Establishing a Foundation for Interprofessional Collaborative Practice Through a Longitudinal Course for Pre-clinical Learners
- Identify at least three considerations in designing longitudinal, foundational interprofessional coursework.
- Examine the role of technology in delivering longitudinal, foundational interprofessional coursework.
- Compare the use of different learning strategies (e.g., simulation, team-building activities) to deliver longitudinal, foundational interprofessional coursework.
This seminar will enable participants to gain applicable skills and knowledge to create a longitudinal, foundational interprofessional learning course for pre-clinical health professions students. Moreover, participants will explore in-person and virtual learning solutions in the ideation of learning experiences. Using Liberating Structures activities in the virtual main room and break out rooms, participants will actively engage in innovative and creative individual and group thinking on the learning objectives. Participants would also utilize possible technological platforms (e.g., Google Jamboard, Miro, Padlet) in the seminar.
- Introduction: Advantages to using a longitudinal approach for interprofessional competency development (5 mins)
- Brief Theory Burst: Designing longitudinal, foundational interprofessional coursework. (10 mins)
- Learners involved (professions, numbers of students, level of students)
- Resources (numbers of faculty and staff for support, space, available technology)
- Logistics (mutual available meeting times)
- Building competencies longitudinally (moving from introduction of competencies to application)
- Liberating Structures: 1-2-4-ALL (20 mins).
- Individuals quiet self-reflection (1 min); then in pairs to share ideas (4 mins); then in fours to share ideas from pairs (5 mins) and then in the large group, using Google Jamboard or Slide, to identify important approaches (10 mins)
- Individuals, pairs, and fours will be assigned to complete examine EITHER the learning OR technology approaches
- Identify learning approaches (Incorporation of patient/family perspectives, Team-building activities, Role modeling , Simulation and role play, Reflection)
- Identify technology approaches (Online learning - synchronous and asynchronous, Video conference strategies, Maximizing learning management software platforms)
- Brief Theory Burst: Faculty Development (5 mins)
- Just in time training and debriefing
- Workshops with role play and role modeling
- Liberating Structures: Impromptu Networking (15 mins)
- Prompts for activity (What surprised you about today’s experience? How might a longitudinal, foundational interprofessional program look like at your institution?)
- In random pairs, each person will have 2.5 minutes to provide a response to the questions
- 3 rounds of 5 minutes each
- Large Group Synthesis (using Padlet): Key Considerations for Longitudinal Foundational Interprofessional Course Development (10 mins)
- Closing QA. (5 mins)
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