Education

The UW CIPE Interprofessional Teamwork Competency Module is offered in fall to 1^st-year interprofessional students. This module serves as an introduction of interprofessional practice and education to students, as well as an opportunity to gain a comprehensive understanding of interprofessional teamwork and how to optimize patient outcomes by improving team collaboration.

Module Learning Objectives:

1. Describe the process of team development and the roles and practices of effective teams.
2. Engage health and other professionals in shared patient-centered and population-focused problem-solving.
3. Reflect on individual and team performance for individual, as well as team, performance improvement.
4. Use available evidence to inform effective teamwork and team-based practices.

Module Structure: The complete Module includes one 60-minute in-person session, one 90-minute in-person session, and a one-hour online component.

• The first in-person session includes an introduction to the IPE concept along with a number of facilitated individual, small and large group activities, discussions and reflections. In one of the activities, students are asked to self-reflect on, and then share their perception of their career selection, professional identity, and understanding of health and illness. In another activity, students need to work in teams to review, analyze, and discuss a clinical scenario to highlight the importance of interprofessional teamwork in a health care setting.

• The online component requires students to review a journal article and watch a few short video clips related to interprofessional teamwork. The goal of the online section is to enhance students’ understanding of teamwork in health care and to introduce the concept of the 7 C’s in teamwork (Capability, Cooperation, Coordination, Communication, Cognition, Coaching and Conditions) in preparation for the 2^nd in-person session.

• In the second in-person session, students are expected to demonstrate teamwork in action while working in teams to review, analyze and discuss a more complex clinical scenario. Students then will use the 7 C’s to identify and optimize the contributing factors to the scenario’s outcome.

Student feedback is collected through Qualtrics surveys at the end of each in-person session.

The UW CIPE Interprofessional Communication Competency Module is offered as a four-hour module in the spring to 1^st-year interprofessional students.

Module Learning Objectives:

1. Choose effective communication tools and techniques to facilitate discussions and interactions that enhance team function;
2. Listen actively and encourage ideas and opinions of other team members; 3) Give timely, sensitive, instructive feedback to others about their performance on the team, responding respectfully as a team member to feedback from others;
3. Use respectful language appropriate for a given difficult situation, crucial conversation, or conflict;
4. Recognize how one’s uniqueness (experience level, expertise, culture, power, and hierarchy within the health team) contributes to effective communication, conflict resolution, and positive interprofessional working relationships.

Module Structure: The Module includes four units: Unit 1 and Unit 3 online, and Unit 2 and Unit 4 as in-person sessions.

• Unit 1 is a 30-minute online unit, in which students are introduced to the concepts of Relationship-Centered Care (RCC), empathy, and O.A.R.S. (Open questions, Affirmations, Reflective Listening, and Summarizing.) through listening, watching and reflecting on the presentation, video clips, case studies. The first unit set a foundation for students in understanding the importance of choosing effective communication tools and techniques, showing empathy, and avoiding biases to facilitate effective communication with patients, families, communities, and other health professionals. Students’ understanding of the concepts is assessed via a short online quiz.

• Unit 2 is a 90-minute in-person session in which students are expected to acknowledge and be aware of existing assumptions/biases, and to practice giving and receiving feedback and active listening. Students are involved in a number of facilitated small and large group activities, like assumptions activity, giving and receiving feedback, ranting out, and reflection.

• Unit 3 is another 30-minute online unit in which students are introduced to other effective communication approaches and tools like N.U.R.S.E.(S), and their knowledge about other concepts such as O.A.R.S. and empathy are reinforced. Students will then apply their gained knowledge into an interprofessional case scenario to evaluate their understanding of the learned concepts as a short quiz.

• Unit 4, the last unit is another 90-minute in-person session in which students participate in a role-playing fictitious case scenario (a Zombie Apocalypse!). The goal of the activity is for students to utilize their gained communication and teamwork skills into the case to identify the needs and to support each other as an interprofessional health care team.

Student feedback is collected through Qualtrics surveys at the end of each in-person session.

The UW CIPE Interprofessional Values and Ethics Competency Module is offered as a four-hour module in the spring to 2^nd-year interprofessional students.

Module Learning Objectives:

1. Reflect the unique cultures, values, roles/responsibilities, and expertise of other health professions and the impact these factors can have on health outcomes;
2. Place interests of patients and populations at the center of interprofessional health care delivery and population health programs and policies, with the goal of promoting health and health equity across the life span; and
3. Manage ethical dilemmas specific to interprofessional patient/population centered care situation.

Module Structure: The module is four hours in length with two 90-minute in-person sessions and two 30-minute online components.

• For the first online component and in preparation for the first in-person session, students are asked to complete an ethics worksheet in which they need to describe their own professional code of ethics regarding autonomy, beneficence, nonmaleficence, justice, virtues and interacting with other health care professionals.

• The first in-person session includes an introduction to the Values and Ethics in IPE along with a number of facilitated pairs, small, and large group activities, discussions and reflections with the goal of creating a shared interprofessional code of ethics. Students share and discuss their professional code of ethics with students from two or more other professions to identify the similarities and differences. In another activity, the interprofessional students share and discuss potential ethical dilemmas within and across professions to develop competence in resolving conflicts in the process of addressing ethical dilemmas using the provided 6-step guidelines.

• In the second 30-minute online component, as a prep for the 2^nd in-person session, students are asked to review and reflect on the newly developed Shared Interprofessional Code of Ethics. The students are also introduced to the concept of One Health via watching two short video clips.

• The second in-person session includes a number of facilitated small and large group activities, discussions and reflections with the goal of finalizing and expanding the shared interprofessional code of ethics into One Health, and to apply the Shared Codes into an unfolding One Health Case Study. Students are asked to Identify, document, and discuss the most concerning patient, family, and system issues first from their own professional perspective, then from an interprofessional and One Health perspectives, and to develop a collaborative care plan to address these issues at the patient, family, and system levels while using the shared code of ethics.

Student feedback is collected through Qualtrics surveys at the end of each in-person session.

The UW CIPE Interprofessional Roles and Responsibilities Competency Module as a four-hour module is offered in the fall to 2^nd-year interprofessional students.

Module learning objectives:

1. Recognize one’s limitations in skills, knowledge, and abilities;
2. Engage diverse professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet specific health and healthcare needs of patients and populations;
3. Use the full scope of knowledge, skills, and abilities of professionals from health and other fields to provide care that is safe, timely, efficient, effective, and equitable; and
4. Communicate with team members to clarify each member’s responsibility in executing components of a treatment plan or public health intervention.

Module Structure: the Module includes two 90-minute in-person sessions and two 30-minute online components.

• For the first online component and in preparation for the first in-person session, students are asked to complete the following: an “elevator” speech describing their profession and a word-cloud assignment in which students to submit 3 words that best represented their own profession and 3 words for each of the participating programs.

• The first in-person session includes an introduction along with a number of facilitated and interprofessional small and large group activities, discussions, and reflections. In one of the activities, students are paired up with a student from a different program to deliver and discussed their prepared elevator speech. Students are presented with the results of the word cloud assignment for reflection and discussion.

• For the second online component, students are asked to review a tutorial titled Healthcare Team by the Patient Navigator Training Collaborative and to complete a practice quiz at the end of the tutorial. After viewing the tutorial, students also complete a short online quiz, which assesses their understanding of the tutorial. The goal of the online work is to gain a basic understanding of different health care professionals and their roles and responsibilities within a typical health care team in preparation for the second in-person session.

• The second in-person session consists of two parts. The first part is a brief review of the pre-class assignment and quiz results. For the second part, students in interprofessional teams review and analyze a case study. This activity is designed to show the importance of knowing one’s own limitations and utilizing team members’ diverse expertise to facilitate optimal team performance. Students also need to communicate well within their group to develop and deliver a comprehensive and well-thought-out collaborative patient care.

Student feedback is collected through Qualtrics surveys at the end of each in-person session.