2012 Winter: Interprofessional Education in the Health Sciences

While not a new concept, Interprofessional Education (IPE) has generated considerable interest in the past several years. IPE involves more than simply having students from various programs taking common classes together. An IPE curriculum is designed to promote an understanding, appreciation and application of the roles, talents and responsibilities of the members of the health care team. The Winter IAMSE webcast seminar series brings together a collection of the leaders and programs that have implemented successful IPE activities. This series will begin with an overview of IPE and how it has grown over the years followed by a perspective on what is involved in developing a successful program. Specific sessions will include: An IPE course incorporating a community-based service learning project, an IPE Honors Colloquium, clinical clerkship IPE experiences, a comprehensive curricular design and a set of IPE activities including the requisite faculty development to make it all happen.

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January 12, 2012 at 12:00 pm

Learning Together to Practice Collaboratively: Some Principles for IPE and IPC

Presenter: John Gilbert

John GilbertDr. John Gilbert is founding Principal & Professor Emeritus, College of Health Disciplines, UBC where he was also founding Director of the School of Audiology and Speech Sciences, and Director of the School of Rehabilitation Sciences. It was his vision and leadership that led to the concept of interprofessional education being developed as a central tenet of team-based collaborative patient-centred practice and care. Many universities, colleges, and institutes across Canada, and globally, are now developing these concepts as part of health sciences training.

Throughout his long career he has served on many national and international boards and committees.

His many honours include:

  • a Fulbright Scholarship
  • a David Ross Research Fellowship
  • a Medical Research Council of Canada Post-Doctoral Scholarship
  • the Outstanding Alumnus Award of the School of Liberal Arts, Purdue University
  • a UBC Isaac Killam-Walton Outstanding Teaching Award
  • 50th Anniversary Medal for outstanding service to the UBC Faculty of Medicine
  • Medal for Outstanding Professional Achievement, Canadian Association of Speech-Language Pathologists and Audiologists
  • Honours of the Association, British Columbia Association of Speech Language Pathologists and Audiologists;
  • The Distinguished Service Award of the British Columbia Institute of Technology;
  • The National Health Sciences Student’s Interprofessional Mentorship Award. This award is now named in honour of Dr. Gilbert
  • The Dr. John H.V. Gilbert Interprofessional Scholarship at UBC named in honour of Dr. Gilbert on his retirement from UBC

John is immediate Past President, International Association for Interprofessional Education and Collaborative Practice. Served on the Board of the Victorian Order of Nurses; was Chair of the Women’s Health Research Institute; was Co-Chair of the WHO Study Group on Interprofessional Education & Collaborative Practice, and during the 2008-2009 academic years, he was Virtual Visiting Scholar, Humber College, Toronto, and recently retired from Health Canada’s FTP Collaborating Committee on Entry to Practice Credentials

At the present time:

He serves on Health Canada’s FTP committee on Health Education Policy Taskforce; the Boards of the Michener Institute for Applied Health Sciences in Toronto; the British Columbia Health Education Foundation; the School of Health Sciences Advisory Committee of the Justice Institute of BC, and is appointed by the Minister of Health to serve on British Columbia’s Patient Care Quality Review Board. He is a member of the Editorial Board of the Journal of Interprofessional Care, and Co-Editor of the open access Journal of Research in Interprofessional Education. He is Senior Scholar, WHO Collaborating Centre on Health Workforce Planning and Research, Dalhousie University; Visiting Adjunct Professor at the National University of Malaysia, External Scholar Faculty of Graduate Studies, Dalhousie University, and a member of the Steering Committee of the WHO Health Professions Global Network. John was elected a Fellow of the Canadian Academy of Health Sciences in 2009 and was appointed a Member of the Order of Canada, July 2011. John is Project Lead and Chair, the Canadian Interprofessional Health Collaborative, funded by Health Canada.


In this session I will cover a little of the history of interprofessional education for patient centred collaborative practice. I will then discuss some fundamental principles that need to be acknowledged and systematized if IPE/ICP are to realized on university and college campuses and across health care systems.

Seminar Archive
January 19, 2012 at 12:00 pm

Strategies for Launching a Successful IPE program

Presenter: Amy Blue

Amy V. Blue, PhDDr. Blue is the Assistant Provost for Education and Professor of Family Medicine at the Medical University of South Carolina (MUSC), Charleston, South Carolina. As Assistant Provost, she is responsible for the university’s interprofessional education initiative, Creating Collaborative Care (C3). She holds a doctorate in Medical Anthropology from Case Western Reserve University and completed a NIMH Post-doctoral fellowship in Behavioral Science at the University of Kentucky. She has been involved in medical education for over 17 years and served as the Associate Dean for Curriculum and Evaluation at the MUSC College of Medicine for nearly 7 years before moving to her current position. She is a founding member of the American Interprofessional Health Collaborative, a newly organized collaborative for leaders in interprofessional education and practice, and is an Associate Editor of the Journal of Interprofessional Care. Dr. Blue served as a member of the Interprofessional Education Collaborative Expert Panel that wrote the Core Competencies for Interprofessional Collaborative Practice Report in 2011.

Implementing interprofessional education (IPE) activities and establishing an IPE program can appear daunting. Known challenges include issues of leadership commitment, faculty and student buy-in, coordination across programs, academic calendars and class schedules, faculty development, and resources. Based upon the literature and the experience of one academic health science center, the Medical University of South Carolina (MUSC), this session will discuss successful strategies for launching a sustainable IPE program at an academic health center. Unique to the MUSC IPE program is the inclusion of biomedical graduate studies students. An example program implementation framework and conceptual learning model with associated student learning goals will be presented. Required IPE student learning experiences, extra-curricular IPE experiences, and faculty development activities will be highlighted. Student assessment and program evaluation approaches will be briefly discussed. The objectives for the session are:

  1. Discuss strategies for IPE program implementation
  2. Describe IPE curricular activities
  3. Identify how IPE can be included in the extra-curricular environment
  4. Discuss faculty development approaches
  5. Identify IP student assessment and program evaluation approaches

This webinar will inform other institutions embarking on the development of IPE activities and establishment of a program possible approaches for their own efforts.

January 26, 2012 at 12:00 pm

Interprofessional Teams, Culture and Service Learning – An Interprofessional 1st Year Experience for Students at Rosalind Franklin University of Medicine and Science

Presenter: Susan K. Tappert, PT, DPT & Diane R. Bridges, MSN, RN, CCM

Susan K. Tappert, PT, MS, DPT received her Certificate of Physical Therapy from Northwestern University in 1971 and subsequently earned a Master of Science in Physical Therapy in 1993 and a Doctor of Physical Therapy in 2004 from Rosalind Franklin University of Medicine and Science.

Dr. Tappert has extensive clinical practice background in several physical therapy settings where she gained experience in various roles including clinical supervisor, clinical instructor, department director and interprofessional patient centered care. She brings more than 25 years of teaching experience to the classroom.

Susan TappertSince 2004, Dr. Tappert has been an Assistant Professor and Chair of the Department of Interprofessional Healthcare Studies in The College of Health Professions at Rosalind Franklin University. She co-directs the Interprofessional Teams and Culture in Health Care Course for all incoming 1st year students (560 students in 2011). Dr. Tappert also directs and teaches in the Interprofessional Women’s Health certificate program.

Dr. Tappert organized and chairs the Interprofessional Curriculum Committee for the University. She also directs the College of Health Professions Curriculum Committee and was recently appointed Assistant Dean for Curriculum for the College.

Dr. Tappert is a member of both the American and Canadian Interprofessional Healthcare Collaboratives. She has presented numerous posters and several presentations on topics related to interprofessionalism.

Diane BridgesDiane R. Bridges, MSN, RN, CCM received her BSN from The University of Texas at Houston in 1976 where she attended on an academic scholarship. She received her MSN in Leadership Management from La Roche College in 2002 where she also received the Sigma Theta Tau Scholarship. She is currently working on her PhD in Interprofessional Healthcare Studies.

Professor Bridges has been a nurse for 30 years with experience in Obstetrics, Neonatal Nursing, Medical-Surgical Nursing, and Orthopedics. These positions included head nurse and management roles. She taught Nursing in two programs for 8 years and was Chair for the Growing Family Course at the University Of Pittsburgh Medical Center St. Margaret School Of Nursing. She is also a Certified Case Manager and has worked in this field in a supervisory/management capacity as well as in the private, state, and public sectors of case management.

Professor Bridges joined the faculty of Rosalind Franklin University of Medicine and Science as an Assistant Professor in August 2005. She is the Director of the Healthcare Administration and Management program and Assistant Chair of the Department of Interprofessional Healthcare Studies. She is also one of the Directors in the Rosalind Franklin Interprofessional Team and Culture in Healthcare course and oversees the Service Learning community projects for this course. Professor Bridges serves on many university committees and has won awards for University Service.

Professor Bridges is a member of the American Interprofessional Healthcare Collaborative. She is a published author on several topics: Interprofessional Education, Service Learning and Teamwork and has presented at many conferences.

In this session we will discuss the Interprofessional (IP) Teams and Culture in Health Care course at Rosalind Franklin University of Medicine and Science. The course introduces students to the concept of interprofessional teams, the influence of culture in health care, and the importance of service learning.

We will detail the logistics of student enrollment in this course, describe how students are divided into interprofessional teams, how we use small group discussion to achieve the purpose of the course which is to help prepare the health care professional student to provide effective patient-centered health care through small group discussion and problem solving activities. And we will discuss barriers and challenges to creating a successful course like ours.

We will discuss the topics included in the course which are: team interaction; communication; service learning; information literacy; quality improvement; healthcare professions,; diversity in society; the impact of culture, ethnicity and religion on communication and the provision of services; disparities in the healthcare delivery system; and awareness of the impact of a provider’s own wellness and illness beliefs on the decisions he/she makes for patients.

We will then describe how our interprofessional teams of students develop and participate in significant community need based service learning projects. The purpose of our service project is to promote Prevention Education in the areas of Physical Fitness, Preventive Screening, Nutrition, and Making Healthy Choices. After completing their projects students create a poster, participate in reflection, and celebrate their achievement with community partners and our university at large.

Seminar Archive
February 2, 2012 at 12:00 pm

Creating an Interprofessional Learning Community: The University of Kentucky Deans’ Honors Colloquium

Presenter: Andrea Pfeifle, James Ballard, Patricia Burkhart, James Norton & Kevin Pinto

Andrea PfeifleAndrea L. Pfeifle, EdD, PT is proud to be the Director of the UK Center for Interprofessional HealthCare Education, Research, and Practice Working Group, where she works alongside the colleges of Communications, Dentistry, Health Sciences, Law, Nursing, Pharmacy, Public Health, and Social Work to promote teamwork and excellence in patient and community centered care through interprofessional education, research, and practice. Dr. Pfeifle’s rimary faculty appointment is in the University of Kentucky Department of Family and Community Medicine. She is also a licensed Physical Therapist who has practiced clinically and administrated physical therapy and rehabilitation departments in a variety of settings.

Dr. Pfeifle completed her Master of Science in Instructional Systems Design in 1985 and a Doctor of Education in Curriculum and Instruction in 2007 at the University of Kentucky. She was completed a Fellowship in Distance Education at the University of Kentucky in 2003. Prior to her appointment Dr. Pfeifle was Director of UK’s Instructional Development Group, a team of programmers, graphics artists, web developers, and instructional designers that developed distance-learning educational materials in graduate, undergraduate, and continuing education for four years. Her initial appointment at UK was in the Division of Physical Therapy, as Academic Coordinator of Clinical Education, where she worked with 1500 community-based preceptors to provide clinical education experiences for physical therapy students at all levels of their education on Lexington and Hazard campuses. Prior to that she developed and obtained initial accreditation for the Midway College Physical Therapist Assistant Education Program and was President of Physical Therapy Services, a contract rehabilitation company in central and eastern Kentucky. Dr. Pfeifle has written and presented extensively in the areas of assessment and evaluation, faculty development, instructional design, collaborative learning models, educational program evaluation, and interprofessional education.

James Ballard, MS Ed is the Associate Director of the University of Kentucky Center for Interprofessional HealthCare Education research and Practice. Mr. Ballard received a B.A. in psychology from the University of Notre Dame and an M.S. in educational psychology from the University of Kentucky (currently he is ABD in educational psychology). His professional interests include adult cognitive and intellectual development, interprofessional bias and stereotyping, experiential education, and achievement motivation among adult learners. Mr. Ballard is active in several organizations including the Generalists in Medical Education, SGEA, and the National Association of Rural Medical Educators.

Patricia Burkhart, PhD is Associate Dean for Undergraduate Studies in the College of Nursing at the University of Kentucky. She co-directs the Deans’ Interprofessional Honors Colloquium at the University. Dr. Burkhart earned a BSN and PhD from the University of Pittsburgh and an MSN from West Virginia University. She received the Excellence in Nursing Research Award 2008 from the Society of Pediatric Nurses and was the recipient of the Provost’s Award for Outstanding Teaching 2007 at the University of Kentucky. Dr. Burkhart was a scientific writer for the World Health Organization project, Adherence to Long-term Therapies: A Policy for Action published in 2002.

Dr. Burkhart has received NINR/NIH and NIOSH/CDC funding for her research with school-age and adolescent children with asthma. Her research focuses on interventions to promote children’s adherence to asthma self-management, health outcomes related to asthma, and asthma quality of life. She has published in a variety of high impact journals, including Journal of Nursing Scholarship, Journal of Asthma, Journal of Allergy & Clinical Immunology, Pediatric Nursing, Journal Pediatric Nursing, Journal of Advanced Nursing, Nursing Clinics of North America, and the International Review of Asthma.

James Norton, Ph.D. is the Associate Dean for Educational Engagement at the University of Kentucky College of Medicine and Director of UK HealthCare CECentral, the medical center’s continuing education office serving medicine and pharmacy. He is the Associate Director of the Office of Health Research and Development. Dr. Norton is past President of the Kentucky Rural Health Association and served as the Chair of the Research and Education Constituency Group of the NRHA. He has served as the AAMC Group on Educational Affairs (GEA) Liaison to the Group on Resident Affairs (GRA) and was the Chair of the GME Section of the GEA. He currently serves on the Advisory Committee for the AAMC’s MedEdPortal. He is a graduate in psychology from the University of San Francisco and did his post-graduate studies at the University of Arizona. He then took post-doctoral training in clinical neuropsychology at the University of Wisconsin. He holds a joint appointment as Professor in the Departments of Psychiatry and Neurology at the University of Kentucky College of Medicine.

Kevin Pinto is a second degree senior BSN student at the UK College of Nursing. He obtained his first degree in Biochemistry from SUNY Geneseo, and also has a Master’s degree in Medical Sciences from UK. He currently works as a nurse care tech at Kentucky’s Children Hospital, and at the UK Family Medicine Clinic auditing charts. Kevin also enjoys volunteering on weekends at the Center for Courageous Kids.

Health profession education programs are increasingly being challenged to prepare practice-ready graduates who deliver high quality patient/community-centered care as effective members of interprofessional teams. To meet this demand, students enrolled in health science programs at the University of Kentucky participate in a semester-long interprofessional honors course designed to provide them with a forum to explore the characteristics and implications of collaborative practice around one or more cross-cutting healthcare challenges while learning more about themselves as team members. As a result of participation in this course, students learn to understand, appreciate and value interprofessional collaboration among their colleagues.

Multiple colleges participated in needs assessment and feasibility study in 2008 and subsequent course design, planning, and implementation of the interprofessional honors colloquium. Ultimately the course has become a collaborative project across eight colleges and 12 educational programs, wherein each contributes equally-valued resources. Faculty from the participating colleges acted as instructors, lecturers, or small group facilitators. Students are invited by their respective deans to participate.

Twenty-six students enrolled in the course initially. Three years later, course enrollment has more than doubled and there is an impressive waiting list. Despite competing demands and limited resources, 100% of the faculty have been retained and students frequently enroll for more than one semester. Data suggests that the course experience has an impact on students’ attitudes toward, respect for, and understanding of teamwork and one another’s professional roles.

Seminar Archive
February 9, 2012 at 12:00 pm

Interprofessional Education at Case Western Reserve University: Curricular Challenges and Meaningful Work

Presenter: Terry Wolpaw, MD, MHPE, Sharon E. Milligan, PhD, MSW, MPH, MS, LISW-S, Patricia W. Underwood, PhD,RN,FAAN & Kristin Z. Victoroff, DDS, PhD

Drs. Wolpaw, Milligan, Underwood and Victoroff are associate deans in four health professions schools at Case Western Reserve University. Each is committed to creating meaningful ways for students to interact in interprofessional venues.

Dr. Terry Wolpaw is the Associate Dean for Curricular Affairs at the School of Medicine and was among the core faculty who led the School of Medicine in a major curriculum transformation implemented in 2006 and known as the Western Reserve2 Curriculum. Dr. Wolpaw completed a Master’s degree in Health Professions Education. Her research focuses on the expression of clinical reasoning and uncertainties in case presentations. She has developed the SNAPPS technique for case presentations to preceptors, based on experiential learning theory.

Dr. Sharon Milligan is the Associate Dean for Academic Affairs at the Mandel School of Applied Social Sciences. She is also the Associate Director for Education and Community Outreach at the Center on Urban Poverty and Community Development. Her teaching and research interests revolve around the intersection of community development practice and policy for the poor.

Dr. Patricia Underwood is the Executive Vice Dean for Academic Programs at the Frances Payne Bolton School of Nursing. He education interests include nursing theory, leadership, health policy and community coalition development. Her research includes stress, coping, and social support as it relates to birth outcomes.

Dr. Kristin Victoroff is the Associate Dean for Education at the School of Dental Medicine. Dr. Victoroff, who has a PhD in organizational behavior, teaches communication and health promotion skills to dental students. She is involved in research related to oral disease prevention and health promotion, with a focus on tobacco cessation.

Case Western Reserve University’s Health Professions Schools are implementing a series of interprofessional workshops that bring together students from the schools of dental medicine, medicine, nursing and applied social science. In this webinar, we would like to share our lessons learned and successes in implementing an interprofessional workshop on obesity for over 500 students in four health professions, done entirely in small groups. Because we wanted to have an interactive, learner-centered focus for the sessions, students worked in one of 46 small, interprofessional groups, each facilitated by a faculty member from one of the four health professions schools. The webinar will focus on the following elements: 1) central support and clear goals, 2) a small, cohesive interprofessional planning group, 3) a small group workshop format with activities around relationship building, a common patient experience, review of each health profession’s literature, and reflection, 5) evaluation, and 6) lessons learned.

This four-part series is one component of a much larger interprofessional initiative that incorporates classroom, community, and patient care settings. The overall goals for the interprofessional workshops are to bring students together in the small group setting to: 1) interact with peers from other health professions schools; 2) describe the roles/education for each other’s health professions 3) examine select articles from each profession’s literature, and 4) appreciate opportunities for collaboration among our professions to improve outcomes for patients/clients/communities.

The evaluation data has helped us to address the following questions: 1) What do students perceive as salient features of each other’s professions; how do student react to the perceptions of their professions by students from other health professions? 2) What is the nature of the insights that emerge about a topic when learning in an interprofessional group? 3) What opportunities for collaboration do students identify for helping people with obesity? 4) What value do students from four health professions find in interacting together?

Seminar Archive
February 16, 2012 at 12:00 pm

IPE experience in a clinical setting

Presenter: Patricia McGettigan, MD

Patricia McGettigan, MDDr McGettigan is a physician and clinical pharmacologist who trained and worked in Ireland and Australia before moving to England. Her interests include quality use of medicines, drug evaluation and selection, pharmacoeconomics, and the adverse effects of medicines. In medical education, her work has focused on curriculum development, interprofessional education and prescribing training.

During four years at Hull York Medical School, she established and ran the Interprofessional Training Ward based on the 18-bed Specialist Rehabilitation Unit at Goole and District Hospital. All final year medical students undertook a two-week interprofessional training placement wherein they worked side by side with the trained staff in the Unit to provide all aspects patient care, learning what other professionals did and didn’t do, and sharing their own skills. Her presentation will focus on the experiences and outcomes of hands-on interprofessional training.

Seminar Archive
February 23, 2012 at 12:00 pm

Herding Cats: Development and Implementation of a Multi-phase Interprofessional Education Program

Presenter: Susan Mackintosh, DO, MPH & John Tegzes

Susan Mackintosh: no bio available

John TegzesDr. John Tegzes is a board-certified Veterinary Toxicologist, who is currently a professor of Toxicology and Director of Year I curriculum at the College of Veterinary Medicine of Western University of Health Sciences. His career in health sciences begin with an undergraduate degree in nursing, after which he practiced in both in-patient acute care and community/public health settings. Because of a strong passion to work with animals, he returned to school, pursuing a doctorate in veterinary medicine. He graduated from the School of Veterinary Medicine at the University of Pennsylvania in Philadelphia, PA. After spending several years in small animal practice, he completed a residency in clinical and diagnostic toxicology at the University of California, Davis. Toxicology was the perfect bridge between human and veterinary medicine, and sparked an awareness and interest in interprofessional practice and education. At Western University, he is one of the founding faculty members and designers of the interprofessional education program that spans nine health professions, including veterinary medicine. In addition to small animal practice, Dr. Tegzes has worked for the Oregon Poison Center at Oregon Health Sciences University in Portland, OR, and for the California Poison Control System. He has been at Western University since 2003.

This talk will describe the development and implementation of the 3 phase interprofessional education curriculum at Western University of Health Sciences (WesternU). Included in the presentation will be a brief description of the planning process, development of the curriculum and development of the assessment plan. The presenters will also describe the development and implementation of the faculty development process that was utilized at WesternU. The talk will describe to the participants the lessons that were learned throughout the process, and will describe changes made to the processes and the curriculum based upon lessons learned. The presenters will also provide sage advice for the participants to help them prepare for implementation of an interprofessional education curriculum/program at their respective institutions.