Poster Presentation

Building Interprofessional Education at a Rural Community Based School of Medicine and Health Sciences

- CDT
Room: Grand Central Foyer
Eric Johnson, MD
University of North Dakota
Richard Van Eck, PhD
University of North Dakota
Adrienne Adrienne profile pic
Adrienne Salentiny, MS, PhD
University of North Dakota
Michelle Michelle profile pic
Michelle Montgomery, MSW
University of North Dakota
Track:
  • Innovative Approaches to Interprofessional Pedagogy and Education Science
It's been imperative that IPE be developed across all 4 years of the medical program and develop relationships with other programs. The question is: are we meeting those needs and how?Goals, objectives, and purpose: The main goal, objective and purpose has been to build effective IPE for our programs at our rural-serving community-based school of medicine and health sciences that fit well with our revised curriculum.Methods/Methodology: The new Curriculum as a whole committee developed the new curriculum to meet the needs of our students, faculty, and accreditation. The following is an overview of processes:

• Curriculum design

• Outcomes, Linking, Mapping, Curriculum database

• Evaluating courses, clerkships, phases, and curriculum as a whole

• Use/update notes from breakouts during review of systemResults/Findings: IPE overall in the medical program had some solid foundational pieces, but was lacking in the clinical realms (Phase 2 and Phase 3) of the new curriculum.Conclusions, implications, and/or curiosities: Innovative approaches were needed to foster various faculty generated and student generated IPE learning experiences.

IPE has steadily grown at UND:

1. High-tech simulations

2. Medical students structured learning activity with PharmD students.

3. A student interest group for IPE and collaboration sponsoring events.

4. The Department of Geriatrics sponsors:

a. interprofessional health coaching program.

b. A faculty-focused IPE “Echo” webinar series promotes interprofessional education teaching

5. An IPE elective for medical students.

6. Undergraduate medical students are now required to participate in a minimum number of IPE activities prior to matriculation, working toward badges at the following levels.

a. Competency (reflecting the level of performance required of all graduates)

b. Expertise (reflecting expertise above and beyond that required or expected by the medical program)

c. Mastery (reflecting deep expertise commensurate with that of an expert practitioner)

UND SMHS has been designated an Innovation Site by the American Medical Association for this work.

References

  • 1. Watkins S, Joseph AR, Wright V, Goddard S, Neubrander J. The Effect of Interprofessional Education on Student Readiness for Collaborative Practice. J Nurs Educ. 2024 May;63(5):304-311. doi: 10.3928/01484834-20240305-05.
  • 2. Shrader, S et al. Evaluating the Impact of an Interprofessional Education Program on Workforce: Recruitment, Collaborative Practice, and Culture. Journal of interprofessional education & practice 28 (2022) https://doi.org/10.1016/j.xjep.2023.100688
  • 3. Blackburn, R. D., Porto, S. C. S., & Thompson, J. J. (2016). Competency-based education and the relationship to digital badges. In L. Y. Muilenburg and Z. L. Berge Digital Badges I Education: Trends, Issues, and Cases. New York: Routledge
  • .
  • 4. Noyes JA, Welch PM, Johnson JW, Carbonneau KJ. A systematic review of digital badges in health care education. Med Educ. 2020 Jul;54(7):600-615. doi: 10.1111/medu.14060. Epub 2020 Mar 16. PMID: 31971267
  • 5. IPEC Core Competencies for Interprofessional Collaborative Practice: Version 3 (2023)
  • IPEC Core Competencies (ipecollaborative.org)