Continuing Education and Professional Development, Li Ka Shing International Healthcare Education Centre and St. Michael’s Hospital, University of Toronto, 4School of Health Sciences, Humber Institute of Technology and Advanced Learning, 5Li Ka Shing International Healthcare Education and Centre for Faculty Development, St. Michael’s Hospital; Wilson Centre, & Centre for IPE, University Health Network; University of Toronto, Toronto, ON, Canada 1

Background/Rationale Interprofessional collaboration (IPC) has received increasing attention in the past decade due to patient safety reports that have drawn attention to the relationship between IPC failures and adverse clinical events. General internal medicine (GIM) is a clinical context where researchers are beginning to identify challenges in how physicians, nurses and other professionals collaborate with one another to deliver safe, high quality care. Despite the implementation of interventions to improve IPC (e.g., communication tools, re-organizing unit staffing), only minimal success has been reported, indicating the need for further research to understand the complex array of phenomena involved. A link between IPC and improved patient outcomes has been investigated and while some empirical evidence has emerged, a firm link between better collaboration and patient safety has yet to be established. The aim of this presentation is to present progress on a study that is undertaking a qualitative examination of IPC and patient safety in GIM units. The main objectives of the study are to: explore IPC in GIM, with a focus on the nature of interprofessional actions and interactions; examine the possible connections between IPC and patient safety issues (e.g., critical incidents) from the perspectives of q 2013 Informa UK, Ltd.

194 different GIM professionals; and assess GIM patient/carer perceptions and experiences of IPC and patient safety. Specifically, this presentation will report emergent work from the study, outlining its ethnographic approach based in GIM departments of two Canadian hospitals. The presentation will also describe work from the professionals working in these settings (approximately 40), as well as patients/carers (approximately 20), who will be invited to participate in semi-structured interviews that aim to gather insights into their perspectives of IPC and patient safety issues. This initial work will be discussed in relation to the salient interprofessional literature and preliminary implications offered.

Interprofessional Education in the United States: Preliminary Findings Annette G. Greer1, Maria C. Clay1, Amy Blue2, Clyde Evans3 and David Garr4 Department of Bioethics and Interdisciplinary Studies, Brody School of Medicine East Carolina University, Greenville, NC, USA, Department of Family Medicine Medical University of South Carolina, Charleston, SC, USA, 3Academy for Academic Leadership, Senior Consultant Needham, Massachusetts, USA, 4South Carolina AHEC, Executive Director Department of Family Medicine; Medical University of South Carolina, Charleston, SC, USA 1

2

Background/Rationale While the IOM and others have emphasized the importance of health professionals working as part of collaborative, interprofessional team to enhance patient care quality and safety; a surveillance program has not been attempted to determine the levels of interprofessional education within academic health centers in the United States. Thus, a pilot survey was designed to explore the status of interprofessional education within US health professions educational institutions and to gather preliminary data about academic programs. The convenience sample used for this study was drawn from a public membership list of the Association of Academic Health Centers and acknowledged by the AAHC board prior to dissemination of the survey. In determining the unit of examination and analysis, a decision was made to query schools/colleges as discrete units within the academic health centers thereby making confidence of responses and comparisons easier. The survey was distributed via email using a secure commercial surveillance program with a total of 127 valid respondents. Thirty-one states and the District of Columbia were represented in the responses. Sixty-four academic health centers were represented among the respondents. Descriptive data analysis and cross-tabulations of variables was conducted from pilot data acquired; provides insights into the present status of interprofessional education, and subsequently provides a framework to track the progress of US health professions interprofessional educational programs. This study demonstrates that among respondents interprofessional education exists, most notably through mechanisms such as courses and clinical rotations. Limitations included: 1) sampling methods; 2) item specificity; 3) bias in unit of analysis selection; and 4) inability to make inferences about non-responders. Future studies may wish to determine the nature of these courses (elective or required), to compare curriculum across course offerings, and to study if IP course objectives and evaluation tools are consistent with outcomes designed through emerging interprofessional competency studies.

The Role of Interprofessional Practice on the Discharge Planning Process in the Neonatal Intensive Care Unit Myuri Manogaran1, Brenda Gamble1 and Lori Ives-Baine2 1 Faculty of Health Science, University of ON Institute of Technology, Oshawa ON, Canada, 2Neonatology Program, SickKids, Toronto ON, Canada

Background/Rationale Interprofessional practice (IPP) occurs when “multiple health workers from different professional backgrounds work together with patients, families, carers and communities to deliver the highest quality of care” (WHO, 2010). Successful discharge planning for patients from hospitals is dependent upon the collaboration of a multi-discipline team. Hansen et al. (1998) found that poor discharge planning has been associated with increased hospital readmissions and poor health outcomes. Review of the literature indicates that few studies have been conducted to examine the impact of IPP for discharge planning on a neonatal intensive care unit (NICU). The purpose of this study is to identify and examine the factors associated with interprofessional practice that facilitate and/or hinder effective discharge planning on a NICU.


195 Methods Data collection included participant observation, an online questionnaire, and semi-structured interviews. The sample included healthcare workers on a NICU at a large Canadian University teaching hospital. The questionnaire included items on demographic and employment characteristics and views on the discharge planning process, leadership and IPP. Participant observations took place during the weekly IPP rounds to observe the interaction of the healthcare workers when discussing discharge plans. Based on these observations, 12 healthcare workers were selected to interview to gain further insight. Results Survey results (n ¼ 66) indicate that the majority of healthcare workers on the NICU are supportive of IPP. However, the interview data demonstrated that problems arose during an emergency discharge. The lack of effective communication, role clarity issues, and a need for mutual respect act as barriers to the full participation of all members of the interprofessional team. This was most prevalent when the need arose to quickly discharge a patient. Conclusions Creating a separate process which is specific to how a discharge should be executed during a crisis situation would help to alleviate issues around ineffective communication.

Role of Primary Care Organisations in Interprofessional Primary Care Workforce Planning: Lessons from Abroad Lucio Naccarella The Australian Health Workforce Institute, University of Melbourne, Australia

Background/Rationale To review international experience in order to inform Australian PHC work force policy on the role of Primary Care Organisations (PCOs) in interprofessional primary care workforce planning. Method A New Zealand and United Kingdom study tour was conducted by the lead author, involving 29 key informant interviews with regard to Primary Care Organisations roles and impact on interprofessional PHC workforce planning. Interviews were audiotaped with consent, transcribed and analysed thematically. Results Emerging themes included: Workforce planning is a complex, dynamic, iterative process and key criteria exist for doing workforce planning well; PCOs require a PHC workforce policy framework to do workforce planning; PCOs require authority, power and appropriate funding to do workforce planning; there is a need to align workforce planning, with service planning and financial planning; and a PHC Workforce Planning and Development Benchmarking Database is essential for local planning and evaluating workforce reforms. Implications With the Australian government promoting the role of PCOs in health system reform, reflections from aboard highlight the key action within PHC and PCOs required to optimise interprofessional PHC workforce planning.

Interprofessional Cancer Care Team Approaches Involving General Practitioners (GPs) Lucio Naccarella The Australian Health Workforce Institute, University of Melbourne, Australia

Context Government policies encourage interprofessional cancer care team approaches to involve GPs from diagnosis to palliation. Limited information exists about roles GPs have within interprofessional cancer care teams or how people with cancer, cancer specialists, GPs and members of cancer support organisations perceive the roles. This study explored perceptions of GP roles in interprofessional cancer care teams. Methods An interpretative method was used to analyse transcribed semi-structured interviews with 21 people with cancer; seven GPs; six cancer specialists, and eight cancer support organization members. Results The study revealed that: . People with cancer and GPs do not include the term ‘team’ when discussing cancer care; . Relationships and communication between GPs, cancer specialists and people with cancer are critical to ensure collaborative cancer care; . People with cancer, GPs and cancer specialists acknowledge GP roles do change across cancer trajectories; q 2013 Informa UK, Ltd.

196 . Cancer specialists view GP roles as the link between tertiary care and people with cancer and that GPs need to be valued; . Members of cancer support organisations viewed the main GP role was to support people with cancer in their cancer trajectory.

Five themes are presented: ‘teamwork in cancer care – rhetoric or reality?’; system alignment to support interprofessional cancer care teams’; ‘GP role clarity in cancer care teams’; ‘generalist primary care roles in cancer care’ and ‘the theorised dimensions of primary care specialists’. Conclusions The study provides practice-based evidence about the myriad of dynamic and interdependent roles that GPs have within interprofessional cancer care teams. However, significant policy, practice and research issues remain regarding how to make GPs part of interprofessional cancer care teams via payment mechanisms; organisational processes; and governance arrangements.

Implications of Multi-Morbidity for Interprofessional Collaborative Workforce Planning Lucio Naccarella The Australian Health Workforce Institute, University of Melbourne, Australia

Background/Rationale Healthcare delivery systems are struggling to align with the increase in chronic disease and the ageing population resulting in multi-morbidity becoming the norm within primary care. Multiple morbidity challenges how workforce policy investments are designed with respect to: increasing supply and provider skills; improving interprofessional team-based collaborative care; and improving service care coordination. Objectives Participants will explore and debate the views of educators, practitioners and researchers about what principles need to guide efforts to build the capacity of an interprofessional collaborative workforce in PHC to help people to live well with multiple morbidity. Dr. Lucio Naccarella (NHMRC PHC Fellow, The Australian Health Workforce Institute, University of Melbourne) will MC and provide an introduction to the topic. This will be followed by presentations by Professor Louise Nasmith, University of British Columbia) and Dr. Louise Greenstock (Research Fellow, The Australian Health Workforce Institute, University of Melbourne) to provide education & practice perspectives. Questions and comments will be invited from the floor to facilitate reflections, inspirations and solutions. Finally, Lucio Naccarella will sum up with implications for building the capacity of an interprofessional collaborative workforce in PHC. Questions Participants will discuss the following viewpoint and key questions: Interprofessional collaboration and practice should be clearly informed by the needs of people living with multi-morbidity; the models of care that are most appropriate; the workforce roles and skill mix that are required; and the competencies that are essential. 1. How can the needs of people with multi-morbidity inform interprofessional collaboration in PHC? 2. What types of principles will enable or constrain the right model of care, workforce roles and skill mix within interprofessional collaborative teams? 3. What mix of levers (financial, organisational and regulatory etc) are required to build the capacity of an interprofessional collaborative workforce in PHC to help people to live well with multiple morbidity?

Leadership in Collaboration: Utilizing Needs Assessment to Embed Interprofessional Education (IPE) into Health Sciences College Programs Darlene J. Scott1 and Joyce Bruce2 Nursing Division, Saskatchewan Institute of Applied Science and Technology, Saskatoon, SK Canada,, 2Nursing Division, Saskatchewan Institute of Applied Science and Technology, Regina, SK Canada 1

Background/Rationale An important challenge facing healthcare educators from a variety of disciplines concerns the preparation of graduates who can work effectively within interprofessional teams. In order to achieve this outcome, curricula containing opportunities for interprofessional education must first be developed and implemented. The Nursing Division of the Saskatchewan Journal of Interprofessional Care

197 Institute of Applied Science and Technology (SIAST), in a collaborative partnership with SIAST’s Science and Health Division, has played a leading role in developing strategies to embed interprofessional education (IPE) into the existing health-related curricula of 27 programs across four campuses. This presentation discusses one of the next steps, building on our presentation at the Collaborating across Borders 2009 Conference (Halifax, Nova Scotia), the subsequent results of the needs assessment in anticipation of implementation of the newly created curriculum. Methods Recognizing the importance of institutional support to the success of this initiative, a Needs Assessment was conducted with representatives from program directors and faculty to identify issues, challenges and concerns associated with the implementation of an IPE focused curriculum. Qualitative data were collected from 105 participants using a combination of focus groups, and on-line surveys. Data was analysed using content analysis. D’Amour and Oandsan’s (2004) Interprofessional Education for Collaborative Patient-Centred Practice Framework provided a basis from which to consider the findings and generate recommendations for curriculum implementation processes. Results Faculty show strong support for the addition of IPE curriculum into their programming however the data provided a wide range in levels of agreement on values and issues and subsequent proposed solutions. Data around the development and implementation of an IP curriculum for college programs is limited. There are a number of factors that can act as either barriers or enablers for success in IPE. Conclusions Using the systematic approach of needs assessment provides a rational basis to plan services and resources to implement new IP curriculum across SIAST. Additionally, the approach by involving faculty from both divisions has increased awareness about IPE thus potentially increasing faculty involvement in curriculum implementation.

Building Capacity of Collaborative Change Leaders: Transforming Interprofessional Education and Practice Maria Tassone1, Paula Burns2, Catherine Creede3, Allia Karim4, Ivy Oandasan5, Kathryn Parker6, Jill Shaver7 and Belinda Vilhena8 University Health Network & Centre for Interprofessional Education, University of Toronto, 2Northern Alberta Institute of Technology, 3The Potential Group, 4Hospital for Sick Children, 5Centre for Interprofessional Education & Department of Family and Community Medicine, University of Toronto, 6Centre for Interprofessional Education & Hospital For Sick Children, 7 B.J. Shaver Consulting Inc,, 8Centre for Interprofessional Education & University Health Network, Toronto, ON, Canada 1

Background/Rationale A critical need to create transformed interprofessional systems is enhanced capacity for collaborative change leadership (CCL) across different contexts and sites. While some leadership courses exist, there have been no offerings that bring together healthcare, interprofessional education (IPE) and change leadership. Methods To create a cadre of skilled, strategic influencers who understand and can lead from a collaborative, systemic and emergent perspective, a year-long CCL program was created combining change theory and application in real-world initiatives, based on a phase one needs assessment. Through an iterative process guided by appreciative inquiry (AI) and emergent change, a comprehensive curriculum for 60 mid-level leaders across 23 organizations was developed. The program involved: five intensive in-class sessions, with individualized coaching of project teams for their capstone projects and the support of an online learning community. To determine impact, a comprehensive, utilization focused evaluation was employed. Information was gathered using multiple methods, including: open space reflections, reflective reports, key informant interviews and focus groups of participants and teams, three to six months post course. Results Participants gained knowledge of change and evaluation frameworks, concrete strategy to put theory into action, and a working knowledge of AI as a method to develop and implement change. Learners emerged with new methods for developing, delivering and evaluating interprofessional models of education and practice in multiple contexts. Four practices emerged that define the collaborative change leader: asking questions, pausing and reflecting, sensing and modeling emergent change. These new practices resulted in a number of intermediate impacts in organizations: strengthened relationships, changes in language towards interprofessionalism; and enhanced engagement in interprofessional programs. Conclusions By intensifying skills and knowledge about collaboratively leading change for interprofessional education and practice, this group of leaders became equipped as strong, resilient change leaders who are currently supporting multiple transformative systemic goals. We wish to acknowledge HealthForceON’s Interprofessional Care & Education Fund for making this project possible.


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Demonstration of Interprofessional Education Student Learning: Global Rating Scale Assessment Susan J. Wagner1, Brian Simmons2 and Sylvia Langlois3 1 Centre for Interprofessional Education Department of Speech-Language Pathology, Faculty of Medicine, 2Women and Babies Program, Sunnybrook Health Sciences Centre, Toronto, ON; Department of Pediatrics, Faculty of Medicine, 3Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto, Toronto, ON Canada

Background/Rationale The proliferation of interprofessional education (IPE) curricula and programs have typically revealed useful program evaluation data, but limited, if any, assessment of actual student learning. With the development of competency frameworks for IPE, the opportunity to achieve the assessment of students and teams may be better realized. In 2009, the Centre for Interprofessional Education at the University of Toronto initiated a requisite competency-based IPE curriculum. As part of this comprehensive curriculum, student learning was assessed during the 2009 – 2011 academic years in over 80 learning activities using global rating scales. The global rating scales are based on the University of Toronto Framework for the Development of Interprofessional Education Values and Core Competencies. Methods The specific core competencies that each session addresses are used to create the five-point Likert global rating scales that contain three anchors. They are used as a self-assessment tool prior to and after the learning activity to determine if there is perceived change by the students with respect to the specific competencies identified for each learning activity. Results Global rating scale results for all learning activities indicated an improvement in students’ perception of competencies related to values and ethics, communication and collaboration over the session. Conclusions This is a global approach to the assessment of learning of IPE competencies that has good utility as one component of a comprehensive assessment strategy for an IPE curriculum.

Prior Experience with Interprofessional Practice Affects Student Attitudes toward Learning and Collaborating with Other Professional Healthcare Students Robert Wellmon1, Barbara Gilin2, Linda Knauss3 and Margaret Linn4 Institute for Physical Therapy Education, 2Center for Social Work Education, 3Institute for Graduate Clinical Psychology, Center for Education, School of Human Service Professions Widener University, Chester, PA, USA

1 4

Background/Rationale Human service professionals must be able to work with others to provide effective patient/client services. Academic institutions have an obligation to include curricular experiences that help students become effective members of healthcare teams prior to graduation. One frequently used approach involves the creation of opportunities for interprofessional learning. Prior experience working on teams with other healthcare professionals providing patient/client services may influence student attitudes toward learning from and collaborating with other students. The purpose of this study was to determine if prior exposure to interprofessional collaboration, either during a clinical rotation or in actual clinical practice, influences the attitudes of graduate students toward learning from and collaborating with peers in other healthcare disciplines. Methods A total of 366 graduate students from clinical psychology (n ¼ 89), education (n ¼ 63), social work (n ¼ 106) and physical therapy (n ¼ 107) were assigned to one of two groups based on reported experience working with other healthcare professionals in providing patient/client care. Attitudes toward learning from and collaborating with other disciplines were examined using the Interdisciplinary Education Preparation Scale (IEPS), the Readiness for Professional Learning Scale (RIPLS) and the Attitudes toward Healthcare Teams Scales (ATHCTS). Multiple analysis of variance (MANOVA) and independent sample t-tests were used to explore between group differences for the dependent measures. Results Students in the group that reported having experience working on an interprofessional team registered significantly higher scores on the IEPS, the ATHCTS and on the RIPLS domain examining roles and responsibilities. Conclusions The study findings demonstrate how prior experience working with other healthcare professionals influences student attitudes toward collaboration and learning. Students who reported not having the opportunity to work on an interprofessional team, either in clinical practice or as part of their educational curriculum, scored lower on surveys examining attitudes toward learning from and collaborating with other human service professionals. Journal of Interprofessional Care

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POLICY THEME Poster Format

Structured Guidelines for Reporting Findings of Interprofessional Education Studies: How and Why to Write an Accompanying Technical Paper Erin L. Abu-Rish1,2 and The UW Josiah Macy Grant Team2 Department of Biobehavioral Nursing and Health Systems, School of Nursing, 2Center for Health Science Interprofessional Education, Research and Practice (CHSIE), University of Washington, Seattle, WA, USA 1

Background/Rationale: Lack of rigor and high degree of variability in reporting results of studies in interprofessional education negatively impact outcomes evaluation by reducing replicability of findings as well as the ability to conduct meta-analyses of studies. A recently completed review of the interprofessional education literature identified a growing trend in publication of IPE studies but widespread inconsistency in reporting styles—particularly in the areas of outcome assessment tools and faculty development. Methods: Key elements of interprofessional education studies were identified and synthesized into a set of structured guidelines for reporting findings. Results: This presentation will provide both rationale and guidelines for reporting findings of interprofessional education studies in a structured manner. Conclusion: A promising strategy to improve the quality of reporting in the interprofessional education literature is to follow structured reporting guidelines either in the body of papers submitted for publication or in an accompanying technical paper.

Moving Beyond Scholarly Concentrations: The UCSF Pathways to Discovery Program Louise Aronson, Renee Courey, Carrie Chen, Howard Bernstein, Madhavi Dandu, Dan Dohan, Dan Lowenstein, Robert Nussbaum, George Sawaya, Christopher Stewart, Naomi Wortis and Josh Adler Pathways to Discovery, University of California, San Francisco, CA, USA

Background/Rationale: Professional schools offer required or elective Scholarly Concentrations in areas ranging from biomedical research to community advocacy, health professional education, humanities and health policy. While programs vary, most promote critical thinking, creativity and preparation for future careers beyond the care of individual patients. Scholarship about scholarly concentrations has emphasized skills acquisition, publication rates, and impact on specialty choice and entry into faculty investigator positions. The University of California, San Francisco launched Pathways to Discovery in 2008 with three innovative goals: 1) expanding program goals beyond skills acquisition and project completion to career development of future innovators, scholars and leaders; 2) creating a program which extended from medical school through residency and fellowship; and 3) creating interprofessional learning and innovation communities that span the four UCSF professional schools and as well as non-health professional schools at other campuses in the UC system. The UCSF Pathways to Discovery program nests work that has traditionally taken place in scholarly concentrations in a program which transcends training levels and emphasizes longitudinal career development. Learners can enter at the undergraduate professional or advanced training levels and can participate at both levels if they remain at UCSF. The already highly interdisciplinary nature of research and scholarship into health issues invites interprofessional collaboration toward solutions; however, this program structure raises challenges related to training in methodology, scheduling, release time, varying skill levels at program entry, differing developmental stages of program participants, resource disparities, criteria for program completion and balancing innovative, sometimes technology-supported asynchronous learning with the need to create scholarly communities. Operationalizing this across the health education curriculum presents challenges and opportunities for educational innovation to meet both individual learner career development needs and larger societal needs. q 2013 Informa UK, Ltd.

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Contextual Modulators of Collaboration and Coordination in Case Management for Frail Elderly. A Comparison between France and Canada Louise Belzile1, Yves Couturier1, Dominique Gagnon1, Dominique Somme2 and Louis Demers3 Research Center on Aging, University of Sherbrooke, Canada, 2Paris Descartes University, France, 3Public Administration School, Que´bec, Canada 1

Background/Rationale: Integration is defined as a set of professional practices, techniques and organizational models designed to create continuity of services for clients with complex needs, like frail elderly. Integration can be conceived as a technical device (information, monitoring system, etc.) clinically carried out by professionals, notably by case managers, in charge of evaluating needs, planning and coordinating care. While considerable conceptual achievements have been reached and knowledge about the efficiency of integration continues to accumulate, the role of professionals in the local appropriation of this innovation remains, mostly, misunderstood. This communication analyzes two implementation contexts of an integrated care model, one in France and one in Canada. We use analysis from two set of data collected during two studies of implementation of an integrated care model. The collaboration and coordination practice of 18 case managers has been studied by in depth interviews and direct observations. After attending this activity, participants will be able to identify the elements of context which explain the differences in case manager’s practices, and to discuss the management strategies of a successful implementation. For instance, the way the implementations is supported by the organization, the location of case managers, the design of teamwork chosen have a strong impact on the concrete practice of case managers, and the way they will be trained. The capacity to analyse and address the contextual modulators of practices seems to be a central competency for case management.

Team Communication: Reporting the Effectiveness of a Large-Scale Innovative Interprofessional Training Opportunity Douglas M. Brock1,4, Chia-Ju Chiu2, Dana Hammer3, Erin L. Abu-Rish2, Linda Vorvick1,4, Sharon Wilson2, Douglas Schaad1, Katherine Blondon5, Debra A. Liner2 and Brenda Zierler2 Department of Medical Education and Biomedical Informatics, School of Medicine, University of Washington, Seattle, WA, Department of Bio-behavioral Nursing and Health Systems, School of Nursing, University of Washington, Seattle, WA, 3Bracken Pharmaceutical Care Learning Center, School of Pharmacy, University of Washington, Seattle, WA, 4MEDEX Northwest Division of Physician Assistant Studies, School of Medicine, University of Washington, Seattle, WA, 5School of Public Health, University of Washington, Seattle, WA 1

2

Background/Rationale: Challenges face educators in developing and implementing interprofessional training opportunities. Health science curriculum is generally structured with minimal regard for integrating students across schools. Subsequently, while excellent models for teaching interprofessional team skills have been proposed, training typically occurs with only students from within one’s own training program. Despite the hurdles, leadership may desire quality trainings, providing the means to demonstrate behavioral change, be developed. Through funding from the Macy Foundation, the University of Washington Schools of Medicine, Nursing and Pharmacy have developed a large-scale innovative interprofessional training activity that brings together medical, nursing, pharmacy and physician assistant students in a half-day training that includes three simulations and instruction in TeamSTEPPS communication skills. Methods: Between May 30th and June 3rd approximately 500 students will complete the Interprofessional Training activity. They will work in interprofessional teams to complete three simulations and receive feedback on the communication skills taught through TeamSTEPPS. To assess learning we will conduct a pre-post assessment of the event including assessment of knowledge, attitudes towards interprofessional teamwork, beliefs about the utility of such trainings, and self-efficacy beliefs in working as part of a team. Students will complete the pre assessment two weeks prior to the training and then again 1-3 weeks post training. Results: Pilot evidence (collected in 2010) for the value of this training model indicated strong student support for interprofessional team activities that bring together students from across different disciplines. Students expressed interest that these activities be built Journal of Interprofessional Care

201 into training and noted the value of working with other students. This presentation will report the findings from this large-scale interprofessional training. Conclusions: Interprofessional training is challenging. However, the impact of having learned and practiced effective team skills can’t be underestimated. Here we report the successes and difficulties faced conducting an innovative and ambitious interprofessional training.

Education Center: A Case Study Involving, Nursing, Psychology, and Criminal Justice Karen Clark1, Stephanie Gerstenblith2 and Diane L. Alonso3 Department of Organizational Systems and Adult Health University of Maryland Baltimore School of Nursing, 2B.A. Program in Criminology & Criminal Justice University of Maryland College Park, 3Department of Psychology, The University of Maryland, Baltimore County, at the Universities at Shady Grove, Rockville, MD, USA 1

Background/Rationale: The Universities at Shady Grove (USG) provides a unique setting for higher education, offering full undergraduate and graduate programs from nine institutions in the University System of Maryland. The environment at USG provides the support, innovation, and non-traditional partnership model for the creation of a forensics course across both disciplines and institutions. The work of forensics involves many interdependent disciplines, including criminal justice, psychology, and nursing. In this course, students from healthcare disciplines interact and collaborate with other disciplines not specifically considered within the realm of interprofessional education (IPE). A course involving multiple disciplines in forensics was designed through the collaboration of three institutions at USG: the University of Maryland, Baltimore (UMB); the University of Maryland, Baltimore County (UMBC), and the University of Maryland, College Park (UMCP). Students from programs in nursing (UMB), psychology (UMBC), and criminal justice (UMCP), take this course, as do students in other majors including biology, pharmacy, pre-med, and communications. Student feedback regarding the course was collected using surveys. USG provided the environment for students and faculty from multidisciplinary programs to connect in a forensics course. As a result of this opportunity, students shared their desire to pursue a career in forensics and recognized the influence of many disciplines on the outcome of forensic cases. The development of the forensics course influenced the creation of the Committee on Collaborative, Interprofessional, and Interdisciplinary Education Strategies (CIPES), which has aided the creation of other multidisciplinary/interprofessional courses at USG. Other courses in development include “An Interprofessional Approach to Critically Ill Patients,” which will use simulation technology to train nursing, pharmacy, and respiratory therapy students as collaborative teams.

The Golden Hours: A Multidisciplinary Initiative to Improve Outcomes and Decrease Hospital Length of Stay for the Extremely Premature Infant E. Jane Dwyer, Sarah M. Wilson and David Kaufman Newborn Intensive Care Unit, University of Virginia Children’s Hospital, Charlottesville, VA, USA

Background/Rationale: In response to the extremely preterm infant’s high risk for prolonged hospital stay, significant morbidity and mortality, the Neonatal Intensive Care Unit at an academic medical center formed an interprofessional task group of physicians, nurses, respiratory therapists, nurse practitioners, and a nutritionist to assess current practices and identify opportunities for improvement. Nationally, this subgroup of infants is discharged at approximately 40 weeks’ corrected gestational age. The first phase of this project “The Golden Hours” focuses on pre-delivery through two hours of life. Methods: The team’s objective was to create an improved process by which the care of the extremely premature infant is coordinated day-to-day and between disciplines, resulting in improved outcomes and decreased length-of-stay (LOS) with a targeted discharge at 36 weeks’ gestation. In order to improve quality of care before and during delivery, the team created a standardized care plan as well as check-lists and other tools to improve the coordination between professions. The team created additional tools to coordinate care and improve the two hour stabilization period during admission to the NICU. q 2013 Informa UK, Ltd.

202 Results: The pilot was initiated June 2010 with 24 patients studied to date. The initial outcome data is encouraging showing decreased hospital days and significant decreased morbidity. The LOS has decreased by 19 days to 84 þ 15 from 103 þ 23 days with 57% discharged by 36 weeks compared to 22% in the prior two years. Using the same comparative data time period, severe intracranial hemorrhage (grade 3 or 4) decreased from 12% to 5% with no intracranial hemorrhage improving from 41% to 76%. Conclusions: By using a collaborative approach and forming an interprofessional task force to develop guidelines and educational tools, a NICU was able to implement new guidelines in order to standardize and improve care of the extremely premature infant.

Patients as Members of the Interprofessional Team - Is this Happening? Linda Ferguson1, Suzanne Sheppard2, Heather Ward3, Sharon Card3, Barb Evans4, Karen Leveque1 and Jane McMurtry1 College of Nursing, University of Saskatchewan, Saskatoon, Saskatchewan, 2Therapies, Saskatoon Health Region, Saskatoon, Saskatchewan, 3College of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, 4Pharmacy, Saskatoon Health Region, Saskatoon, SK, Canada 1

Background/Rationale: Patients are members of the interprofessional team when collaborative care is discussed. Many patients however question their place in their own care when dealing with acute or chronic illness. In many instances, the patient voice is missing. In a recent study of the role of patients in the interprofessional team, the researchers interviewed 44 participants, 30 patients and/or their close family members and 14 healthcare professionals working on an acute care in-patient 30 bed nursing unit in a tertiary care hospital. The question addressed was to what extent patients and families felt involved with the interprofessional team in determining their care, how they would prefer to be involved, and strategies that health professionals could use to increase patient engagement and satisfaction with the process. The patient responses were telling. A number of patients felt very involved in their own care to the level of their preference. They felt that the healthcare professionals listened to their questions, concerns, and preferences, and that they were part of the decision-making process. They had few suggestions for improvement of the process. On the other hand, a number of patients and their families did not feel engaged, and in some instances, felt that they were avoided, not respected, and not valued, and that healthcare professionals were making decisions on their behalf that they were not satisfied with. These individuals indicated that they felt the critical element to being included in the decision making process was respect, as conveyed in individual and group encounters with their healthcare providers. This session will address some of these patient concerns and suggestions for inclusion, with a focus on respectful interactions and engagement of all team members to improve the quality of patient care.

Building Community in COIL (Collaborative Online Interprofessional Learning): An Examination of Facilitation in Online Synchronous Interprofessional Education Elizabeth Hanna1, Heather Mac Neill1, Mandy Lowe2, Lynne Sinclair3, Stephen Hall1 and Scott Reeves4 1 Bridgepoint Health, Toronto, 2Toronto Rehabilitation Institute, Office of IPE, 3Office of IPE University of Toronto, 4Li Ka Shing Knowledge Institute of St Michael’s Hospital, Centre for Faculty Development, St. Michael’s Hospital, Wilson Centre for Research in Education, University Health Network, University of Toronto, ON, Canada

Background/Rationale: The role of the facilitator is crucial for productive online IPE collaboration, but while the skill sets of online and face-to-face facilitators have considerable overlap, the demands on the online facilitator are higher. Sargeant et al. (2006) refer to the “transactional distance of online learning.” Facilitators require “enhanced skills to engage learners in meaningful interaction” and to overcome that distance. COIL (Collaborative Online Interprofessional Learning, www.bridgepointhealth.ca/coil) uses

synchronous audio streaming in a virtual classroom to support interprofessional teams’ collaboration in learning about complex chronic disease as part of a 12-week course. Eight facilitators went through a two-part targeted training to prepare them for their role. Journal of Interprofessional Care

203 Methods: Surveys gathered quantitative data on facilitators’ view of their IPE and facilitation skills before training and following the COIL workshop. Focus groups and key informant interviews provided qualitative data. A 6-month follow-up collected further information. Results: Results are not available at this time as the COIL Course is ongoing. By November we will have results of the analysis of the post course data along with preliminary analysis of the follow-up material. Conclusions: The study will help us understand the elements of successful facilitation in two areas, IPE and online learning and will contribute to better designing effective educational programs for facilitators in the future. Long-term effects of these kinds of faculty development programs are not well understood and the study will also contribute to knowledge in this area.

Influencing Interprofessional Collaboration through Interprofessional Grand Rounds Heidi Hunter, Shawn Brady and Anna Marie Sneath Providence Healthcare, Toronto, ON, Canada

Background/Rationale: In February 2010 we initiated our ‘IPC Grand Rounds’ with the goal to provide an opportunity for hospital team-based interprofessional education and collaboration and to encourage interunit/team education and collaboration. When developing the format for IPC Grand Rounds, we used the Influencere model as our framework to influence our biggest challenges – consistent staff attendance and impacting team based interprofessional education and collaboration. To encourage attendance, we incorporate games, team challenges using our Turning Pointe response cards, free pizza lunches, team icebreakers and often tie sessions in to current events. To encourage interprofessional education and collaboration, we have each team sit together, and present them with various team building challenges, case scenarios and topics to discuss and problem solve within their respective teams. The main part of each IPC Grand Rounds is a feature presentation from a hospital team, a content expert or a patient followed by the ‘IP Team Challenge’. To encourage inter-unit and interprofessional education, we invite the hospital teams to present typical case scenarios that highlight their specific program, the roles of team members and how they collaborate and manage conflict as a team. Content experts present on a topic identified by staff as important to best practice in interprofessional care. We have also had a patient share his experience and perspective of working with an interprofessional team at Providence. For 13 consecutive months, our IPC Grand Grounds have had an average attendance of seventy-five staff. There has been consistent representation from each of the eleven clinical professions. When surveyed in June 2010, the top three reasons cited by staff for coming to the rounds were: improving teamwork, learning something new, and having fun and competing. Seventy per cent say attendance at Grand Rounds positively influences their communication and collaboration in their teams.

A Theoretical Model of Interprofessional Orthogeriatric Care for Individuals with Hip Fracture Karey M. Ledbetter and Susan K. Tappert Department of Interprofessional Healthcare Studies, College of Health Professions Rosalind Franklin University of Medicine and Science, North Chicago, IL

Background/Rationale: Hip fracture is a significant health concern often associated with loss of function and mortality, and the increasing incidence of hip fracture is a major concern recognized by health systems around the world. Effective care for individuals with hip fracture is essential despite limited resources and the increasing costs of medical care. There are many professions involved in the care of individuals with hip fracture, and poor coordination of providers is one of the greatest factors compromising quality of care for this population. This paper describes an evidence-based, theoretical model of interprofessional orthogeriatric care for individuals with hip fracture. This model is a result of an in-depth review of the literature in the areas of interprofessional communication and collaboration, as well as pre- and post-operative management of individuals with hip fracture. Drawing on research in these areas, this theoretical model brings together recommendations from the literature into one model for collaborative and interprofessional orthogeriatric care. q 2013 Informa UK, Ltd.

204 The proposed model begins with a description of the orthogeriatric inpatient setting and the use of evidence-based, interprofessional care pathways. The professions involved in the model are then identified and their roles described, followed by a discussion of appropriate interprofessional communication, collaboration, decision making, and training. Lastly, the interprofessional medical management, discharge planning, and appropriate outcome measures for the model are described. This theoretical model can be used as a guide for current practice as well as for future research in the area of interprofessional management of individuals with hip fracture. While this model does not address every aspect of inpatient care for this population and may not be realistic in all hospital settings, this model presents aspects of the inpatient management of individuals with hip fracture that can be tested and implemented to improve interprofessional collaboration in the orthogeriatric setting

Disaster 101: Using Immersive Simulation to Teach Interprofessional Team Skills in Emergency Response Jane Lindsay Miller Interprofessional Education and Resource Center, University of Minnesota, Minneapolis, MN, USA

Background/Rationale: Emergencies and disasters in 2010 –11 have highlighted the importance of emergency preparedness and the centrality of healthcare professionals in response and recovery. Whether it was a natural disaster (e.g., flood, earthquake, and tornado) or a man-made emergency (e.g., Tucson shootings), emergency response training and ad hoc team skills often proved to be the difference between life and death for victims. Similarly, a variety of studies and white papers (including the Institute of Medicine’s To Err is Human) have pointed out the necessity of interprofessional communication and understanding for patient safety and optimal outcomes. This session will detail a 5-year research project supported by the Centers for Disease Control and Prevention to study the efficiency and effectiveness of using best-practices in immersive simulations to teach emergency response and interprofessional team skills to health science students. The curriculum, called “Disaster 101,” uses a combination of online coursework, hands-on skills workshops, and immersive simulations of actual disasters (e.g., bomb blast, structural collapse) to teach and assess interprofessional team performance. Students included in the study represent a wide range of health science disciplines at the University of Minnesota, including medicine, nursing, pharmacy, dentistry, and public health. Evaluations indicate high student satisfaction – students strongly agreed with the statement, “I would recommend this workshop to other students in my school/college” (4.80 out of 5.00). Assessments of student performance by trained expert evaluators indicated significant short-term improvement in knowledge, skills and attitudes regarding emergency response and interprofessional educational outcomes (with a high level of consistency in composite scores). This presentation will also address longitudinal evaluation of the workshop’s impact, institutionalization of Disaster 101 at the University of Minnesota, and assessment of long-term impact using survey methodology.

Rural Interprofessional Health Education: Transitions and Innovations Robin Roots1,2, Kathy Copeman-Stewart1, Granger Avery3, Lesley Bainbridge2, Linda Sawchenko4 and Cynthia Heslop5 Interprofessional Rural Program of British Columbia, Vancouver British Columbia, 2College of Health Disciplines, University of British Columbia, Vancouver British Columbia, 3Rural Coordinating Centre of British Columbia, Port McNeill British Columbia, 4 Interior Health Authority, Trail British Columbia, 5Northern Health Authority, Southside British Columbia, Canada 1

Background/Rationale: By placing teams of students in rural communities, the Interprofessional Rural Program of BC (IRPbc) was an early pioneer of interprofessional practice education (IPPE) in British Columbia. However, the IRPbc model has become progressively more complex due to the increasing number of health education programs and students, evolving curricular requirements of academic


205 programs and pressures within the healthcare system. To sustain rural IPPE, the model has shifted from a once-a-year program for student teams to supporting rural communities to host students year-round within collaborative practice and learning environments. Methods: Changes to the model include facilitating student placement processes to engage rural communities in marketing their collaborative practice model as added value for students, developing an online orientation module for participating students to replace face-to-face sessions, creating a network for rural preceptors and community leads to share resources for facilitating IPPE and supporting local, regional and provincial partnerships for rural interprofessional (IP) collaboration. Results: Student enrollment was initially decreased due to changing placement processes, however expected to improve once transition is complete. The online module effectively introduced students to IP competencies, engaged students in discussion forums with preceptors and prepared students for participation in IP placement activities posted by community leads. Rural communities that aligned student IP learning with regional health priorities, such as primary care and integration, offered rich collaborative practice environments for students. Conclusions: Integration of rural IPPE with collaborative service delivery models, innovative use of technology to support students, preceptors and communities and fostering partnerships across rural communities, academic institutions and health authorities contributed to the emergence of a sustainable model of rural IPPE. IP collaborative practice and learning environments can enhance opportunities for developing IP competencies, contribute to recruitment and retention, and provide much needed team-based health services in rural communities

Changing Health Professions Education to Foster Interprofessional Learning Gwen Sherwood and Carol Durham School of Nursing University of North Carolina at Chapel Hill, USA

Background/Rationale: Healthcare delivery systems are applying new quality and safety science in response to reports of poor patient outcomes. Most healthcare professionals lack the knowledge, skills and attitudes to change the systems in which they work. Although reports from the Institute of Medicine call for radical changes in health professions education, few models have emerged that identify the content required, pedagogical strategies that produce results, and solutions removing barriers to interprofessional education. Objective: Participants will examine health professions curricula transformation to achieve the aims of the Institute of Medicine report that calls for radical changes. By using the exemplar project that has transformed nursing education, the Quality and Safety Education for Nurses (QSEN), participants will learn ways to integrate quality and safety competencies into curriculum to achieve new competencies and advance interprofessional education. The project used multiple strategies. First, a national expert panel defined the competencies and surveyed US schools of nursing to assess current implementation. A 15 school Pilot Learning Collaborative modeled the changes for students to achieve the competencies. A self-assessment survey of graduating students measured how well they achieved the competencies and how to level across the multiple levels of health professions education. The QSEN project has influenced nursing educational policies on curriculum essentials to examine changes needed throughout the professions.

Improving Acute Stroke Patient Care with the Establishment of an Interprofessional Stroke Quality Support Team Heather Turner and Jan Garnett Stroke Unit, University of Virginia (UVA) Medical Center, Charlottesville VA, USA

Background/Rationale: In 1993, the University of Virginia developed a Stroke Quality Support Team, a patient population specific, quality team including all disciplines involved in acute stroke patient care. The objectives decided on by the team member were/are to “design creative care delivery systems, identify and implement ways to improve direct care team performance, implement a continuous quality improvement program for stroke patients, identify, evaluate and eliminate barriers to quality care, and design, implement and evaluate collaborative practice standards.” Since that time this team, comprised of nurses from the ED, Neuro-ICU and stroke unit, the Stroke Center Medical Director, stroke fellows, physical therapists, occupational therapists, speech therapists, nutritionist and q 2013 Informa UK, Ltd.

206 pharmacists, has identified the need for and developed, reviewed and implement hospital wide stroke practice guidelines, order sets and protocols with input from all disciplines. Needed updates in practice are identified in the discipline specific literature by team members and brought before the group for review and implementation. For example, an update in the rehabilitation literature recommended a change in acceptable blood pressure parameters when therapies are treating acute stroke patients. The team’s physical therapist brought this to the team, and after discussion with physician team members, UVA’s recommended parameters were changed. The pharmacist brought forth changes in anticoagulation management and drugs of choice for blood pressure control, again discussed and addressed with physicians. Nursing brought a proposal to mobilize patients, involving therapies in training RN and nursing assistant staff and this was implemented by the team. In addition, the team has developed a quality/performance monitoring and improvement program based on the Joint Commission Primary Stroke Center Performance Measures, with additional measures added when identified as in need of improvement. Multidisciplinary buy-in has led to marked improvement in quality/performance measure to the point where UVA is consistently performing above goal in all measures. Establishing focus and common goals across professions has standardized/improved acute patient care and outcomes in patients with stroke at UVA.

Dental Education Fills Unmet Needs of US Veterans Wendy Woodall1, Jeremy Manuuele2, John Ferrin3, Jeremy Manuele3, Todd Davis3, Christine Ancajas4, Rick Thiriot5 and Wendy Woodall6 University of Nevada Las Vegas (UNLV) SDM, 2UNLV SDM Student, 3UNLV Student Doctor, 4State National Guard, UNLV Admissions, 5UNLV Clinical Affairs, 6UNLV Comprehensive Care, Las Vegas, NV, USA 1

Background/Rationale: Hundreds of thousands of US disabled veterans suffer through serious dental problems because they do not qualify for dental benefits through the VA or elsewhere. The “Sgt. Clint Ferrin Dental Clinic” was founded by students to help meet this need while at the same time uniting dental students, faculty, staff, labs, supply companies and private practitioners to create a unique educational opportunity. Dental students experience expanded cultural competence, practice tailoring treatment decisions with delivery of approved care, and develop their ethical standards to foster patient commitment to a “dental home” while working with this diverse population. Surveys of these patients addressing resolution of chief complaint, timeliness, continuity of care, degree of empathy and professionalism are used to assess educational outcomes. Funding for this project is achieved through collaboration between dental schools, local ADA societies, corporate funding, and contracted payment from local National Guard/Reserve units. Within one year, this easily duplicated model can provide over $100,000 worth of volunteer dental treatment for over 100 veterans in 8 –10 sessions a year while accumulating over 1,000 hours of student service. Objectives: Expansion of oral healthcare delivery to a national, under-served population. Increasing student exposure to a population of diverse generations, ethnics and culture. Increasing student experience in tailored delivery of care. Application of effective business principles to self-sustained expansion of care.

POLICY THEME Workshop Format

Developing Accreditation Standards for Interprofessional Health Education – a Canadian Model Lesley Bainbridge1, Lise Talbot2, Louise Nasmith1, Ruby Grymonpre3,4 and Sue Maskill1 University of British Columbia, 2Sherbrooke University, 3University of Manitoba, 4AIPHE Secretariat, Canada

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Background/Rationale: Modern healthcare teams not only include a group of health professionals working closely together at one site, such as a unit team, but also extended teams with a variety of perspectives and skills, in multiple locations. It is therefore essential for healthcare providers to be able to collaborate effectively with patients, caregivers, and an interprofessional team of health professionals for the provision of optimal patient/client-centred care. Accreditation of health professional education programs is one way of Journal of Interprofessional Care

207 assuring that attention is paid to delivering a high and consistent standard of interprofessional education during the pre-licensure professional programs. In 2007 Health Canada funded phase one of an initiative that brought together accreditation organizations representing 6 professions: medicine, nursing, pharmacy, physical therapy, occupational therapy, and social work. This first phase of the Accreditation of Interprofessional Health Education (AIPHE) initiative developed guiding principles and a practices implementation guide to inform the development of standards, criteria and evaluation/assessment methods as they relate to accreditation of interprofessional health education. In 2010 Health Canada funded Phase 2 which resulted in the production of a more comprehensive guide for the development and implementation of accreditation standards for interprofessional health education. Objectives: Participants in this workshop will: † Learn about the principles underlying accreditation of interprofessional health education; † Examine options for standards development in each of 5 accreditation domains; † Practice writing standards and criteria for accreditation of IPHE; † Discuss how to embed standards into existing accreditation processes; † Explore types of evidence for IPHE accreditation. Teaching Methods: 1. Large group presentation on the AIPHE model; 2. Small group work to practice developing standards and criteria; 3. Large group feedback on the standards and discussion about types of evidence.

Politics, Bureaucracy and a Reality Check: Is IPE a Permanent Part of Policy Planning? Andrea Burton, John Gilbert, Sean Cranbury and Alix Arndt Canadian Interprofessional Health Collaborative, Vancouver, BC, Canada

Background/Rationale: Most of us who work within the interprofessional education (IPE)/collaborative practice (CP) field have heard the questions. Is IPE/CP really a long-lasting, government-supported change to practice and education, or are governments turning their attention to other priority issues? After nearly 50 years of discussion, how far have we actually come in realizing and actualizing the benefits of IPE/CP? Are we gaining or losing political momentum? Are we appropriately advocating for greater implementation in the health and education systems? What is the current status of IPE/CP in different parts of the world? Which countries are moving forward and which are struggling? What should our next moves be to move IPE/CP forward locally, regionally, and internationally? Objectives: The goal of this workshop will be to develop a ‘map’ of IPE/CP activity in Canada and the US, based on the knowledge of participants. Attendees will come away from this workshop having shared their own regional information and knowledge while hearing what it is working elsewhere. Participants will gain an understanding of the trends, successes and failures in advancing IPE/CP and will consider untapped possibilities, particularly with respect to government engagement. Teaching Methods: Participants in this workshop will be led through a series of discussion questions that will encourage them to consider their own IPE/CP world from a variety of perspectives. They will be led, and will lead one another, through a process of discovery that will enable them to understand and identify the politics behind policy-making, how to strengthen their case when approaching government and how to integrate key platforms such as websites, social networking, communications, marketing and branding to influence policy planning and ensure IPE/CP continues to be a focal point on the health human resource planning agenda of government.

Interdisciplinary Collaborative Practice Overview and Readiness Assessment Tracy A. Christopherson and Michelle R. Troseth Elsevier CPM Resource Center, Grand Rapids, MI, USA


208 Background/Rationale: This workshop will be relevant to healthcare practitioners and/or healthcare organizations, who are exploring ways to prepare, implement and sustain an integrated interdisciplinary practice at the point of care. An evolving culture and professional practice framework designed to advance interdisciplinary practice and interprofessional education will be shared. The facilitators will highlight learnings from a large healthcare consortium who recently received the prestigious Interdisciplinary Group Recognition Award by the National Academies of Practice. An interactive assessment of 10 fundamental elements required for sustainable transformation will be completed with stories and examples pertinent to clinical practice in diverse practice settings. At the conclusion of the workshop, the participants will have a sense of their own “readiness”, their healthcare organization’s “readiness” and our collective “readiness” to embrace and adopt interdisciplinary collaborative practice at the point of care. Objectives: Delineate the characteristics of a healthy work culture and integrated interdisciplinary collaborative practice at the point of care, articulate the foundation work necessary to create a thriving integrated interdisciplinary practice, correlate the assessment of the fundamental elements in participants present work culture to the expected practice outcomes Teaching Methods: Participants will review components of a culture and professional practice framework. An interactive assessment process will be used to explore 10 fundamental elements and their degree of existence in current healthcare organization(s). The session will conclude with an overall group dialogue and strategies for advancing interdisciplinary collaborative practice and interprofessional education.

Interprofessional Education (IPE) as a Platform for Scholarship for Faculty Recruitment, Retention, Promotion and Tenure Susan Mackintosh1, Lesley Bainbridge2, Amy V. Blue3, Heather J. Dean4, Ruby Grymonpre5, Anne Kearney6, Louise Nasmith2, Christie Newton7, Andrea L. Pfeifle8, Ivy Oandasan9, Maria Tassone10 and Susan Wagner11 1 Department of Interprofessional Education, Western University of Health Sciences, Pomona, CA, USA, 2College of Health Disciplines & Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada, 3Office of the Provost, Medical University of South Carolina, Charleston, SC, USA, 4Department of Pediatrics and Child Health, University of Manitoba, Winnipeg, MB, Canada, 5IPE Coordinator, University of Manitoba, Winnipeg, MB, Canada, 6School of Nursing and Faculty of Medicine, Memorial University of Newfoundland St John’s, St. John’s, NL, Canada, 7Department of Family Practice, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada, 8Center for Interprofessional Health Care, Education, Research, and Practice, Department of Family and Community Medicine, College of Medicine, University of Kentucky, Lexington, KY, USA, 9Centre for Interprofessional Education & Department of Family and Community Medicine, Faculty of Medicine, University of Toronto & University Health Network, Toronto, ON, Canada, 10Centre for Interprofessional Education, University of Toronto, Toronto, ON, Canada, 11Centre for Interprofessional Education, University of Toronto and Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, ON, Canada

Background/Rationale: Interprofessional Education (IPE) within health professional programs is increasingly recognized as an integral strategy to improve the quality of patient/client care and increase human resource recruitment and retention. In response, IPE programs are emerging in health science education programs across the globe. While intuitively, IPE is a natural extension of what should occur in any healthcare profession’s curriculum, existing barriers can impede the progress of IPE programs. Current faculty reward systems are largely incentivized by the faculty member’s contribution to the individual’s college or program. This usually means that faculty participation in IPE activities may not count toward the accomplishment of critical faculty goals such as promotion and tenure. This lack of understanding of the demands of excellence in interprofessional education and scholarship may discourage faculty from participating in IPE. The goal of this workshop is to describe the current state of incentives for faculty to participate in IPE, particularly in relation to the promotion and tenure process, and strategize approaches that may overcome barriers, which impede IPE scholarly activities. Objectives: . Identify and describe barriers that limit or prohibit incentivizing IPE activities for health science professions’ faculty . Identify and describe existing best practices that currently reward faculty participation in IPE . Synthesize approaches to generalize and apply best practices in IPE to other institutions . Synthesize approaches to break down existing barriers and obstacles that impede faculty rewards for IPE contribution . Discuss regional and global application of incentivizing IPE faculty participation


209 Teaching Methods: The presenters will summarize the status of interprofessional education and scholarship vis-a-vis the promotion and tenure policies and practices at their own institutions. This will be followed by an interactive discussion that will give participants an opportunity to explore issues and develop strategies to positively influence change in these areas in their own institutions.

Policy, Funding and Legal Debates on the Definition of “Health”: Implications for Interprofessional Health Education (IPHE). Peggy M. O’Neil Faculty of Education, Policy Studies, The University of Western Ontario, London, ON, Canada

Background/Rationale: Perhaps one of the most politically and emotionally charged questions at the core of health services and policy research is: “what is health?” Beyond the inherent theoretical, practical, financial and legal merits of establishing a generally accepted definition, such also has implications for higher education and workforce development programming in IPHE. A comprehensive literature search of PubMed, CiNAHL and Natural Standard databases revealed distinct polarity in the various positions on “health”, with provoking implications when viewed in the context of IPHE. The allegedly Western, value-neutral, biostatistical “health as the absence of disease” model contrasts notably with the more global, purportedly value-laden constructivist model of “health as physiopsycho-social-cultural-spiritual-well-being”. The first conceptualization seems to present a number of difficulties for the advancement of IPHE; whereas the second view appears to align more favorably to IPHE’s ideals and essence yet also has its challenges. In this work, both approaches are synthesized and discussed. This analysis contributes to the theoretical development of IPHE, contemplates several questions with respect to its ontology and epistemology and identifies areas for further research. Objectives: . To introduce two prominent conceptions of “health” from broader discourses in health policy, funding and justice, . To discuss how proponents and criticisms of each model reject/enable IPHE; and . To uncover what further inquiry might be needed and desired, if at all, on this topic. Teaching Format: 1) Welcome, introductions and objectives; 2) Brief overview of the core concepts; 3) Structured small group activity; 4) Whole Group discussion; 5) Close and Next Steps.

POLICY THEME Demonstration Format

Utilization of an Interprofessional Education Collaborative (IPEC): Partnering Intraprofessional Field Education Requirements for Health Care Professional Students with Interprofessional Education (IPE) Initiatives Jennifer June Anderson1, Sandy Behrens2 and Lynn T. Olszewski3 1 School of Social Work, Indiana University Northwest, Gary, IN, USA, 2Community Health Center & La Porte Dental Center, Indiana University Health La Porte Hospital, LaPorte, IN, USA, 3Northwest Indiana Area Health Education Center, Purdue University Calumet Academic Learning Center, Crown Point, IN, USA

Background/Rationale: In 2010, the Health Resources and Services Administration implemented a charge to increase the educational and training efforts of healthcare professionals that included didactic and clinical training components across disciplines. Recently, a panel of professional healthcare associations called for a unified approach to healthcare professional education that would create sustainable change in healthcare delivery systems. Indiana University Northwest Division of Social Work in joint partnership with the LaPorte Community Health Center and Northwest Indiana Area Health Education Center responded to these calls for action by


210 creating an initiative at a primary care clinic in an economically disadvantaged region in Northwest Indiana that would grant healthcare professional students an opportunity to learn IPE competencies while fulfilling their discipline specific field education requirements. Regional and State university partnerships were created and representation was obtained from the following disciplines: social work (BSW/MSW), pharmacy (Pharm D), allopathic medicine, and nursing (BSN/FNP). The selected health clinic for this initiative is trained in interprofessional practices (IPC) and was willing to serve as a field education site for the student participants in this IPE initiative. The IPE competency domains are defined as follows: teamwork/team-based practices, communication, values/ethics, and roles/responsibilities for collaborative practices. Qualitative and quantitative evaluation methods will be used. A pre/post RIPLS attitudinal survey will be administered to determine the degree of change regarding teamwork, collaboration, sense of professional identity, and patient centeredness as a result of participation. Each participant will be completing a Reflective Learning Treatment Team Summary that employs a Likert scale rating and an open narrative section that collects information about the values, ethics, roles, responsibilities, communications, and contributions to team-based care made by participants. The presentation of this initiative will be a PowerPoint demonstration of our collaborative efforts, our tools, and our handbook as physical and electronic “show and tell item.”

ON’s Colleges and Universities: One Big Interprofessional Sandbox Lesley Beagrie1, Sue Berry2, Dawn Burnett3, Barb Foulds4, Corinne Hart5, Steven Jacobs6, Bonny Jung7, Carole Orchard8, Margo Paterson9, Linda Patrick10, Sydney Redpath11, Cory Ross12, Sandra Devlin-Cop13, Gary Sheppard14, Maria Tassone15 and Fre´de´ric Thibault-Chabot16 York University, 2Northern ON School of Medicine, Canada, 3University of Ottawa, Canada, 4Algonquin College, Canada, Ryerson University, Canada, 6Centennial College, Canada, 7McMaster University, Canada, 8University of Western Ontario, Canada, 9Queen’s University, Canada, 10University of Windsor, Canada, 11Michener Institute, Canada, 12George Brown College, Canada, 13Humber Institute of Technology & Advanced Learning, Canada, 14Conestoga College, Canada, 15University of Toronto, Canada, 16La Cite´ colle´giale, Canada 1

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Background/Rationale: With the support of targeted, fixed-term infrastructure funding provided by the ON government to support Interprofessional Education (IPE) in academic health science programs, ON’s Universities independently and collaboratively engaged in change initiatives to transform how health professional students learn and train together. In a second round of funding, additional universities and colleges were included and the ON Collaborative expanded to 15 partner institutions. The commitment of all partners, as stated in the Collaborative’s mission, is to advance the development, implementation, and evaluation of interprofessional education, practice and research in health and social services. Through annual IP conferences and regular face-to-face and teleconference meetings, the IP programs leads have successfully joined forces to promote IPE and IP Care (IPC) across the province. The development of a strategic plan with priorities on research, knowledge translation, resource sharing, building sustainability and lobbying for IPE/IPC, serves to focus and to guide activities. Objectives: . Be presented with an overview of system enablers and challenges which lead to the successful evolution of this province-wide Collaborative; . Be provided with a summary of activities and initiatives undertaken by this Collaborative and the strategic priorities for the coming years; . Have an awareness of the significant impact of this Collaborative, through the adoption of best practices, to promote IPE and IPC across the province; . Consider how interprofessional/inter-organizational collaboration can be supported in their own jurisdiction. Questions for group discussion:

1. What are the system enablers and challenges that would influence the development of an IPE/IPC Collaborative in your jurisdiction/state? 2. What would be the potential impact of a regional IPE/IPC Collaborative on students, health professionals and the system at large? 3. In your jurisdiction, how can you make an interprofessional/inter-organizational approach to patient care a priority?


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Transcending Borders in Professional Education: A Model for Cross Disciplinary Education in a Memory and Aging Care Clinic Anita Thompson Heisterman, Carol Manning and David Gelmacher Department of Neurology, School of Nursing, School of Medicine the University of Virginia, Charlottesville, VA, USA

Background/Rationale: Educating healthcare professionals skilled in interdisciplinary communication and collaboration is critical to providing safe, high-quality, effective care. Traditional medical models are often inadequate for meeting the complex requirements of the growing population of older adults with cognitive disorders. Interdisciplinary, family-centered, community-based models help meet the myriad of behavioral, physical, respite and educational needs related to dementia that lie beyond the borders of one profession or setting. Traditional models of educating healthcare professionals within historical disciplinary boundaries are similarly inadequate. Education separated from other professionals and practice settings fails to promote collaboration with peers, patients, and families. Professional education is enhanced through exposure to and appreciation of the expertise provided by other disciplines. A model of interdisciplinary education in an ambulatory care neurology clinic that emphasizes shared cross-professional values and the experience of learning together will be presented. An interdisciplinary memory and Aging Care Clinic was created to address unmet needs in our community. Adapted from bestpractice models, the clinical team consists of neurologists, psychologists, nurse practitioner, social workers, liaison from the Alzheimer’s Association and nurse coordinator. Team members are passionate about interdisciplinary collaborative practice, have deep connections in the community, and serve as faculty at the Schools of Nursing and Medicine. The clinic nurtures interdisciplinary education through modeling interdisciplinary practice. Students ranging from novice through post-doctoral training in disciplines including gerontology, medicine, nursing, and psychology come to learn about memory disorders from their respective disciplines, but leave having experienced interdisciplinary education and collaborative practice through rich cross training. The approach to interdisciplinary education will be illustrated by clinical cases demonstrating team interactions. Reflections from students will illustrate experiential learning, acquisition of communication skills and understanding of the rewards and challenges of interdisciplinary practice. This educational model has potential to substantially enhance collaborative practice among future healthcare professionals.

POLICY THEME Discussion Format

‘Project CHANCE: Empowering Patients in Pioneer Square for Better Health’: Learnings from a Student-Led Interprofessional Service Learning Project Erin Abu-Rish1,2, Steve D. Erickson1,3, Nicole Kim1,4, Isabel D’Ambrosia1,5 and Nanci Murphy1,3 Institute for Healthcare Improvement (IHI) Open School-UW Chapter, 2Department of Biobehavioral Nursing and Health Systems, School of Nursing, 3Department of Pharmacy, School of Pharmacy, 4School of Medicine, 5School of Social Work University of Washington, Seattle, WA, USA 1

Background/Rationale: Interprofessional health science students from the University of Washington were awarded $10,000 from the American Pharmacists Association’s Project CHANCE (Chapters Helping Advocate for Needy Communities Everywhere) in April 2011 for their proposal to work with Seattle’s Pioneer Square Clinic. The Pioneer Square Clinic is an urban Seattle clinic serving low to no income adult patients who may be homeless. Clinic services include acute and primary care, referrals to specialty services, psychiatric care, podiatry, and nutrition services. Disease states commonly encountered include type II diabetes, hypertension, chronic obstructive pulmonary disease, asthma, substance abuse, and mental illness. This project will place particular emphasis on improving outcomes for patients with type II diabetes because this condition is highly prevalent in the population served by the Pioneer Square q 2013 Informa UK, Ltd.

212 Clinic and is particularly difficult to manage for patients who are homeless. By using a multi-tiered approach composed of patient education, community resource referral, and point-of-care problem-solving (e.g., providing medication reconciliation and procurement, helping address vision challenges in administering insulin, etc.), the student group is working to optimize patient outcomes and prevent future adverse events. Objectives: Attending this group will help participants gain a better understanding of opportunities to launch and sustain interprofessional service learning projects with local clinical partners. Group Discussion Questions: 1. How has participation in this service learning project contributed to development of interprofessional competencies among involved students? 2. What funding options are available to student groups to launch and sustain interprofessional service learning projects? 3. Can student service learning groups impact clinical outcomes? 4. What technological/social media methods can student service learning groups use to promote and share interprofessional project success?

Interprofessional Family Reviews: Interprofessional Support for Community Health Worker Roles Emily Akerson1 and Timothy Schulte2 Institute for Innovation in Health and Human Services, Affiliate faculty, Department of Nursing, College of Integrated Science and Technology, James Madison University, Harrisonburg, Virginia, USA, 2Department of Graduate Psychology, College of Integrated Science and Technology, James Madison University, Harrisonburg, VA, USA 1

Background/Rationale: Healthy Families is an evidence based national program model which provides education, resources and support for the most vulnerable first time parents through intensive home visiting. An interprofessional practice model is a successful, innovative, supportive, and cost effective way to achieve program and family goals. The risk profile for inclusion in Healthy Families matches risks for developing postpartum depression and other mental health issues. It is a voluntary, strength based program with the following goals: . Achieve positive pregnancy, maternal and child health outcomes. . Promote optimal child development. . Encourage positive parenting. . Prevent child abuse and neglect. A monthly interprofessional family review was developed to discuss families who are struggling with health or mental health concerns that complicate the home visitor’s ability to support the family. It provides the home visitor access to interprofessional practice resources that optimize health outcomes. An advance practice nurse, a clinical psychologist, and graduate level health professions students offer consultation and staff development for home visitors in family goal planning and support strategies for vulnerable families. Other professionals are invited as needed depending on the needs of the families. Objectives: . To describe an innovative interprofessional practice model that supports community health workers in providing effective, evidence based services for the most vulnerable first time parents in the community. . To explore ways to enhance quality, access and reduce the cost of interprofessional practice through innovative interprofessional model development.

Providing an Avenue to Advocate for Interprofessional Collaborative Practice Valerie Banfield1 and Ellen Bull2 Registered Nurses Professional Development Centre, Halifax, Nova Scotia, 2School of Community and Health Studies, Centennial College, Toronto, ON, Canada 1


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Background/Rationale: Interprofessional education (IPE) is recommended as a means to improve health professionals’ collaboration. However, evidence is lacking regarding the supports needed to enable healthcare providers to translate IPE into practice (Zwarenstein & Reeves, 2006; Mann, Sargeant & Hill, 2009). The Canadian Interprofessional Health Collaborative (CIHC) works with the academic community to advance IPE and collaborative practice forward in Canada. In 2009, CIHC began the Mainstream initiative with a focus of engaging the practice community in active discussions regarding how interprofessional concepts can be realized in healthcare. Healthcare providers, individuals from post-secondary colleges and individuals from Canada’s Territories were invited to engage in a teleconference to share ideas and recommendations. Individuals from a variety of disciplines throughout Canada volunteered their time to discuss interprofessional practice issues via teleconference. Following the teleconference, a survey was sent to the participants requesting that they prioritize a list of interprofessional practice needs. After priority needs were identified, twenty-one mainstream participants participated in an online asynchronous forum to determine how to address these needs. Lessons learned and recommendations from the group will be shared within the discussion. Objectives: . Review the goals, process and outcomes of Mainstream. . Share experiences and views in building successful collaborative projects in the practice setting. . Compare lessons learned and recommendations between Mainstream and the workshop participants. Discussion Questions: 1. After reviewing the priority list that was initially identified by the Mainstream participants, what do you perceive are the gaps (if any)? 2. What challenges have you experienced implementing collaborative interprofessional care (IPC) projects in the practice setting? 3. What supports (policy, infrastructure, resources, education) would help facilitate the success of collaboration within the practice setting? 4. What recommendations do you suggest to promote future IPC collaborations within practice settings?

New Ways of Thinking and Relating for Interprofessional Healthcare Transformation Tracy A. Christopherson and Michelle R. Troseth Elsevier CPM Resource Center, Grand Rapids, MI, USA

Background/Rationale: In today’s healthcare environment leaders and clinicians are being called to critically evaluate systems and infrastructures to ensure the delivery of services that are safe, effective, patient-centered, and evidence-based. Interprofessional collaboration has been identified as one approach to healthcare transformation. In academic and practice settings great strides are being made to advance and support interprofessional education and collaboration, however, regulatory, accreditation and policy making bodies often lag behind in understanding and supporting these initiatives. This makes it difficult to fully implement or sustain interprofessional collaboration initiatives. The healthcare system is fraught with fragmentation and variation because there is a gap between the entities that make up the system. The development of new ways of thinking and relating, along with new tools and processes are required if we are going to achieve sustainable interprofessional collaboration and healthcare transformation. The purpose of this discussion group is to identify key leverage points, tools and infrastructures in today’s healthcare environment that will invite a collaborative approach to sustainable interprofessional collaboration and healthcare transformation. We invite policy makers, educators, regulators, reimbursement experts along with healthcare leaders and clinicians to join us as we identify the actions necessary to bridge the gaps between these entities. Objectives: . Describe the nature of the gap between academic settings, practice settings and oversight bodies. . Identify tools, processes and infrastructures that can aid in bridging the gap between the healthcare entities. Group Discussion Questions: 1. What types of partnerships are necessary to achieve sustainable interprofessional collaboration and healthcare transformation? 2. If we were to use a systems thinking approach to bridge the gap between the healthcare entities what would it look like? 3. Are there any infrastructures in place today that can be leveraged to support a global, collaborative approach to interprofessional collaboration? q 2013 Informa UK, Ltd.

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A Spoonful of Sugar: Essentials of Interprofessional Leadership for Leveraging the Provincial Diabetes Strategy through Sustaining the RoadMap for Co-creating Interprofessional Models of Care Giancarla Curto-Correia and Jeff Dionne Ambulatory Care Clinic, Cardio-Respiratory Services, St. Joseph’s Health Centre, Toronto, ON, Canada

Background/Rationale: Traditionally, leaders were defined as those who direct others toward a common goal and elicit commitment (Porter-O’Grady et al., 2006). The platform for interprofessional leadership is one where the clinician and leader relationship is horizontal, relational, and situational (Anonson et al., 2009) St. Joseph’s Health Centre (SJHC, Toronto) defines interprofessional practice as intentional and collaborative. Interprofessional leaders must challenge processes to seek out opportunities that enable collaboration while inspiring a shared vision. As a stratified system, engagement must occur at all levels of an organization to guide and sustain the cultural change of interprofessional practice. At SJHC (Toronto), our focus was to enhance the capacity for interprofessional practice by utilizing existing resources. The aim of this initiative was: Could we reproduce and expand previous interprofessional initiatives to demonstrate a visible and significant change in the patient care experience? “A Roadmap for Co-creating Interprofessional Models of Care” toolkit was previously piloted within the Assertive Interprofessional Respiratory Team. Within a quality framework, this toolkit was utilized to help facilitate functional changes of the Diabetes Education Team. The focus of the leadership team was on changing clinician behaviours and competencies while fostering improved patient self-management strategies. Sustainability of this innovative process requires leadership investment and intentional focus to progressively enhance collaboration within the organization. In addition, part of the impetus for moving this initiative forward was the leveraging of the provincial Diabetes Strategy to improve access to care for patients. Objectives: By the end of the discussion the participant will: . Experience the journey of the Diabetes Education Team through the Roadmap for Co-creating Interprofessional Models of Care and how leadership enabled the team’s success. . Identify essential leadership strategies that guide changes amongst interprofessional teams. . Explore opportunities for change within the organizational infrastructure by discussing existing provincial initiatives and recent successes within the organization. Questions for Discussion: 1. What are some key leader qualities that enable interprofessional practice within an organization? 2. How can leaders help sustain and enable interprofessional teams to optimize scope of practice for their clinicians? 3. How as leaders can we evaluate if interprofessional practice has had a positive impact on the patient care experience?

Creating Interprofessional Education Partnerships Across Institutions Heather A. Davidson1, Bonnie M. Miller2, Paige S. Akers3, Rebecca M. Moore4 and Linda D. Norman5 Office of Teaching and Learning in Medicine, School of Medicine, 2Office of Undergraduate Medical Education, School of Medicine, 3Department of Pharmacy Practice, College of Pharmacy and Health Sciences, Lipscomb University, Nashville TN, 4 Social Work Program, College of Arts and Sciences, Tennessee State University, Nashville, TN, 5Graduate Nursing Program, School of Nursing, Vanderbilt University, Nashville, TN 1

Background/Rationale: Many interprofessional education programs are developed within institutions, utilizing only the professional schools included in the parent university. This model can be very limiting for other universities that have just a few health professions schools. In 2010, Vanderbilt University Schools of Medicine and Nursing in partnership with Lipscomb University College of Pharmacy, Belmont University School of Pharmacy and Tennessee State University Social Work Program launched a pilot program that places interprofessional student teams in a longitudinal clinic and classroom experience. To achieve this partnership required years of planning, a Josiah Macy Jr. grant, leadership support, strategic organizational design and calendaring, ongoing respectful communication, and a bit of lucky timing. Potentially most important, there is a strong culture of continual feedback to creatively find solutions for emerging challenges. The purpose of this panel will be to facilitate a focused discussion on the Institutional level and logistical factors that contribute (and challenge) the launch of an inter-institutional educational program. Participants will be Journal of Interprofessional Care

215 encouraged to discuss their experiences creating educational programs and share successful strategies and unforeseen barriers. At the end of the session, participants will: a) have greater knowledge of organizational strategies for creating IPE programs across institutions; b) identify common challenges and how to incorporate their solutions into planning; and c) have a better understanding of professional level requirements including accreditation standards that require certain programmatic elements. Discussion Questions: 1. How should you design an organizational structure that will support a multi-institutional IPE program? What elements must be addressed in a strategic plan? 2. How can differing supervision requirements be accommodated in the clinic setting? 3. What effective strategies help solve the “calendar” challenge? 4. How can differing student assessment and grading systems be accommodated? 5. How can external funding, research and scholarship opportunities and program evaluation systems be shared?

Development and Implementation of a Longitudinal, Interprofessional Curriculum at the Anschutz Medical Campus Mark A. Earnest1, Lynne Yancey2, Gwyn Barley3, Jason Williams4, Deidre Houston-Magee5 and Holly G. Hamilton6 General Internal Medicine, University of Colorado Denver - Anschutz Medical Campus, Aurora, CO, 2Department of Emergency Medicine, University of Colorado Denver - AMC, Aurora, CO, 3Centre for Advancing Professional Excellence, University of Colorado Denver AMC, Aurora, CO, 4Department of Psychiatry, School of Medicine, University of Colorado Denver - AMC, Aurora, CO, 5AHEC, University of Colorado Denver - AMC, Aurora, CO, 6REACH Program - VCHA, University of Colorado, Denver - AMC, Aurora, CO, USA 1

Background/Rationale: REACH is a longitudinal, integrated, interprofessional curriculum involving all health profession students on the Anschutz Medical Campus of the University of Colorado. The project will establish, teach, and evaluate campus-wide student competencies in teamwork, collaborative interprofessional practice, and quality and safety with a particular focus on vulnerable and underserved populations. Methods: The project has four components required of all health professions students and two co-curricular elements: . The Health Mentors Program groups first year students into IP teams of 5 –6 for a two-year longitudinal experience with a Health Mentor (community member with a disability or chronic illness). . Student IP teams maintain continuity in the Interprofessional Ethics Course for first and second year students. . The Clinical Transformations Program trains students in the Team STEPPS clinical communication model with skills consolidation through interprofessional simulation scenarios. . The Clinical Rotations Program provides authentic experiential learning for students in interprofessional collaborative clinical care or practice improvement. Co-curricular Elements: 1. Student Academic Communities are student-led, theme-based, interprofessional interest groups which foster professional development and interdisciplinary interaction across the campus. 2. eCommons is an online portal that supports all IPE activities and facilitates the work of interprofessional student teams by creating a virtual teamwork space – accommodating common documents, schedules, content delivery, social networking, and centralized access to common resources. Results: All program components except Ethics are currently in pilot phases and will become required coursework for all students on campus within 18 months. The evaluation model will integrate multiple data sources to monitor the acquisition of interprofessional knowledge, skills and attitudes of students longitudinally. Conclusions: There has been a high level of student interest and faculty support for the curriculum. Challenges include recruitment of clinical interprofessional practice sites, and scheduling of learning activities to fit the specific requirements of six different professional degree programs.


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Interprofessional Professionalism Collaborative: Milestones in the Journey Jody S. Frost1, Shilpa Register2, W. David Brunson3, Dana P. Hammer4 and Jennifer Athay5 American Physical Therapy Association, 2Ohio State University, College of Optometry, 3American Dental Education Association, Columbus, OH, 4Washington University, School of Pharmacy, 5American Association of Colleges of Pharmacy, Seattle, WA, USA 1

Background/Rationale: In 2006, representatives of 7 US national professional and educational organizations convened to explore the concept of a professionalism that could transcend and bridge the healthcare professions. Initially, the purpose was to identify or develop public-domain educational and assessment tools to promote professionalism. Many parallel, overlapping efforts to support professionalism within professions existed, but little work had been done to develop a professionalism framework across professions. Today this group, known as the Interprofessional Professionalism Collaborative (IPC), consists of 12 organizations representing 11 doctoral health professions and one assessment organization: Optometry, Dentistry, Psychology, Veterinary Medicine, Pharmacy, Physical Therapy, Audiology, Nursing, Allopathic, Osteopathic, and Internal Medicine. The IPC is working toward the development of a toolkit including teaching materials, assessment tools based on observable behaviors targeted at the level of entry into the health professions, and links to other resources through the IPC website. Objectives: . Explore the Interprofessional Professionalism Collaborative (IPC) and the concept of interprofessional professionalism. . Provide the participant with access to resources associated with the IPC. . Discuss the development of the interprofessional professionalism assessment (IPA). . Examine interprofessional professionalism behaviors within the IPA. . Describe the IPA research development plan to include content expert reviews, cognitive interviews, and research methodologies. . Explore future research questions related to IPA. Questions: 1. How does interprofessional professionalism affect your current perceptions of interprofessional education? 2. In your setting, how would you use these interprofessional professionalism behaviors? 3. Do you assess any of these interprofessional professionalism behaviors in your environment? If yes, how? Could the IPA be of value? 4. How could the IPA begin to shape interprofessional education policy and culture? 5. In preparing for the field study, is your setting one in which this could be tested?

The Role of the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) in Interprofessional Education: The Jefferson Experience Marcia Levinson1 and Nethra Ankam2 Department of Physical Therapy, Jefferson School of Health Professions, 2Department of Rehabilitation Medicine, Jefferson Medical College Thomas Jefferson University, Philadelphia, PA, USA 1

Background/Rationale: Evidence strongly suggests that Interprofessional Education is facilitated by the use of a common language and conceptual framework that overrides individual disciplines. The World Health Organization’s International Classification of Functioning, Disability and Health (ICF) provides a framework for understanding individuals’ health as multidimensional while providing a common language. The goal of the Health Mentors Program (HMP), a two year interprofessional program for all students at Thomas Jefferson University, is to teach students collaborating in interprofessional teams to value patient-centered care in the setting of chronic disease. Concepts described by ICF were not explicit in the HMP, and anecdotally, students were not appreciating the complexities of cases, often feeling that their mentors were not ill. Appreciating a need for adding a biopsychosocial view of the Journal of Interprofessional Care

217 mentor’s health issues and to have a common language, the ICF was interwoven among four modular activities: interprofessional health/life history, formulation of a wellness plan, home safety visit, and gathering a medication history. Objectives: At the end of the session, participants will be able to: . Discuss the multidimensional aspects of the ICF framework . Integrate ICF concepts to illuminate the care of people with chronic conditions in an interprofessional setting . Relate one teaching strategy to incorporate ICF in an interprofessional curriculum . Develop ideas of how to measure the impact of teaching the ICF to students. Questions: 1. How does the ICF make implicit biopsychosocial concepts explicit? What is the value of this to interprofessional education and care? 2. What are the challenges in implementing a common language such as the ICF? 3. Can we measure meaningful change in perceptions of students in terms of their view of patients after using ICF approach? 4. Is health service delivery improved after education with ICF? How do we measure this expectation?

Creating Healthy Environments: Integrating Architects and Designers in Interprofessional Education James Shraiky1, Gerri Lamb2, Josh Schoonover1, Daniel Cheetham1 and Josh Chuzi1,2 Herberger Institute for Design and the Arts, 2College of Nursing and Health Innovation; Arizona State University, Phoenix, AZ, USA 1

Background/Rationale: Effective teamwork is the foundation for achieving quality and safety goals in healthcare today. In a recent presentation, Donald Berwick, the director for the Centers for Medicare and Medicaid Services announced, “teamwork is no longer elective.” Healthcare professionals, including doctors and nurses, have only begun to look around at all of the other actors who may contribute to improved healthcare outcomes. Largely overlooked are the architects and designers who create the environments in which healthcare is experienced and delivered. Healthcare professionals have little experience working with designers and little knowledge of the factors that influence their thinking and designs for healthcare environments. Healthcare designers typically have limited contact with the providers whose work and outcomes their designs influence. Interestingly, as the sciences of evidence-based practice and evidence based design are growing, they have few points of intersection. Practice guidelines rarely incorporate physical design features and evidence-based physical design guidelines have yet to consistently consider their interplay with how practitioners think and work. The opportunities to integrate healthcare and design knowledge are enormous. In this session, faculty and students from an interprofessional healthcare design program discuss ways to bring healthcare and design students and practitioners together for collaborative problem-solving and innovation. Objectives: . Identify classroom and studio projects that foster integration of healthcare and design knowledge in student teams. . Compare teaching/learning strategies for collaborative problem-solving between healthcare and design and architecture students. Questions for Group Discussion: 1. What collaborative learning experiences do healthcare and design students find most valuable? 2. What do students and faculty think they need to know about the other professions to work effectively together? 3. What teaching strategies are more or less effective? 4. What are the major challenges/obstacles for bringing healthcare and design students together? What are some solutions to these challenges?

Facilitating Interprofessional Medication Management through the Patient Safety and Clinical Pharmacy Services Collaborative Todd D. Sorensen1, Mark Loafman2 and Buzz Kerr3 University of Minnesota, Minneapolis, MN, USA, 2School of Medicine, Northwestern University, Evanston, IL, USA, 3American Association of Colleges of Pharmacy, Alexandria, VA, USA 1


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Background/Rationale: The Patient Safety & Clinical Pharmacy Services Collaborative (PSPC) is a breakthrough effort to improve the quality of healthcare by integrating evidence-based clinical pharmacy services into the care and management of patients with chronic diseases. The PSPC relies on a proven instructional framework developed by the Institute for Healthcare Improvement (IHI) focused on defining and disseminating leading practices from high performing organizations that have achieved outstanding results. Over 130 community-based teams representing over 300 partnering provider organizations are currently participating in the PSPC. The work of the PSPC is supporting the development of interprofessional collaboration around medication use within healthcare institutions. Teams participating in the PSPC are comprised of physicians, nurses, pharmacists and healthcare administrators. Performance improvement initiatives are enhancing care systems that support medication safety and quality outcomes in a variety of chronic conditions. Over 50 health professions programs are actively involved in the PSPC; however the vast majority are schools of pharmacy. A goal is to support growth of interprofessional collaboration focused on medication use through expanding the diversity of health professions learners engaged in the PSPC. Objectives: . Understand the role and impact of the Patient Safety and Clinical Pharmacy Services Collaborative in facilitating performance improvement in medication use through interprofessional care. . Consider how the IHI Model for Breakthrough Performance Improvement can serve as a vehicle for interprofessional practice and education. Questions for group discussion: 1. How should we prepare health professions graduates to successfully engage performance improvement within an interprofessional team? 2. What are the key elements of effective academic-practice partnerships that model interprofessional practice and teach core principles of collaborative performance improvement? 3. How can HRSA’s Patient Safety and Clinical Pharmacy Collaborative support interprofessional education?


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