Learning disruptions are increasingly common in higher education. From the COVID-19 pandemic emerged enduring lessons about how to effectively utilize technology to facilitate interprofessional (IP) learning and support mastery of the Interprofessional Education Collaborative (IPEC) core competencies. Instructional delivery changes necessitated by the pandemic required a team of Binghamton University IP faculty to adapt an in-person poverty simulation for nursing, pharmacy, public health, and social work students. This lightning talk will describe lessons learned during periods of rapid and planned disruption to ensure IP students continued to learn about, from, and with each other.
In Spring 2018 and Spring 2019, 345 professional students collaborated during face-to-face poverty simulations facilitated by a community partner, reflecting upon the social determinants of health and subsequent health inequities. However, approximately 10 days prior to the first Spring 2020 simulation, the pandemic necessitated a rapid redesign for online instruction, including development of an asynchronous learning module with an online simulation and local documentary. IP faculty applied a backward design approach to achieve the same core competencies and learning objectives in the original course syllabus for 240 students. Using a similar approach to Spring 2020, IP faculty redesigned learning activities for Spring 2021 over several months to include an updated asynchronous learning module and an interactive synchronous Zoom session where 237 students were educated about the root causes of hunger by community members who were trained to share their own lived experiences of poverty. Breakout sessions were utilized to allow IP groups of students to reflect upon this experience and engage with community members.
Student outcome (i.e. composite grades; standardized rubric scores) and evaluation data (i.e. scaled measures; open-ended questions) were collected. Findings suggest the efficacy and replicability of a hybrid instructional model that utilizes community partnerships.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the OICPD is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The OICPD maintains responsibility for this course. Social workers completing this course receive continuing education credits.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change
