BUILDING ORGANIZATIONAL CAPACITY FOR IPE: THE MEDICAL UNIVERSITY OF - - PowerPoint PPT Presentation

BUILDING ORGANIZATIONAL CAPACITY FOR IPE: THE MEDICAL UNIVERSITY OF SOUTH CAROLINA (MUSC) EXAMPLE CAROLINA (MUSC) EXAMPLE

Amy V. Blue, PhD Assistant Provost for Education Director, Creating Collaborative Care Professor, Family Medicine

Session Outline Session Outline

 Background about the organization  Institutional purpose for IPE/IPCP

p p /

 Governance, structure and infrastructure for IPE  P li i

d t t IPE

 Policies and processes to support IPE  Communication and information sharing  Strategies for culture change  The future  The future

Take Home Points Take Home Points

 A plan in place to guide work development  Top down and grass roots involvement

p g

 Centralized infrastructure provides oversight,

coordination and support coordination, and support

 Faculty development is needed  Pilot and expand efforts

Institutional Background

MUSC MUSC

 Includes 6 colleges:

 Dentistry  Graduate Studies  Health Professions

(CVP , MHA, NA OT, PA, PT)

 Medicine  Nursing  Nursing  Pharmacy

Background Background

 Total student enrollment: 2500 students  Own our clinical services; VA hospital on campus

; p p

 Strong research emphasis and growth/CTSA award

Institutional Purpose for IPE/IPCP

Institutional Purpose for IPE 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 p

 Interprofessional day for all 1st year students in 2006;

expanded to 2nd year students p y

The Tipping Point for Purpose 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

Creating Collaborative Care (C3) 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.

C3 Goals C3 Goals

S d ill Students will:

1

acquire teamwork competencies

1.

acquire teamwork competencies

2.

acquire knowledge, values and beliefs of health professions different from their own profession professions different from their own profession

3.

apply their teamwork competencies in a ll b ti i t f i l l i t t collaborative interprofessional learning context

4.

demonstrate their teamwork competencies in a ll b f l h l h d l collaborative interprofessional health care delivery

• r translational research context

Conceptual Foundation Conceptual Foundation

Implementation Framework Implementation Framework

Curricular Extracurricular Faculty development Healthcare simulation

Governance, Structure and I f t t f IPE Infrastructure for IPE

Governance and Structure Governance and Structure

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

Infrastructure Infrastructure

 Formal C3 Office (centrally supported)

 Director  Program Coordinator  Faculty leaders (partial effort)

y (p )

 Committee Structures

 S b

itt d t k f

 Subcommittees and task forces  Individual faculty efforts

Policies and Processes to Support IPE

Use of Existing Policies 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 course designation

y g g g g

 Established IP course designation; processes for notification

to Enrollment Management

Need for New Institutional Policies Need for New Institutional Policies

 Promotion and tenure language to recognize faculty

engagement in IP work

 IP Course approval process  In concurrence with university processes; approved through

y p ; pp g C3 Implementation committee

 Student professionalism/academic issues within IP

p / activities

 In collaboration with college associate deans

g

Policies to Guide IPE Work 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  IPE student fellowship; IP Faculty Development Institute

 Institutional IP Learning Goals

G id d i l i i li

 Guided implementation timeline

 Our QEP (and SACS compliance)

Processes for Our Work 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

pp college/faculty initiative

 Office administers required IP course , IP Day

q , y

 Individual faculty who administer an activity/course

Example: Required IP 710 Course 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

p pp

 Presented to deans for approval

 Course piloted and phased in implementation  Course piloted and phased in implementation

Example: SIRE activity 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  Interested faculty partnered to develop experience  Selected groups of students participated; expanding

participation requirement participation requirement

Communication and f Information Sharing

With Key Stakeholders With Key Stakeholders

 Faculty Senate  Faculty groups (colleges, program directors,

y g p ( g , p g , curriculum committees)

 Deans Council  Deans Council  University President (who communicates to

tit t ll) constituent groups as well)

Across Campus Across Campus

 Students  Serve as change agents; develop own activities  Faculty

 Faculty development  Faculty development  Surveys to faculty

IP li t f i t t d i di id l

 IP list serve for interested individuals

IPE Faculty Development Institute 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

E d d f i di id l d i k

 Expands cadre of individuals engaged in work

Strategies for Culture Change

Culture Change Strategies Culture Change Strategies

 Leadership commitment  Grass-roots faculty engagement

y g g

 Centralization of coordination/support  P

f l l ( d d t )

 Presence of a general plan (and mandate)  Attention to faculty development  Pilot and learn philosophy  Patience  Patience

Ineffective Strategies… Ineffective Strategies…

 The “we have to” approach  Ignoring needs/cultures of colleges

g g / g

 Thinking IPE has to be only about “new” and

“faculty time consuming” activities faculty time consuming activities

 Assuming all the professions need to learn together

i ll ti iti ll th ti in all activities all the time

Indicators of a shifting culture Indicators of a shifting culture

 MUSC Excellence Program

 Metrics associated with IPE

 2010-2015 University Strategic Plan

 Interprofessional/Interdisciplinary theme  Interprofessional/Interdisciplinary theme  Builds further change in all university missions  RFP f

IP j t IP t i d t

 RFP for IP projects; IP metrics and outcomes

The Future

The Now and Future 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 g

 Effort toward increased IP collaborative care within

healthcare system healthcare system

 Continued emphasis on translational research  Examination of outcomes

Conclusion and Summary

The Take Home Points Again 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  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

Take Home Points cont…. 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  See what works; add learners as feasible

 Have fun!

MUSC IPE Publications MUSC IPE Publications

Whit A K D Bl A B ff S H tt M Ki M Sh d S W E C ti I t f i l T A d i E h Q t l 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):115-120. 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):134-37. Shrader S Thompson A Gonsalves W Assessing student attitudes as a result of participating in an interprofessional healthcare elective 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;1.3:218-230. Available from: http://www.jripe.org/index.php/journal/issue/view/5 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):1290-1295. 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; 1:107-114. Available from: http://www.dovepress.com/introducing-students-to-patient-safety-through-an-online-interprofessi-peer-reviewed-article-AMEP 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: 49-62. Available from: http://www.jripe.org/index.php/journal/issue/view/6 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): 11 – 16. 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

www.musc.edu/C3