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Engaging interprofessional students and providers for primary care redesign

Burkhart EE, Horsley TL, Connor J, Kouba J, Micheldelder A, Vlasses F. Engaging interprofessional students and providers for primary care redesign. Journal of interprofessional education & practice. 2019 Jun 1; 15:43-47.

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Abstract:

Interprofessional education (IPE) needs to be intentionally designed and connected to interprofessional practice to realize the benefits of improving collaboration, communication and reducing errors in patient care.1-3 A series of IPE modules were developed for both health care professionals and students as part of a grant funded by the Health Resources and Services Administration of the U.S. Department of Health and Human Services (#UD7HP26040) to redesign Loyola University Health System (LUHS) Family Medicine practices to a community-based model of interprofessional collaborative practice and patient centered medical home as a pilot model for the health system. The site also became a practicum site for Loyola University Chicago's (LUC) health profession schools. Part of the redesign was to teach both providers and students how to work as a team using the four IPE competencies: 1) values/ethics, 2) roles/responsibilities, 3) interprofessional communication, and 4) teams and team work (Fig. 1).2,3 The Agency for Healthcare Research and Quality's (AHRQ) TeamSTEPPS® in Primary Care education resources were incorporated into the educational initiatives for the latter two competencies, but it became clear that more refinement and adaptation was needed.4 We applied pedagogies following the knowledge-skills-attitudes education model by promoting knowledge through didactic lectures, applying content to develop mskills using case analysis and activities, and transforming attitudes using simulation with debriefing for each competency. Providers, staff and students became part of the research team to develop and test these modules. Modules are available online.5




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