BUILDING ORGANIZATIONAL CAPACITY FOR IPE: THE MEDICAL UNIVERSITY OF SOUTH

Transcription

1 BUILDING ORGANIZATIONAL CAPACITY FOR IPE: THE MEDICAL UNIVERSITY OF SOUTH CAROLINA (MUSC) EXAMPLE Amy V. Blue, PhD Assistant Provost for Education Director, Creating Collaborative Care Professor, Family Medicine

2 Session Outline Background about the organization Institutional purpose p for IPE/IPCP Governance, structure and infrastructure for IPE Plii Policies and processes to support IPE Communication and information sharing Strategies for culture change The future

3 Take Home Points A plan in place to guide work development Top down and grass roots involvement Centralized infrastructure provides oversight, coordination, and support Faculty development is needed Pilot and expand efforts

4 Institutional Background

5 MUSC Includes 6 colleges: Dentistry Graduate Studies Health Professions (CVP, MHA, NA OT, PA, PT) Medicine Nursing Pharmacy

6 Background Total student enrollment: 2500 students Own our clinical services; VA hospital on campus Strong research emphasis and growth/ctsa award

7 Institutional Purpose for IPE/IPCP

8 Institutional Purpose for IPE Recognition by key leaders that an IP team approach would improve health care and desire to provide this for students Elective experiences for students during the 1990s Presidential Scholars Program established in 2001 as a co-curricular IPE experience for selected students Interprofessional day for all 1 st year students in 2006; expanded to 2 nd year students

9 The Tipping Point for Purpose Quality Enhancement Plan (QEP) required for reaffirmation of accreditation by the Southern Association of Colleges and Schools (SACS) University-wide 10-year plan tied to the institution s mission to enhance student learning

10 Creating Collaborative Care (C3) A plan to promote an institutional culture, learning environment, and infrastructure that enhances MUSC graduates abilities to participate as effective team members in interprofessional collaborative health care delivery or research.

11 C3 Goals Students will: 1. acquire teamwork competencies 2. acquire knowledge, values and beliefs of health professions different from their own profession 3. apply their teamwork competencies in a collaborative interprofessional i learning context t 4. demonstrate their teamwork competencies in a collaborative interprofessional health h care delivery or translational research context

12 Conceptual Foundation

13 Implementation Framework Curricular Extracurricular Faculty development Healthcare simulation

14 Governance, Structure and If Infrastructure t for IPE

15 Governance and Structure Associate Provost for Education and Student Life External Advisory Board C3 Advisory Council (Dean s Council) C3 Director/Office Domain Leaders C3 Implementation Committee Domain leaders Assessment team members College representatives Student representatives Domain Committees Student Advisory Board

16 Infrastructure Formal C3 Office (centrally supported) Director Program Coordinator Faculty leaders (partial effort) Committee Structures Sb Subcommittees and task forces Individual faculty efforts

17 Policies and Processes to Support IPE

18 Use of Existing Policies Final approval by deans and provost for activity implementation Required IPE course for students, IPE student fellowship, etc University regulations regarding g course designation Established IP course designation; processes for notification to Enrollment Management

19 Need for New Institutional Policies Promotion and tenure language to recognize faculty engagement in IP work IP Course approval process In concurrence with university yp processes; approved through C3 Implementation committee Student professionalism/academic issues within IP activities In collaboration with college associate deans

20 Policies to Guide IPE Work CAIPE definition of IPE a criteria IP course approval Institutional conceptual foundation for IP learning IPE student fellowship; IP Faculty Development Institute Institutional IP Learning Goals Gidd Guided implementation i timeline Our QEP (and SACS compliance)

21 Processes for Our Work IP Learning Activity Development Any committee/task force must be interprofessional Collaboration is key (model what we preach) Balance between centralized support and college/faculty initiative Office administers required IP course, IP Day Individual faculty who administer an activity/course

22 Example: Required IP 710 Course Developed from C3 curricular domain Planning group Leaders met with associate deans regarding content needs and course delivery; process for course approval within colleges/programs C3 Office provided support Presented to deans for approval Course piloted and phased in implementation

23 Example: SIRE activity Simulated Interprofessional Rounding Experience Students work in IP teams to manage acute patient Developed from C3 healthcare simulation domain Interested faculty partnered to develop experience Selected groups of students participated; expanding participation requirement participation requirement

24 Communication and Information Sharing

25 With Key Stakeholders Faculty Senate Faculty ygroups (colleges,,program directors, curriculum committees) Deans Council University President (who communicates to constituent t groups as well)

26 Across Campus Students Serve as change agents; develop own activities Faculty Faculty development Surveys to faculty IP list lit serve for interested it td individuals idiid

27 IPE Faculty Development Institute Purpose to develop advanced IP team building skills; IP Collaborative Practice competencies Inclusive of all faculty and staff (clinicians, researchers, educators) 6 afternoon sessions once a month; project work Expands cadre of individuals idiid engaged in work

28 Strategies for Culture Change

29 Culture Change Strategies Leadership commitment Grass-roots faculty engagement g Centralization of coordination/support Presence of a general plan (and mandate) Attention to faculty development Pilot and learn philosophy Patience

30 Ineffective Strategies The we have to approach Ignoring g needs/cultures of colleges Thinking IPE has to be only about new and faculty time consuming activities Assuming all the professions need to learn together in all activities iti all the time

31 Indicators of a shifting culture MUSC Excellence Program Metrics associated with IPE University Strategic Plan Interprofessional/Interdisciplinary theme Builds further change in all university missions RFP for IP projects; IP metrics and outcomes

32 The Future

33 The Now and Future IP informs many long-term planning goals for colleges and programs Expansion of purposeful IP interactions in students clinical and research settings Effort toward increased IP collaborative care within healthcare system Continued emphasis on translational research Examination of outcomes

34 Conclusion and Summary

35 The Take Home Points Again A plan to guide the work Provides purpose and direction Top down and grass roots involvement Leadership commitment and faculty engagement Centralized infrastructure P id di i f Provides coordination across programs, support for faculty efforts, oversight of policies and processes

36 Take Home Points cont. Faculty development is needed Promotes the purpose and furthers faculty engagement Pilot and expand efforts See what works; add learners as feasible Have fun!

37 MUSC IPE Publications White A, Kern D, Blue A, Buff S, Hewett M, King M, Shrader S, Warren E. Creating Interprofessional Teams. Academic Exchange Quarterly. 2008; 12(1): Ragucci KR, Steyer T, Wager KA, West VT, Zoller JS. The Presidential Scholars Program at the Medical University of South Carolina: An extracurricular approach to interprofessional education. Journal of Interprofessional Care 2009;23(2): Shrader S, Thompson A, Gonsalves W. Assessing student attitudes as a result of participating in an interprofessional healthcare elective associated with a student-run free clinic. Journal of Research in Interprofessional Education and Practice. 2010;1.3: Available from: Blue AV, Mitcham M, Smith T, Raymond J, Greenberg R. Changing the Future of Health Professions by Embedding Interprofessional Education Within an Academic Health Center. Academic Medicine. 2010;85(8): Blue AV, Charles L, Howell D, Koutalos Y, Mitcham M, Nappi J, Zoller J. Introducing Students to Patient Safety Through an Online Interprofessional Course. Advances in Medical Education and Practice. 2010; 1: Available from: Shrader S, McRae L, King WM, Kern D. A simulated interprofessional rounding experience in a clinical assessment course. American Journal of Pharmaceutical Education. 2011;75:1-8. Hall PD, Zoller JS, West VT, Lancaster CJ, Blue AV. A Novel Approach to Interprofessional Education: Interprofessional Day, the Four-Year Experience at the Medical University of South Carolina. Journal of Research in Interprofessional Education and Practice. 2011;2.1: Available from: Gebregziabher M, Miller P, Psenka T, Rehman S, Zoller J, Blue A. Interprofessional Team Practices, Attitudes, and Educational Experiences of Medical University Faculty. The Journal of the South Carolina Medical Association. 2011; 107(Supplement 1): Buff SM, Gibbs PY, Oubre OL, Arial JC, Blue AV, Greenberg RA. Junior Doctors of Health: An interprofessional service-learning project addressing childhood obesity and encouraging health care career choices. Journal of Allied Health. Fall 2011

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