University of Virginia: Creation of Clinically-Relevant IPE Simulations and Objective Assessment Tools Valentina Brashers MD, FACP, FNAP Professor of Nursing and Woodard Clinical Scholar Attending Physician in Internal Medicine Founding Co-Director, Center for ASPIRE University of Virginia
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University of Virginia: Creation of Clinically-Relevant IPE
Simulations and Objective Assessment Tools
Valentina Brashers MD, FACP, FNAP Professor of Nursing and Woodard Clinical Scholar
Attending Physician in Internal Medicine Founding Co-Director, Center for ASPIRE
University of Virginia
Objectives of this Presentation
After viewing this webinar, participants will be better able to:
• Discuss the UVA method for creating IPE simulations based on Collaborative Care Best Practice Models
• Describe the implementation of these IPE simulations during clinicals/clerkships for all medical and nursing students
• Describe the development and implementation of objective tools for longitudinal assessment of IPE competencies
• Identify potential benefits and challenges for implementing these methods at their own institutions
Need for more clinically relevant IPE experiences and objective tools
• Rapidly accumulating evidence that teamwork is essential to achieving the Triple Aim
• Link between IPE and measurable changes in teamwork behaviors less well documented
• New tools needed for developing clinically-relevant IPE activities and for measuring teamwork behaviors
The UVA Approach to IPE
Learners come to us with many preconceived notions
• About what is really important for them to learn (= low tolerance for “fuzzy fringe stuff”)
• About IPE (= fuzzy fringe stuff)
• About working with other professions (= know what they are “supposed” to say…)
Conceptual Framework for UVA IPE
• Clinically-relevant IPE moves teamwork from fringe to core:
– Learning occurs most effectively when it is reinforced by real-life clinical experiences
– Important to bridge the gap between the academic and clinical “silos” by aligning educational goals with Health System priorities for care delivery
– Faculty/clinician development is key component – students will model what they see
– Essential to integrate IPE skills with profession-specific skills and embed teamwork into traditional curricula across the learning continuum
• Fully integrated into the programs of study
Conceptual Framework for UVA IPE
• Experiential learning
– Hands-on IPE skills learning creates the greatest likelihood for enduring changes in practice behaviors
– Changes in attitudes follow good IPE experiences
• Competency-based assessments used as both formative and summative evaluation tools
– Students tend to value most those things on which they are evaluated/tested
– Support observable and measurable changes in skill application to patient care
– Self-assessment and feedback make learning objectives more tangible and “owned” by the learner
Conceptual Framework for UVA IPE (cont)
Competency Framework for UVA IPE
Prior to 2011 Now: IPEC Competencies
Communication Professionalism Shared Problem Solving Shared Decision Making Conflict Resolution
“Bridging the Gap” Developing, Implementing, and Assessing the
Impact of Innovative Undergraduate Interprofessional Education (IPE) Experiences Based
on Collaborative Care Best Practice Models
(Blackhall, Brashers, Erickson, Owen, Shannon Thomas
+ 13 other coinvestigators)
Bridging the Gap Program Description - This program for expanding
interprofessional education at the University of Virginia is designed to