Center for Interprofessional Practice and Education
at Washington University Medical Campus

Summer 2022 Newsletter

Expand the green sections below to read the full content for each update. 

 

CIPE Curriculum Update

The CIPE Steering Committee revisited the CIPE vision during the pandemic and has renewed our focus on educating the learners in the CIPE programs in collaboration with both community and clinical partners.

We aim to improve health and wellness of the greater St. Louis region through interprofessional education, and community and clinical partnerships

 The CIPE Curriculum & Assessment Committee, comprised of representatives from each of the CIPE educational programs, continues to oversee refinement of Phase I (now 100% virtual with further incorporation of the Community Health Worker lens), the Standardized Patient Team Experience (now occurring six times yearly) and our Hotspotting pilot. The committee is now turning its attention to development of paired-profession ethics case discussions in Phase II & Phase III activities for programs to use with their learners near graduation.

Updates for the 2022-2023 Academic Year include:

Phase I

Continued refinement of this curriculum based on learner and facilitator input includes the addition of optional Health Professional Student Leadership Council (HPSLC)-hosted Lunch & Learns to describe the roles of each of the CIPE professions, earlier introduction of the client/patient, and a streamlined project assignment. These Lunch and Learns will offer in-person dialogue that CIPE participants have missed due to virtual programming in response to the COVID pandemic.

Phase II

The Standardized Patient Team Experience has expanded to accommodate a different mix of professions each of six annual administrations. Depending on the professions involved, the case involves a patient who has experienced a stroke, either at admission or discharge.

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Ethics case discussions are being designed to address the Ethics & Values objectives in the CIPE Curriculum Framework. Professions will be paired for common ethics objectives and content specific to their professions. This is based on a successful collaboration between pharmacy and nursing for the past four years. In this session, pharmacy and nursing students work through two pediatrics-related cases which have ethical components to them. Small interprofessional student groups review each profession’s ethical code, discuss which ethical issues are at play in the case, and consider ways to address the issues as a team. A faculty member from each profession is present and helps facilitate discussion with the larger group.

Phase III

Hotspotting (now known as Community Interprofessional Care Coordination) has grown slowly during the pandemic as we perfect the supervision model. In the upcoming 2022-2023 Academic Year, a Community Health Worker (CHW)-coached model will be piloted. This video best describes this experience.

The CIPE Curriculum & Assessment Committee (CAC) charged the Phase III Workgroup comprised of a diverse group of educators from each program; clinicians, librarian, CHW, and communications expert to consider how learners can be exposed to the CIPE Phase III objectives. Currently the CAC are exploring four areas to pilot in the coming year:

  1. Interprofessional admission & discharge planning when learners are co-located.
  2. Reassessment Rounds – Similar to Morbidity & Mortality Conferences in the hospital where learners present a clinical error and proposed solution, these sessions will focus on interprofessional issues.
  3. Communications exercises – Program leads noted learners need practice with many modes of interprofessional communication including phone and email.
  4. Research projects – Many programs include research requirements in the last block of their curriculum which could involve an interprofessional component, as well as connections with clinical and community partners.
Intern Spotlight: Victoria Offei-Dua, Washington University MD-MPH Candidate and Torrie Real, MPH

I came to CIPE through my MPH education. While I did not have prior knowledge of CIPE, during my 3 rd year clinical rotations in the MD program, I worked on teams that truly embodied qualities of an integrated interprofessional care team. Those teams demonstrated good communication skills, were focused on the patient, and demonstrated respect toward what each profession contributed to patient care. I enjoyed working on such teams which inspired me to practice and embody those qualities in each care team that I would be a part of in the future. This is what drew me to CIPE for my practicum.

A little bit about me: I chose medicine because growing up in Ghana, I appreciated the one-on-one care that physicians offered to patients in their time of need. I wanted to serve people in that way. During my undergraduate years, my knowledge of social determinants of health (SDOH) grew and I realized that I wanted to also work to reform the systems that lead to poor health within certain populations – so I decided to pursue an MPH.

My primary contribution to CIPE was building a curriculum for Hotspotting (now known as Community Interprofessional Care Coordination) in Canvas in collaboration with Hotspotting faculty advisers and other CIPE partners. In creating the Hotspotting course, I learned about the history of Saint Louis and the decisions that have created patterns of persistent inequality that disproportionately affect communities of color. This was impactful because I came to this course wanting to first contextualize SDOH for learners. Though the concept of SDOH has gained broader recognition as important contributors to population health, taking the opportunity to highlight SDOH in the immediate context often makes SDOH tangible/salient to learners. I then created a supplemental module of direct patient care resources from across the professions toward learners partnering with individual patients/clients (i.e., blood pressure monitoring sheets and nutrition education). My hope is that in this course, by applying their unique professional lens and the CIPE tools given to them, learners can learn to work together in interprofessional teams early in the development of their professional identities. 

I also took the opportunity to co-facilitate 2 Standardized Patient Team Experience sessions which rekindled my interest in education and teaching. Overall, I have been impacted by the spirit of interprofessional practice and education. Working with CIPE was rewarding, and I am grateful for all the learning and the opportunities to refine and bolster my professional goals. And I intend to continue within the IPE world in my future career as a physician-educator, beginning with the CIPE Student-Resident Teaching Certificate Program this summer.

Acknowledgment: I want to give credit to Eliza Hendrix, Washington University OT graduate and former CIPE intern, whose prior work I built on in creating the course.

Gratitude: Thank you to Heather Hageman, Heather Jacobsen, Becky Guillot-Beinke, Ann Marie Mohr, my Spring 2022 CIPE Co-interns, and the Hotspotting Faculty Liaisons for your input on the course.

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Congratulations to CIPE Intern Torrie Real on being awarded the 2022 Washington University Master of Public Health Outstanding Practicum Student, Generalist Specialization. Torrie also contributed significantly to the CIPE Hotspotting pilot in AY2021-22. Torrie has also written a CIPE Itern Spotlight article, whcih you can read in the Winter 2022 newsletter.

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HPSLC Case Study Night

The Health Professional Student Leadership Council (HPSLC) is an interprofessional group of healthcare students interested in developing an understanding of collaboration among students across the healthcare professions.  On Tuesday, April 5th, 2022, HPSLC hosted a collaborative case study event involving around 60 students from the professions of medicine, nursing, pharmacy, occupational therapy, physical therapy, audiology, and genetic counseling. A panel of clinicians from each of the health profession programs elaborated on their respective roles pertaining to the patient case. This year’s case highlighted a complex stroke patient as they navigated the health system through the ED; inpatient admission, inpatient rehabilitation, and outpatient care following discharge. Adam Snowden, HPSLC President and a first-year medical student, moderated and served as a liaison during the event. “The event required corresponding with faculty leads in each of the professional programs, reviewing the relevance and accuracy of the case, ensuring that some component of the various professional programs were represented in the case, and of course, establishing logistics of space, time, food, etc.,” stated Snowden on the planning of the event.

Student and clinician attendees agreed that the event pointed out the critical importance of interprofessional communication and collaboration in the healthcare professon. According to Courtney Kroeger, a fourth-year audiology student who also served as one of the clinical panelists for the event, “Learning how so many different professionals can be involved with a single patient really highlights the importance of an interprofessional team approach and open communication between specialties. So many different people are there to not only save the patient's life but also improve their quality of life following a major medical incident.” This event was especially important for students who will soon be entering the healthcare field, as it shows how professionals from different specialties are necessary for ensuring positive patient outcomes. Having the pertinent knowledge on the roles of other healthcare specialties also allows students to respect the value of these individuals as integral members of the healthcare team.

This HPSLC case study event marked the first in-person interprofessional event held by the organization since the beginning of the pandemic. Students and facilitators believed that being able to hold the event in-person contributed to the overall success of the event.  The case study night allowed students from various professions to learn from each other in a face-to-face setting. Additionally, having the event be largely student led allowed for the natural development of interprofessional relationships among students. “The students reviewed the case and answered all of the questions with each other in their small groups and then the facilitators were only there to add on information. It is cool to see the students teach each other about their professions and form relationships and contacts that they can use later on when they are practicing providers,” stated Kroeger. It was great to see students excited about interprofessional collaboration for the betterment of patient care.

Many of the student participants inquired about future events sponsored by HPSLC. The enthusiasm behind this program shows a promising outlook for the future of interprofessional collaboration. One student attendee put it well: “Though I knew in principal what most of the other professional students’ roles are, I did not appreciate how those roles manifested in actual patient care. The case study really helped bring this general understanding to tangible reality, and I am now able to concretely understand how each of the pieces fit together in the complex puzzle of healthcare.” We look forward to future HPSLC events allowing for interprofessional collaboration opportunities among students on our campus.

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Congratulations to Recently Inducted Master Interprofessional Educators!

Congratulations to this year’s Master Interprofessional Educator inductees:

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Teri Boyd, EdD, MSN, RN, CNE;  Hamish Seegers, MA Divinity, APBCC, HPC;  Rebecca Claxton, DNP, RN;  Tomi Toler, MS, CGC;  Haley Johnson, Pharm.D.

The Master Interprofessional Educator certificate is available for professionals who 1) Learn with us; completing IPE 101 and IPE 201* 2) Participate; attending two or more continuing education events every two years and 3) Teach; leading one or more CIPE sponsored IPE activity per annual year. Join us virtually for our fall iteration of IPE 101 and IPE 201. We will be adding additional IPE partner events to our events page in the very near future. Continue to check with us for IPE professional development opportunities. *The training for facilitators in the Phase I curriculum also counts towards your IPE 201 completion – and registration for facilitators is also open now!

To be a facilitator for Phase I, register here.

For our fall IPE 101, IPE 201, or other upcoming IPE professional workshops, check out our events page. We look forward to seeing you!

Scholarship Corner

A team of healthcare professionals and CIPE partners collaborated in 2022 to produce a poster presentation on the outcomes of the piloted CIPE Hotspotting program during the 2020-2021 academic year amidst the COVID-19 pandemic. The poster was featured at two conferences: the Central Group on Education Affairs (CGEA) and the Office of Nursing Research & Sigma Tau Iota Goldfarb School of Nursing Spring Research Day. View the poster here

This team included CIPE partners:

  • Eliza Hendrix, OTD 1
  • Dennis Chang, MD 2 and CIPE Curriculum & Assessment Committee Member
  • Gloria Grice, PharmD, FNAP, BCPS 3 and CIPE Steering Committee Member
  • Heather Hageman, MBA 4 and CIPE Director
  • Janice Janson, PhD, EdS, MH 2 and CIPE Curriculum & Assessment Committee Member
  • Heather Jacobson, MPH 5 and CIPE Curriculum & Assessment Committee Member
  • Melissa Krauss, MPH 5
  • Ragini Maddipati, MSW, MPH 6
  • Duana Russell-Thomas, MSOT, OTD, OTR/L 1
  • Barbara Whitaker, DNP, MPH, BSN, RN 7 and CIPE Curriculum & Assessment Committee Ex-Officio Member

(1) Program in Occupational Therapy at Washington University School of Medicine in St. Louis, (2) Washington University School of Medicine in St. Louis, (3) University of Health Sciences & Pharmacy in St. Louis, (4) Center for Interprofessional Practice & Education at Washington University Medical Campus, (5) Brown School Evaluation Center at Washington University in St. Louis, (6) Brown School at Washington University in St. Louis, (7) Goldfarb School of Nursing at Barnes-Jewish College

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Dr. Barbara Whitaker at the Goldfarb School of Nursing Spring Research Day