IPE delivered in virtual formats has been found to be: effective in improving and general IPE knowledge and attitudes (Fowler, Phillips, Patel, et al., 2018). This lightning talk summarizes findings from a campus-based IPE day (Nf963 students) that sought to improve health profession student’s knowledge about IPE and interprofessional attitudes as well as awareness of social determinants of health (SDOH) with vulnerable populations. Students from 10 health professions (Dentistry, Family Nurse Practitioner, Medicine, Dietetics/Nutrition, Occupational Therapy, Pharmacy, Physician Assistant, Physical Therapy, Social Work, and Speech and Language Pathology) participated in a virtual 1/2 day Interprofessional Education training facilitated by faculty from each of the participating health professions. The methodology included two videos depicting assessments done by a Physician Assistant and Social Worker with a simulated patient to illustrate patient-centered team-based care and social determinants of health (SDOH). The simulated patient was a Latino older adult that was unhoused, received food stamps, had no cash aid, was socially isolated and had multiple chronic health needs. Students received asynchronous materials about knowledge of roles and responsibilities of participating professions and the case study for the simulated patient. In the synchronous learning activity teams collaboratively assessed the patient’s SDOH and biopsychosocial/cultural needs, identified risk and protective factors/strengths and prioritized interventions among health professions to address both the needs identified by the team and patient.
Student outcomes included post surveys using standardized and validated instruments as follows: 1) the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), a 20 item questionnaire that measures student attitudes with reflection before learning activity and after in a POST survey used to assess student attitudes about interprofessional care, (MacDonald, Archibald, Trumpower, Jelley, Cragg, Casimiro, & Johnstone, 2009), and 2) an 8 item instrument to assess student’s knowledge about Social Determinants of Health: Assessing Student Competence Knowledge of Social Determinants of Health (ASCK-SDH)] (Lucas Molitor, W., Ikiugu, M. N., Stade, L. M., & Wardian, J. L., 2023). Additional quantitative questions include: demographic questions (program student is in, if student has participated in IPE training before and if yes how many; how long student has been a member of an interdisciplinary team currently or in the past; and awareness of importance of SDOH). Qualitative questions included four open-ended questions will be used at POST survey to help us understand satisfaction with USC IPE Day and recommendations on improvements for future IPE days.
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 (National Center OICPD). The National Center 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.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
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™. Physicians should only claim credit commensurate with their participation.
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.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
