The University of New England and Rosalind Franklin University of Medical Sciences collaborated on a longitudinal co-curricular immersive telehealth experience via Zoom that ran from September 2020 through March 2021. Ten interprofessional (IP) student groups, comprised of 10 different professions took part in training sessions for motivational interviewing and telehealth before the simulation. Health professions faculty facilitated the interprofessional teams of students, representing 10 different professions (Allopathic and Osteopathic Medicine, Dental Medicine, Dental Hygiene, Nursing, Occupational Therapy, Physician Assistant, Pharmacy, Public Health, Physical Therapy, Social Work). The teams participated in 2, 40-minute simulated telehealth sessions with client actors following the initial training sessions. We conducted a Critical Discourse Analysis (CDA) on the patient interviews in-order to assess IP communication and gain deeper understanding of the Critical Discourse of IP teams. CDA examines ideologies (biases, beliefs and stereotypes) which may be important for IP conversations around Social Determinants of Health (SDH) and health disparities. Furthermore, CDA examines power differentials (central to IP team functionality). CDA has not been used in an interprofessional learning setting before. CDA is a useful analytic tool for assessing and examining IP communication. CDA allows us to examine what underlies the Discourse of IP Teams in relation to power, dominance, inequality, and bias and how this relates to the IP tenets of patient/client-centered care, roles and responsibilities, values and ethics of functioning IP teams. We will discuss the process of undertaking CDA within IP education, the importance of using CDA within an IP educational framework, what we learned from this process, and preliminary results.
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.
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.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change