Utilizing an Interprofessional Value Scale to Optimize Team Assessment

Abstract Wayne State University Interprofessional Team Visit (IPTV) is a program that introduces medical, nursing, occupational therapy, pharmacy, physical therapy, physician assistant, dental, and social work students to working in a collaborative team during an older adult home visit assessment. This 60-minute visit, students ask questions about the older adult’s daily activities, nutrition, medications, family health, and social supports. Interprofessional education is crucial for health care delivery, there is a need to evaluate the engagement of students in teams. The Interprofessional Socialization and Valuing Scale (ISVS), measures self-perceived experiences with collaborative teamwork, including the ability, value, and comfort in working with others. The ISVS tool was used to evaluate educational experiences of students. There are 18 questions pertaining to perceptions of what students have learned from other disciplines. Students respond to each statement using a 7-point scale with 1 = “Not at All” and 7 = “To a Very Great Extent.” The Pre and Post data discuss the differences between groups of students in feeling comfortable working in teams. The feedback ensure better care, value, and education of future healthcare practitioners.

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INTERPROFESSIONAL SOCIALIZATION AND VALUING SCALE FOR HEALTH PROFESSIONAL STUDENTS WORKING WITH OLDER ADULTS

Innovation in Aging ◽

10.1093/geroni/igz038.1081 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

pp. S294-S294

Author(s):

David Cicala ◽

Nicholas Ang ◽

Jennifer Mendez ◽

Shanique Brown ◽

Martha Schiller

Keyword(s):

Medical Students ◽

Older Adult ◽

Interprofessional Education ◽

Healthcare Team ◽

Patient Centered ◽

Team Members ◽

Professional Students ◽

Wayne State University ◽

Need To Evaluate ◽

Perceived Experiences

Abstract Interprofessional education allows students from two or more professions the opportunity to collaboratively practice patient centered care. Given the importance of interprofessional education in helping individuals become effective team members and understanding their value to a healthcare team, there is a need to evaluate the experiences. The Interprofessional Socialization and Valuing Scale (ISVS), aims to measure self-perceived experiences with interprofessional collaborative teamwork, including the ability, value, and comfort in working with others. The Wayne State University Interprofessional Team Visit (IPTV) program is an older adult home visit program that places pharmacy, social work, occupational therapy, nursing, and medical students in teams. Students form teams of 3 different disciplines and interview the older adult to assess various aspects of health and wellbeing. In order to evaluate the interprofessional educational experiences of the students, they are given a pre- and post- survey utilizing the ISVS tool. 18 questions pertaining to perceptions of what students have learned about working with professionals from other disciplines. Students respond to each statement using a 7-point scale with 1 = “Not at All” and 7 = “To a Very Great Extent.” Statistical analysis is conducted in order to compare pre- to post-surveys and also assess differences between groups. It is found that ISVS scores increase from pre- to post-survey, second year medical students and third year pharmacy students feel more comfortable working in teams, and teams consisting of these two have higher average scores.

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Four Approaches for Implementing Interprofessional Education

Innovation in Aging ◽

10.1093/geroni/igab046.400 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 106-106

Keyword(s):

Interprofessional Education ◽

Core Competencies ◽

Community Dwelling ◽

Marketing Plan ◽

State University ◽

Wayne State University ◽

Online Simulation ◽

Improve Health

Abstract Using Microsoft Teams, the students from Psychology and marketing at Upper Iowa University, create a marketing plan focused on proposing a product or service targeting older adults. The Michigan LEND program, engages a minimum of 4 disciplines in practice online simulation approaches to respond to a case study. At Wayne State University and University of Detroit Mercy, during a zoom visit with community dwelling 50+ old adults, students from 9 disciplines collaborate on recommendations, referrals, and resources to improve health and/or quality of life. Marquette University students from 10 health professions participate in a series of four half-day workshops, designed in alignment with the Interprofessional Education Collaborative (IPEC) core competencies.

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Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-10007 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1410-1421

Author(s):

Erica Ellis ◽

Mary Kubalanza ◽

Gabriela Simon-Cereijido ◽

Ashley Munger ◽

Allison Sidle Fuligni

Keyword(s):

Los Angeles ◽

Training Program ◽

Interprofessional Education ◽

Clinical Training ◽

Interprofessional Collaboration ◽

Communication Disorders ◽

Outreach Program ◽

State University ◽

Diversity And Inclusion ◽

Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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