February 26, 2015 at 12:00 pm
Current Trends in Interprofessional Practice and Education
Presenter: Barbara Brandt, PhD
Renowned for her work in health professional education, and specifically, interprofessional education and continuing education, Dr. Barbara Brandt serves as the associate vice president for education within the University of Minnesota’s Academic Health Center, and she is responsible for the University’s 1Health initiative to build the interprofessional practice skills of students and faculty in a broad range of health professions. Dr. Brandt is also the director of the National Center for Interprofessional Practice and Education, a public-private partnership and cooperative agreement with the Health Resources and Services Administration, established in 2012. In her leadership roles, Dr. Brandt has served as a consultant, advisor and speaker for a wide variety of organizations such as the Institute of Medicine, the National Quality Forum, the Academy of Healthcare Improvement, the Josiah Macy Jr. Foundation, the Association of Schools of Allied Health Professions, the American Speech-Language-Hearing Association and the American Medical Association. Dr. Brandt holds a bachelor of arts in the teaching of history from the University of Illinois at Chicago and a master of education and doctor of philosophy degrees in continuing education (specializing in continuing professional education for the health professions) from the University of Illinois at Urbana-Champaign. In 2013 she was recognized as a University of Illinois Distinguished Alumna. She completed W.K. Kellogg Foundation-sponsored post-doctoral fellowship for faculty in adult and continuing education at the University of Wisconsin-Madison.
The National Center for Interprofessional Practice and Education (nexusipe.org) is a public-private partnership with a national and international scope based in the United States. The National Center Director, Barbara Brandt, will describe the current imperative for linking interprofessional education and collaborative practice and trends for implementation. Webinar participants will learn about implementations for health professions education.
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March 5, 2015 at 12:00 pm
Collaborative Professional Formation: Sharing Values in IPE
Presenter: Lisa Day, PhD, RN
Present Position: Associate Professor
Agency/Program/Facility: Duke University School of Nursing
Professional Education: 1984, AS, Nursing, Long Beach City College, Long Beach, CA; 1990, BSN, University of California, San Francisco School of Nursing; 1993, MS Nursing (Adult Critical Care CNS), University of California, San Francisco; 1999, PhD Nursing, University of California, San Francisco.
Professional Experience and/or Expertise: Dr. Day has worked as a staff RN in post-anesthesia recovery, cardiac medicine, and neuroscience, and as a clinical nurse educator and neuroscience clinical nurse specialist. Dr. Day has taught in the accelerated second degree Master’s Entry Program in Nursing (MEPN) at the University of California, San Francisco School of Nursing and is currently an assistant professor at Duke University School of Nursing in Durham, North Carolina. Dr. Day has consulted on many nursing education-related projects including the current National League for Nursing (NLN) Think Tank on LP/VN Education; the 2008 NLN Think Tank on Transforming Clinical Nursing Education; the first phase of the Robert Wood Johnson-funded project Quality and Safety Education in Nursing (QSEN); the Carnegie Foundation for the Advancement of Teaching’s National Study of Nursing Education (Patricia Benner, director). She is one of the co-authors of the landmark publication Educating Nurses: A Call for Radical Transformation reporting the results of the Carnegie study, and has provided faculty development workshops for schools of nursing in the US and Canada. She is certified as a Nurse Educator (CNE) by the NLN and was one of five faculty members from Schools of Nursing and Medicine in the US selected to participate in the Josiah Macy Foundation Faculty Scholar Program, 2013-15.
The marginalization of affective domain learning – learning concerned with values – forms a significant barrier to effectively preparing health professionals for practice and impedes inter-professional education and true cross-professional collaboration. Although it is thought by many to form the basis for effective learning in all domains, attending to students’ identification with, development, and articulation of values is difficult within the boundaries of traditional curricula. This neglect of the affective domain is particularly concerning in health professions education since these students will be called upon in their work to enact the values internal to their professions both as individuals and as members of interprofessional teams. Most health professions share many values including compassion, empathy, and service. Yet students often are left to interpret, reconcile, and integrate values – their own and those of their colleagues – without direct guidance. This webinar describes the background and process of developing a process-based course focused on affective domain learning for nursing, medical and physical therapy students. The course employs guided reflection, drawing writing, collage and sharing in small interprofessional groups to guide students in articulating their own values and recognizing the values shared across professions.
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March 12, 2015 at 12:00 pm
Going Big: Integrating IPE Across a Large Health Sciences Campus
Presenter: Alan Dow, MD, MSHA
Alan Dow, MD, MSHA is Assistant Vice President of Health Sciences for Interprofessional Education and Collaborative Care at Virginia Commonwealth University. He directs the Center for Interprofessional Education and Collaborative Care at VCU and is responsible for developing, implementing, and studying initiatives in interprofessional education and collaborative practice across the Schools of Medicine, Nursing, Pharmacy, Dentistry, Allied Health, and Social Work, the VCU Health System, and the surrounding community. He has been supported in this work by funding from the Josiah H. Macy, Jr Foundation as one of the inaugural class of Macy Faculty Scholars, a highly competitive national program focused on developing the next generation of educational leaders. He writes and speaks about the basic science of teamwork in healthcare, educational innovations, and the healthcare workforce and is currently funded by the Health Resources and Services Administration, the Centers for Medicare and Medicaid Services, and the Donald W. Reynolds Foundation. Dr. Dow serves on the editorial board of the Journal of Interprofessional Care and the Journal of Interprofessional Education and Practice as well as the board of the American Interprofessional Health Collaborative. A practicing internist, Alan attended medical school at Washington University and completed residency in internal medicine and a health administration degree at VCU.
During this webinar, the speaker will describe his institution’s efforts to integrate interprofessional education across five health science schools. He will review the creation and current organizational structure for the Center for Interprofessional Education and Collaborative Care which he directs, discuss how this center fosters and supports efforts of faculty, staff, and students in interprofessional education and practice, and talk about the evolution of the programs on his campus from extracurricular activities to required interprofessional courses. Finally, he will discuss recent efforts on his campus to create developmental assessments to guide the sequencing of courses and the certification of interprofessional competency in students.
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March 19, 2015 at 12:00 pm
Designing, Implementing, and Evaluating Continuing Interprofessional Education (CIPE) Activities
Presenter: John A. Owen, EdD, MSc
Dr. Owen is a faculty member in the School of Nursing and in the School of Medicine, Office of Continuing Medical Education at the University of Virginia. In this role, he serves as the Associate Director, Center for Academic Strategic Partnerships for Interprofessional Research and Education and serves as a CME Project Manager. Dr. Owen has been published and has presented on a wide range of medical education subjects with an emphasis in Interprofessional Education and Interprofessional Practice. He earned his Doctorate Degree in Education, and Master’s Degrees in Epidemiology, Educational Administration, and English Education, all from the University of Virginia.
Continuing interprofessional education (CIPE) has become increasing important due in part to the recognition that interprofessional education (IPE) is an important component of the suggested changes in traditional continuing education (CE) to increase health professionals’ ability to improve outcomes of care. A CIPE planning process will be presented to help guide CE professionals to develop, implement, and evaluate CIPE programs. This planning process involves a step-by-step procedure for integrating IPE into the existing CE planning process, and will be illustrated with an example of a CIPE program completed at the University of Virginia to improve sepsis care by enhancing healthcare team collaboration.
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March 26, 2015 at 12:00 pm
Transforming Health Disparities through Interprofessional Education, Research & Service
Presenter: Memoona Hasnain, MD, MHPE, PhD
Associate Professor and Associate Department Head for Faculty Development & Research in the Department of Family Medicine, College of Medicine at the University of Illinois at Chicago. Dr. Hasnain received her medical degree from Dow Medical College, Karachi, Pakistan and Masters in Health Professions Education and Doctorate in Public Health Sciences from the University of Illinois at Chicago. The primary focus of Dr. Hasnain’s work is at the intersection of medicine and public health. Her work in health disparities and health professions education converges on developing scholars and leaders, and finding effective ways, to ensure quality care, particularly for vulnerable populations. Dr. Hasnain serves as Director of UIC College of Medicine’s longitudinal Patient-centered Medicine Scholars Program and the Department of Family Medicine’s Health Disparities Scholars Program. She also developed and teaches a course in the UIC School of Public Health titled International Women’s Health: Current and Emerging Issues. Most recently, Dr. Hasnain received the prestigious Macy Faculty Scholars Award by the Josiah Macy Jr Foundation to develop and implement a longitudinal team-based interprofessional health disparities training program for health professions students.
Although patient-centered care is a cornerstone of quality designated by the Institute of Medicine, the quality chasm in the United States health care system remains a reality and health disparities continue to widen. With health care reform and redesign, new models of health care delivery need careful integration with innovative models of health professions education. Interprofessional education (IPE) is gaining increasing attention as a critically important approach to optimize the preparation of the future healthcare workforce, to bridge the gap between health professions education and practice delivery, and most importantly, as a vehicle to optimize patient-centered care and reduce health disparities. IPE is now an accreditation standard for some health professional schools in the United States. Traditional health professions education takes place in silos, with limited opportunities for doctors, nurses, pharmacists, and other health professionals to learn and practice in interprofessional teams during their formative years. The goal of the session is to engage participants in a critical thinking process to analyze the untapped potential for addressing health disparities via interprofessional collaborative education and research, through the common pathway of social determinants of health. The presenter will share her work that specifically aims to meet the nationally recognized need to train health professions students in interprofessional teams in community-based settings to reduce health disparities.
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