Workshop
Do No Harm; To, for and with Community
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CDT
Room: Mercer
Track:
- Expanding Interprofessional Health and Social Care Teams and Collaborative Practice
With the increasing awareness of the influence of social drivers on health, service learning and an understanding of local community contexts are becoming increasingly important aspects of a clinician's professional identity, one often developed in interprofessional settings. There is risk, however, of such experiences re-perpetuating transactional and extractive models of collaboration that have characterized healthcare in the past. In order to partner authentically with communities, academic health centers must "unlearn" these models, and instead move with intentionality that fosters trust and relationships. The core of this process involves seeking the wisdom of community, which must be built on curated trust and psychological safety that can only be forged through relational practice, when we work to understand—engaging our “hearts” and working to get our relationships “right.” We will highlight best practices for community engagement and interprofessional team building and provide multiple frameworks for participants to apply to their own professional practice.Session outline with active learning strategies: 10 m – Introduction of Relational Community Organizing, Relational Practice and Relational Leadership concepts and the distinction of when it is appropriate to do to, for or with community.
20 m – Panel Presentations of strong examples of interprofessional collaboration with communities and interprofessional team design.
10 m – Review common struggles experienced by academic institutions in partnering with communities and each other.
20 m – Breakout Groups with worksheet: Participants will blend the work of Tuckman’s staging of teaming and Himmelman’s “Collaboration Continuum” to determine the stage of planning and develop action steps for best practice.
20 m – Report Out/Discussion of best tips and practices, where gaps exist between academic programs and the community and opportunities for better overall wellness.
10 m – Call to action: Participants will write down one principle discussed during the workshop that they will use to improve their own service learning plan.
Learning Objectives
- Explain the continuum of health delivery and service learning to provide supports/care “to, for, and with” community partners, including the potential benefits and risks of each aspect of the continuum.
- Describe best practices for academic programs to foster trusting relationships with communities and health professional teams during interprofessional service learning.
- Improve their own service learning plan to more authentically partner with community in ways that build sustainable trust and relationships.
References
- 1. Anais Tuepker, Amanda Johnson, Luis Manriquez, Susan Park, Rohanna Erin, Katie Ashmore Zinler, Chloe Liliane Sciammas, Benjamin A. Lacayo, Brian Park, The impacts of relational organizing for health system and community collaboration. Health Services Research 2023, https://onlinelibrary.wiley.com/doi/10.1111/1475-6773.14256
- 2. Jennifer T. Alderman, Helyne Frederick, Kristel Maes, Meg Zomorodi, Developing and teaching an interprofessional service-learning undergraduate course for pre-health and human services students, Journal of Interprofessional Education & Practice, Volume 33, 2023, https://doi.org/10.1016/j.xjep.2023.100684.
- 3. Jacqueline M. Zeeman, Deepti Vyas, Kelly R. Ragucci,Best Practices for Interprofessional Education to Meet the Curriculum Outcomes and Entrustable Professional Activities, American Journal of Pharmaceutical Education, Volume 88, Issue 12, 2024, 101321, https://doi.org/10.1016/j.ajpe.2024.101321.
- 4. Mashek,D. (June, 2015). Capacities and Institutional Supported Needed
- along the Himmelman’s Collaboration Continuum. A presentation to the Academic Deans Committee of The Claremont Colleges, Claremont. CA
- 5. Tuckman, Bruce W. (1965) 'Developmental sequence in small groups', Psychological Bulletin, 63, 384-399.