Interprofessional, Collaborative Learning via Online

Report
INTERPROFESSIONAL,
COLLABORATIVE LEARNING OF
VARIOUS HEALTHCARE STUDENTS
VIA AN ONLINE PATIENT SAFETY
MODULE
Marcia Levinson, PT, PhD, MFT
Jefferson School of Health Professions
Department of Physical Therapy
Amber King, PharmD, BCPS
Jefferson School of Pharmacy
OUR TEAM
Marcia Levinson, PT, PhD, MFT
Jefferson School of Health Professions
Department of Physical Therapy
Amber King, PharmD, BCPS
Jefferson School of Pharmacy
E. Adel Herge, OTD, OTR/L, FAOTA
Jefferson School of Health Professions
Department of Occupational Therapy
Maureen Revaitis, MSN, RNC-NIC
Jefferson School of Nursing
OBJECTIVES
• Apply strategies to combine students from different disciplines into one
module on patient safety for the purpose of promoting interprofessional
collaboration and learning
• Identify how the activity allowed students to learn with, from, and about the
other disciplines via the online design
• Identify facilitators and barriers to the implementation of the interprofessional
learning module, describing results from process, impact, outcome
evaluations, and lessons learned
THE PROCESS OF COMING TOGETHER
• Pharmacy Grand Rounds
• Teaching and Learning for Physical Therapists
• Meeting
• Reviewed & identified overlapping content
• Content was not profession-specific
• Chose 1 topic to pilot
• Considered course schedules and format
• Presented results at University level
• Recruited OT and Nursing faculty members
WHAT CONTENT DO YOU TEACH THAT
TRANSCENDS PROFESSIONS?
• What content do you teach that transcends professions?
• Where in your curriculum is the content taught?
• Who are key contacts or facilitators who can connect you to people in other
professions?
• Chairperson, faculty colleagues
THE LOGISTICS
•
•
•
•
•
Nursing
•
120 first-year students
•
Hybrid course-Introduction to Professional Nursing
Occupational Therapy
•
20 second-year students
•
Online, elective course –Interprofessional Grand Rounds
Pharmacy
•
52 third-year students
•
Online, required course – Interprofessional Grand Rounds
Physical Therapy
•
62 first-year students
•
Face-to-face course with 1 online session – Practice Issues in Physical Therapy
290 students
THE LOGISTICS
• Delivering the content
• Presented via Blackboard Learn
• Case scenario
• PowerPoint® presentation
• Assignments
• 2 discussion board posts
• Interprofessional small-groups
• Asynchronous
PATIENT SAFETY AND MEDICAL ERRORS
• Merged content from each course
• Level of detail & interest
• Pharmacy & OT students had previous coursework in patient safety
• Material was introductory for the PT & nursing students
• Appropriate for all professions students
• How the professions interact on the healthcare team
PATIENT SAFETY AND MEDICAL ERRORS:
INTERPROFESSIONAL EXPERIENCE
• Wanted to focus on working together
– Equalization
• Different levels working together, learning from each other
– Expansion
• Taking pre-existing knowledge and applying it to different settings
• Multiple opportunities for application
– Interactive challenge
• Different level students can work together and each can benefit from
the action
• Less experienced students can spark excitement and good
questions to the more experienced students
• Teaching a concept helps you learn content better
• Marianne Torbert, Follow Me Too
GRADING RUBRIC
Post adds original information, perspectives,
or questions that are pertinent to the
discussion.
Post contains the following:
Max points
2
3
-The student’s main idea
-Supporting information or examples
-A conclusion (e.g. why is this
important/relevant?)
The student’s point of view is clearly
understood & is respectful of others’ ideas.
(Spelling & grammar will be considered.)
1
Post contains correctly cited and formatted
primary literature.
Total
Check if present
6
Post
COURSE EVALUATIONS
• Nursing
• 89/120 students
• Occupational Therapy
• 13/20 students
• Pharmacy
• 52/52 students
• Physical Therapy
• 50/62 students
JOINING WITH OTHER PROFESSIONS FOR THE PATIENT SAFETY
MODULE ADDED TO MY UNDERSTANDING OF PATIENT SAFETY
ISSUES
JOINING THE OTHER PROFESSIONS FOR THE PATIENT
SAFETY MODULE ENHANCED MY UNDERSTANDING OF THE
UNIQUE PERSPECITVES/ROLES OF THESE PROFESSIONS
STUDENT COMMENTS
–
Students appreciated the experience
• “The course gave opportunities to learn from classmates and other disciplines’ points of view”
• “This course allowed for unique and thought-provoking discussions among students from various
healthcare disciplines.”
• “The information in this activity was revalational to me-I had previously been ignorant to the amount of
medical errors within the field”
• “It opened my eyes to the importance to be as thorough and careful as possible. I do not want to be
the reason someone’s life ended…”
–
Students learned the content
• “The provision of care starts with the patient and includes the support from a team of professionals.
Interprofessional communication is key to providing comprehensive care.”
• “The importance of communicating with all team members. Communication ensures we are all on the
same page and minimizes the chance of a medical error from occurring.”
–
Students desired meeting students in different professions face-to-face
• “It may be beneficial for the whole class or each group to meet for a symposium …and be able to
meet the other students face-to-face.”
POSITIVE ASPECTS TO THIS IPE MODULE
• Belief that the student experience would be deeper and richer as
interprofessional education
• Flexibility and creativity
– Adjusting content, course schedule, delivery method, etc.
• Willingness to “start small”
• Technology
• Course timing (eg fall semester)
• Willingness to take a chance
• Improved content
• Benefits to faculty (learning from each other)
BARRIERS TO IMPLEMENTATION
• Faculty time developing content
• Semester when course is offered
LESSONS LEARNED
• Suggest that students set up a group meeting
• Suggest using voice thread or a medium to introduce
themselves online with pictures
WHICH TOPICS HAVE LEARNING ACTIVITIES THAT
COULD BE EXPANDED TO INCLUDE OTHER
PROFESSIONS?
• Of the topics you thought of, what could you do to go forward with a specific
plan on a specific topic?
• What other professions could be included?
• What level of knowledge/competency do your students need to attain?
• What format would you like to use?
• During what period of time would it be possible to include this topic?
• How can you formulate your first step to implement an interprofessional module
or experience about this topic?
QUESTIONS?
[email protected]
[email protected]

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