WVU Health Sciences Center Strategic Plan for Interprofessional Education

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1 Introduction: The Strategic Planning Committee for Interprofessional Education (IPE) was formed in Mid-May 2010 and met every 1-2 weeks through the summer. The active members (listed below) included faculty representatives from all health science professional schools as well as the nursing administration and the education departments from WVUH. Students from the schools of nursing, medicine, and pharmacy were active members giving the committee diversity and input from all schools at different levels. Another strong point in our group was that several members were serving on other strategic planning committees so the common elements could be addressed and overlapping areas developed. We concurred that areas of Community Outreach and Faculty Development are needed to support IPE. We are sure that as the common threads are seen there will be more relationships among the committees. We would like to thank the Interprofessional Education Interest Group of the Academy of Excellence in Teaching and Learning headed by Christina DeBiase. This group has been organized and working for the past 1+ years and was instrumental in guiding our path by sharing the objectives the group had come up with as well as the group s ideas to date. This IPE committee saw its job as developing a goal for HSC-IPE in concordance with the vision and mission of WVU and the WVU-HSC, refining the objectives and recommending strategies to reach the objectives, and finally assessing possible ways to evaluate the changes introduced. The objectives were structured into three main areas: Assessment, Development and Implementation, and Evaluation. Along with the goal and objectives, we developed a survey tool as a guide to use in assessing IPE. The survey was tailored for distribution campus wide to administration, students, WVUH staff and GME residents. We propose this type of survey can be used to evaluate IPE development along with student interprofessional experience evaluations. We also included a literature review that can be used as the Initiative is developed and more curricula include IPE. Our committee believes that IPE at the WVU HSC is a new concept not addressed in previous strategic plans. The variety of professional schools in Morgantown and statewide campuses make the idea of IPE a perfect fit. Nationally and internationally there are developments in IPE in healthcare professions because of the potential impact on the effective and safe delivery of patient care. The following report respectfully submitted by committee members: Gail C. VanVoorhis (Chair), Melvin Wright (Co-Chair), Elizabeth Baldwin, Charlotte Bennett, Joy Buck, Christina DeBiase, Kelly Earls, Betsy Elswick, Mary Fanning, Mitch Finkel, Clark Hansbarger, Evelyn Klocke, Jennifer Mallow, Kim McCourt, Barbara Nightengale, Jill Rotruck, Elizabeth Shelton, Alcinda Shockey, Mary Stamatakis, Traci Tannehill, Ralph Utzman, Mary Warden, TJ Weimerskirch, and David Wilks (Please see attached table of areas where members work or are students) 1

2 Health Sciences Center Strategic Planning Committee Recommendations for Interprofessional Education Objectives and Implementation Strategies Interprofessional education (IPE) involves educators and learners from 2 or more health professions and their foundational disciplines that jointly create and foster a collaborative learning environment. The goal of these efforts is to develop knowledge, skills and attitudes that result in positive interprofessional team behaviors, mutual respect, and competence leading to a higher quality of education that ultimately improves patient care and outcomes. Team-based, patient-centered care is critical to meeting the future health care needs of the public. Interprofessional education should be incorporated throughout the entire healthcare curriculum in a vertically and horizontally integrated fashion. To better lead, examine, and develop Interprofessional education at WVU this strategic planning committee along with the Interprofessional Education Interest Group of the Academy of Excellence in Teaching and Learning recommends the following: GOAL: To develop/create an Initiative for InterProfessional Education at West Virginia University Health Sciences Center that will allow health science students to integrate biomedical science content with clinical science applications in interprofessional teams. Develop and implement an Initiative to lead Interprofessional Education in HSC o This committee recommends the IPE Initiative be directed by a person with doctoral preparation in education hired as the director and members will include faculty and students representing the health science professional schools. Faculty should be involved in their schools curricular plans and changes. o New educational offerings in each of the HSC schools should be presented to the Initiative to give recommendations for IPE opportunities. o IPE activities will be coordinated and extend to staff in the clinical partners and GME residents. o The Initiative for IPE members will be responsible for development of a website where faculty, students, and clinical partners can be involved in the development and implementation. o The Initiative will be accountable for implementing the following objectives. 2

3 Objective 1: Assess the present state of IPE by a needs, feasibility, and barrier study within the first few months of the initiative s origin. Strategies: We suggest the use of a survey to all WVU-HSC Academic Deans and Chairs of Curricular committees, faculty and students, as well as to the clinical partners used by WVU in our educational endeavors. This survey would include all campuses. o Assess the knowledge of IPE educational strategies. o Review and evaluate the curriculum where IPE is already in place. o Identify the areas where IPE would enhance the learning objectives. o Appraise perceived barriers to the IPE educational techniques. o Identify and implement strategies to overcome the barriers The strategic planning committee has developed and attached questions for the survey to this report. We see this as a first step for the initiative. Objective 2: Develop and implement an innovative curriculum for Interprofessional teaching and education at West Virginia University Health Sciences Center and at our clinical partners. Initiate faculty development based on the assessment survey, to broaden faculty perception, knowledge, and attitudes toward the educational culture that includes IPE. Implement curriculum to include the following core concepts: o Healthcare literacy o Professionalism o Collaboration/teamwork among the health science professions o Effective intra- and interdisciplinary communication o An appreciation for others role as a member of the healthcare team o Politics and ethics pertinent to healthcare professionals o Outreach and community issues involving healthcare professionals o Cultural diversity and sensitivity in caring for clients in WV and throughout the world o Use of interprofessional teams in research Organize a 1 or 2 credit hour/semester seminar class taught to all students by faculty from the various Health Sciences Schools. This class will be taught in small groups and include the topics already mentioned in this section. The position of the class in the curriculum of each school and the duration of the class would be determined by the Initiative. Other topics to be addressed in this class would be: o Patient rights and responsibilities o Genetics o Physical assessment 3

4 o Healthcare literacy & healthcare system literacy o Legal and ethical issues o Malpractice issues o Standards of care o Economics of healthcare o Current local, state, & federal policy in healthcare o Medicare, Medicaid, and health insurance issues o Ancillary services and personnel o Oral health o End-of-life and palliative care o Introductory statistics for healthcare providers o Vocabulary terms for each of the disciplines o Self-care for the healthcare provider o Caring for the caregivers (patient s family, support person, etc) o Teamwork Simulation education will be used to teach the clinical aspects of all of the core concepts. Examples would include: o Integration of professional students in CPR, ACLS, etc. classes o Use of simulation in problem based learning where a case study would culminate in a scenario that allows a hands-on practice caring for the patient in an interprofessional team model o Mock code simulation in teams o Poverty simulations o Pharmacology in action o IPE and competency assessment Implement the IPE concepts in clinical rotations. Examples include: o Shadowing to include experiences with those of other professions o Patient rounds with students from each of the professions represented o Post-shift team conferences o Credit given for attending and participating in Grand Rounds presented by other professions o Rural rotation IDS groups would present capstone projects together o IP groups would be designed to attend state and local health fairs, and other school and community based events to screen, educate, and improve health issues for the people of WV o IP orientation classes for new hires in the clinical partner sites. Mentors would be educated to stress teamwork and communication. 4

5 IPE integrated in the didactic classes for all HSC students. o Use of faculty from other disciplines to teach classes when applicable o Assignments that allow discovery of roles in all professions. o Basic science classes taught with diverse professional students and instructors Pharmacology Biochemistry Physiology o Identify elective courses that could be offered in an IPE approach Rural Health Education Partnership to include: o Continued and improved rural health education o IPE specific training and oversight of the preceptors o Focus training on Interdisciplinary Sessions to foster a better experience with all professional students in that geographic area Service Learning Project Guidelines: o Credit (1 hour) can be given for semester long projects that address healthcare needs of the people of WV. These projects would consist of interprofessional groups of 4-5 people as a team. Objective 3: Evaluate the outcomes of IPE and reassess the needs and barriers. Using the student evaluations of HSC classes and employee evaluations from Clinical Partner institutions IPE, both didactic and clinical data will be collated and discussed by the Initiative team to reevaluate the core competencies and student comfort levels in these areas. The IPE survey used in the beginning of this project could be given again to discern the changes in educational techniques, IPE understanding, and professional attitudes. Ongoing evaluation and further integration of IPE is imperative. 5

6 Committee members with information: Name VanVoorhis, Gail (Chair) Wright, Mel (Co-Chair) McCourt, Kim (secretary) Baldwin, Elizabeth Bennett, Charlotte Buck, Joy DeBiase, Christina Earls, Kelly Elswick, Betsy Fanning, Mary Finkel, Mitch Hansbarger, Clark Klocke, Evelyn Mallow, Jennifer Nightengale, Barbara Rotruck, Jill Department/Title SON- Assistant Professor/Director of Simulation SOM-Pediatrics Assistant Professor SON-Special Programs UHA- APN Neurosurgery WVUH- VP Human Resources SON Associate Professor SOD-Professor/Associate Dean SOP- Student SOP Clinical Assoc. Professor WVUH Nursing Director SOM-Cardiology Professor SOM-WVU Charleston Associate VP SON- WVUIT SON- Clinical Track Instructor SOM-APN-Pediatric Instructor SOM- Student SON- Associate Dean, Undergraduate Shelton, Elisabeth N. Academic Affairs Shockey, Alcinda SOD-Dental Hygiene Clinical Instructor Stamatakis, Mary SOP-Assistant Dean Tannehill, Traci L SON- RN, Graduate Student SOM-Physical Therapy, Associate Utzman, Ralph Professor Warden, Mary SOM-Assistant Professor Weimerskirch, TJ SON- UG Student & RN summer 2010 SOM- Curriculum Committee/ Wilks, David Department of Anesthesia 6