Indiana University - 2019 ASAHP IP Awardee

IU graduates most of health science, medical, public health, and social work professionals in Indiana. Hence, the reach and impact of curricular transformation across these schools on 8 campuses is truly state-wide enterprise. In 2013, IU faculty leaders released a concept paper calling for the development of the IU Interprofessional Practice and Education Center (IU IPE Center); approved in 2014, the center brings together faculty, students and communities to implement, integrate and evaluate interprofessional education programs and innovative team practice models. The purpose of the IU IPE Center is to provide prepare the future healthcare workforce for interprofessional collaboration and teamwork. Working strategically with academic, practice, and community partners, it plays a significant role in defining Indiana’s future health and healthcare outcomes. More than 10,000 learners, faculty, staff, clinical practitioners, and community members work together each year through education, practice, service, community outreach, leadership development, and scholarship. Together, our goal is to improve the experience of care for providers and patients/clients, improve the overall health of populations, and reduce per capita cost while forming an active learning community that uses around team care to help support the well-being of healthcare students, faculty, and practitioners.

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Texas Tech University Health Sciences Center - 2018 ASAHP IP Awardee

Dawndra Sechrist and Renee Bogschutz

Interprofessional practice and education (IPE) is a powerful tool to establish links between the education system and the health care delivery system. As a leader in health care education, Texas Tech University Health Sciences Center’s (TTUHSC) overarching goal for IPE is to inspire and transform future healthcare professionals through collaborative learning of interprofessional methods in student education, faculty development, and preceptor training. Classroom instruction alone is not enough is to prepare all learners for deliberately and collaboratively working together to reach the goal of high quality patient-centered care. To this end, we implemented an institutional IPE Core Curriculum. The IPE Core Curriculum is composed of two components including successful completion of a non-credit online course and successful participation in at least one registered IPE learning activity. Additionally, multiple academic programs require that students participate in more than one registered activity based on accreditation and curricular standards. Currently, TTUHSC has 59 registered IPE learning activities, which are offered across schools and campuses, including distance education environments. The number and diversity of registered IPE learning experiences ensure that our learners will be able to work effectively in teams, as we educate them in learning environments where the model is interprofessional collaborative care.

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Seton Hall University - 2020 ASAHP IP Awardee

Seton Hall University, School of Health and Medical Sciences Center for IPE (SHMS CIEHS IPE), guided by adult learning theory, employs structured immersion experiences to promote a culture of professional discourse and reflection essential to attain a cohesive, collaborative person-centered plan of care. The Center’s “journey of professional transformation” model has embedded IPE experiences longitudinally over a 2-year period into our professional program curricula. Using this incremental progression, rather than an “add-on” or "one and done" experience approach, provides the continuous development of interprofessional competence by students as part of the overall learning process. The SHMS CIEHS IPE initiatives represent a school-wide curricular experience which includes participation in 9 diverse but interrelated IPE learning experiences; 5 Core Signature IPE Experiences and 4 Online Asynchronous Learning Modules. Our intention is that our IPE experiences support student individual growth in what many perceive as "soft skills" -teamwork, communication, collaboration, and the appreciation of the diverse roles and responsibilities across health professions. This presentation will provide an overview of the SHMS CIEHS IPE Journey of Professional Transformation and offer data supporting its effectiveness in promoting the soft skills needed by all health care professionals seeking to promote person-centered care.

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Exploring Perceptions and Experiences of Cultural Competence in a Short-Term Study Abroad Course

Ireliam Guadalupe (Florida Gulf Coast University); Sarah Manspeaker (Duquesne University)

Issue to be addressed: Cultural competence (CC) is a set of behaviors, attitudes, and policies that enable a healthcare system to function effectively in transcultural interactions. Development of CC is critical in treating diverse patient populations to minimize healthcare disparities. Immersive study abroad experiences may offer cultural experiences to develop CC.

Method: Multistage mixed-methods design.CC scores were collected from 12 students enrolled in a study abroad course using a validated instrument. Perceptions of CC were collected via interviews and analyzed qualitatively using constant comparative analysis.

Outcome: Students increased CC scores from pre-survey to post-survey. Themes for perceptions of CC were identified as:1) patient-centered care,2) expansion of cultural perspective, and 3) peer collaboration during clinical encounters.Conclusions: Students demonstrated an increase in CC levels following a study abroad course. Results support that culturally authentic clinical experiences expand students’ cultural perspectives and subsequently may better prepare them to care for diverse patient populations while positively impacting inequities and healthcare disparities.

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The A.B.L.E. Model for Enhancing Diversity, Equity, and Inclusion

Nathan Johnson (University of Arkansas Medical Sciences); Jason Key (UAMS, CHP, Lab Sciences)

Hypothesis: The lack of practicing clinical laboratory professionals in the United States is alarming. Lab training programs have experienced stagnant or a reduction in class sizes with unfilled training seats. It was with this backdrop that the Medical Laboratory Sciences (MLS) Program at UAMS instituted the A.B.L.E. principles to increase class size and diversity of its MLS program. The A.B.L.E. principles were obtained by the Department Chair during his time in laboratory leadership roles in the Department of Defense. The A.B.L.E. principles include Attitude, Belief, Labor, and Equity. It was hypothesized that the UAMS MLS could grow in size and diversity using these principles.

Method: The A.B.L.E. principles include Attitude, Belief, Labor, and Equity. The A.B.L.E. principles aligned with the overall UAMS and College of Health Professions Core Values.

Observations/Outcomes: Utilization of the A.B.L.E. method were critical to enhancing our program’s growth, retention of students, increase in test scores, an increase in the diversity, and drove a commitment to better support the underserved areas of lab medicine.

Conclusion: Our department has become a model program by using the A.B.L.E. method.

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The Fight Against Bias in Academia and Healthcare: Student Activism Leads to New Anti-Bias Course

Shweta Harvi (Pacific University); Marjorie Edwards (Pacific University); Saje Davis-Risen (Pacific University); Kathryn Bell (Pacific University)

Issue to be addressed: Following George Floyd’s murder, graduate students of health professions at a private university wanted to address the systemic racism in healthcare and their education.

Method: Student leaders developed and distributed a survey to assess how systemic racism and bias in healthcare are taught in their programs, identify the ways that marginalized people experience racism and oppression on campus, and demand change. Questions included respondent role, program, need for a new course, topics for inclusion, and whether it should be mandatory.

Observations/outcomes: 850+ people from 10+ programs completed the survey and agreed with the call to action. 170 respondents provided additional comments and examples of bias. Following these results, student leaders collaborated with the university’s administration to develop a course to run in fall 2020 .

Conclusion: The need for improvement in creating a culture of equity, diversity, and inclusion was demonstrated. These issues can be best addressed when student leaders and university administration work together.

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Classroom Connectivity in a COVID Climate

Melissa Duckett (Jacksonville State University)

Relational connections are important in all learning environments. These connections between faculty and their students can be difficult in routine face-to-face classroom settings. Within a COVID climate, these connections become even harder to make and sustain.

Utilizing the educational model of a flipped-classroom approach, lectures can be delivered through audio recordings in shorter segments to hold the students’ attention. By dividing the class into smaller groups, the students are safely brought into the physical classroom to maintain contact between instructors and students safely and participate in active learning through activities and interactive question and answer sessions.

Students who feel there is a connection with their instructors have increased satisfaction, enhanced learning, and improved student performance. There is also a reduction in the student’s feelings of isolation, which can lead students to feel less accountable for their learning. By maintaining classroom connectivity between students and their instructors, a feeling of normalcy can be obtained for our students that are threatened within this current climate.

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Implementation of a Virtual Interprofessional OSCE

Kathryn Bell (Pacific University); Pauline Cawley (Pacific University); Talina Corvus (Pacific University); Saje Davis-Risen (Pacific University); Matthew Hunsinger (Pacific University); Mónica Sarmiento (Pacific University)

Issue to be addressed: The purpose of this project was to investigate the feasibility of interprofessional (IP) objective structured clinical encounters (OSCEs) as a learning activity and assessment mechanism in an interprofessional education program.

Method: Originally designed for simulation rooms, the OSCEs were implemented using Zoom due to COVID-19 in April 2020.  Students completed three McMaster-Ottawa TOSCE stations (20 mins per station), followed by a debrief for all participants.  A validated, abbreviated version of the McMaster-Ottawa scoring rubric was utilized by faculty observers, and individual student scores were submitted using a Google form.

Outcomes: Positive student feedback highlighted the event's usefulness, effective delivery, and the importance of voluntary participation.  Kruskal-Wallis tests suggested differences on the collaborative patient performance item between the pediatric and diabetes cases only, with higher performance on Pediatric cases (M = 2.60, SD = .48) compared to Diabetes cases (M = .2.30, SD = .60), t(62) = -4.08, p < .001.  There were no significant differences across year in program, ps > .05.

Conclusion: The IP OSCE was feasible to implement and a valuable learning experience.

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Clinical Education Task Force COVID-19 Webinar Series: Utilization, Evaluation, and Planning

Robert McLaughlin (Baylor College of Medicine); Laura Daily (Kindred Healthcare); Julie O'Sullivan Maillet (Rutgers)

Just weeks after the shutdown of many educational activities due to the COVID-19 pandemic, the Clinical Education Task Force conducted the first in a series of national webinars on behalf of ASAHP for healthcare systems and education leaders facing unprecedented challenges to clinical curriculum delivery. Facing uncertainty about the virus—means of transmission, morbidity, and treatment—and its impact on higher education, ASAHP leaders and administration along with CETF members initiated the series, framing our initial response around CETF recommendations the Journal of Allied Health recently published promoting strategic academic and health care partnerships to prioritize evolving needs for current and future healthcare. Broad participation prompted further sessions on reintegrating clinical students, educational accreditors accommodations to the crisis, and integrating telehealth into healthcare curricula. More than 1000 unique participants joined the first four sessions. The presenters describe planning and implementation to date, participants, and evaluation of the webinars, and seek input on further topics and processes to extend this innovative learning platform.

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