Center for Interprofessional Practice and Education
at Washington University Medical Campus

Fall 2017 Newsletter

The CIPE Moves Forward with New Strategic Priorities

The Center for Interprofessional Practice and Education (CIPE) has taken a significant step forward in its development with the creation of its inaugural strategic priorities. CIPE Steering Committee members believe the priorities will provide the framework and direction for the center’s development.

The priorities were developed by the center’s Steering Committee, which includes representatives from each of the center’s collaborating institutions: Goldfarb School of Nursing at Barnes-Jewish College, St. Louis College of Pharmacy and Washington University School of Medicine.

The strategic priorities are:

  1. Community
  • Establish a community of interprofessional educators who embrace and demonstrate core principals of interprofessional education and practice.
  1. Education
  • Develop a longitudinal, integrated IPE (interprofessional education) core curriculum across the seven educational programs: audiology, deaf education, medicine, nursing, occupational therapy, pharmacy, and physical therapy.
  • Develop a comprehensive program assessment plan.
  1. Practice
  • Partner with clinical entities to create patient-centered collaborative care clinical practice sites.
  • Develop interprofessional practice experiences for learners at these sites.
  1. Research
  • Support the development of an interprofessional research community.

The center’s Director, Heather Hageman, MBA, said the strategic priorities infuse fresh energy into the program. “This is generally where we’ve been headed from the get-go. It took a while for us to understand each other and establish common goals,” Hageman said. “The strategic priorities now give us clear marching orders and allow us to communicate what the CIPE is about in greater detail.”

Development of the interprofessional education (IPE) curriculum is top priority. The center’s Curriculum Committee is tackling that assignment. Committee Chair Brenda Gleason, Pharm.D., associate dean for academic affairs and a professor of pharmacy practice at St. Louis College of Pharmacy, said the CIPE Curriculum Committee is building a longitudinal curriculum framework and will integrate the framework with each profession’s curriculum.

“The CIPE Curriculum Committee will then develop the process with which to develop the curriculum’s overall structure in time to launch the first phase in AY19-20,” Gleason said. “While we develop the curriculum structure, we already know that the more faculty who learn to teach interprofessional practice and education, the more they and students express a desire to teach and learn this approach in experiential settings.”

As the center pursues its priorities, clinicians across the professions will learn to collaborate and appreciate each other’s skills, Hageman said.

Our goal is a win-win partnership,” she said. “We can’t expect clinical sites to take our students without providing added value. For example, our students wouldn’t just ‘observe’ -- they should provide something of value, such as patient education.”

Dorothy Andriole, MD, assistant dean for medical education at Washington University School of Medicine, chairs the CIPE Assessment Committee, which is charged with measuring the program’s success.

“Our committee is developing a common approach to assessment and evaluation,” she said. “We also are examining approaches used at other institutions. This fall, we are hosting two workshops, led by our colleagues at the Brown School of Social Work, for the development of a logic model (program matrix) that will guide the programmatic evaluation of the CIPE's numerous and wide-ranging activities going forward.  To ensure the development of a comprehensive logic model that included the perspectives of many individuals beyond those of the Assessment Committee, workshop participants included members of all CIPE standing committees (Steering, Curriculum and Assessment).

While embarking upon this complex challenge, Hageman says she still keeps her eye on the critical goal. “Ultimately, when healthcare professionals work as a team and can incorporate knowledge of associated health professions, the CIPE will achieve its most important goal: improving patient care.”

Learn more about the center’s strategic priorities and associated goals.

The CIPE Hosts its First Professional Development Workshop of the Fall Season

Workshop Photo

The center hosted the first of its Fall 2017 Professional Development workshops on September 13. Led by Carolyn Dufault, Ph.D., assistant dean for education at Washington University School of Medicine, the discussion educated attendees on several key findings from cognitive science that can be utilized to improve teaching and learning.

Dufault’s presentation was focused on four key topics: the importance of creating the conditions to promote attentional engagement in the classroom, the benefits of using retrieval practice in learning, the significance of providing feedback to students and the positive outcomes associated with using the “spacing effect” in teaching and learning.

“From a lab-based perspective, cognitive scientists want to understand how the brain processes and retains information and how this affects what we know,” said Dufault. “As we gather this information in the lab, our goal is to turn it over to educators in order to help them make practical translations that can help their students learn more efficiently.”

Dufault, who is a cognitive psychologist and a member of the center’s Assessment Committee, began her presentation by noting the importance of finding ways to overcome attention lapses in the classroom. Citing a 2010 study on student attention decline, Dufault explained that while attention span decreases over time within a class session, regardless of how engaged a person is, attention lapses can be reduced by incorporating periods of active learning into lecture sessions.

“Activities like demonstrations, facilitated discussions and question and answer sessions can provide a reset or refresh for students that helps extend attention span,” said Dufault. “Built-in breaks and shorter lecture sessions of 90 minutes or less can also be helpful in retaining the attention of students and preventing information overload.”

Outside of the lecture setting, Dufault noted that successful learning can be achieved by utilizing retrieval practice. The strategy helps boost learning by encouraging students to deliberately call information to mind after initially learning it, rather than simply rereading the information over again without trying to recall it.

“Time and time again, retrieval practice has been found to be a more effective approach to learning and a more durable form of learning over time,” said Dufault. “The key ingredient is the effortful retrieval of information.”

Dufault also stressed the importance of feedback in the learning process.

“Numerous studies have shown that the amount of information students retain improves as a function of how much feedback is given,” said Dufault. “Feedback is a proven amplifier of learning.”

According to Dufault, feedback also plays an important role in learning by decreasing the amount of incorrect information students “learn” from multiple choice tests; improving subsequent performance on questions that students answer incorrectly and also improving subsequent performance on questions students answer correctly, even among those who had low confidence in their answers.

Dufault concluded her discussion by highlighting the long-term learning benefits of “the spacing effect.” The phenomenon, which has been studied by psychologists for over 100 years, offers evidence that learning is greater when studying is spread out over time, rather than taking place in a single session or sessions that take place very close in time.

“To get the best results from spacing, educators should expose students to key facts at least twice, place longer spaces between learning episodes to encourage long-term retention and consider using cumulative exams that promote spaced study,” said Dufault.

The workshop was the first in a monthly series of events being hosted by the center to share best practices in education and practice principles.

The event was well-received by participants, one of which commented that she loved learning the data and evidence behind strategies to improve long-term retention of material. Other participants noted that the workshop was “excellent,” and was a “great way to bring faculty together,” and some said they intended to have Dr. Dufault present to their broader faculties.

Upcoming Professional Development Opportunities

Integrating the Arts into a Health Professions Curriculum
October 18, 4:00pm-6:00pm
Mildred Lane Kemper Art Museum, Washington University Danforth Campus

BJH Multidisciplinary Research ConferenceOctober 25, 7:30am-4:00pm
Eric P. Newman Education Center, Washington University Medical Campus

Interprofessional Learning in Practice Settings
November 2, 4:00pm-5:00pm (with a reception 5:00pm-5:30pm) 
St. Louis College of Pharmacy, Recreation and Student Center, Event Room B

Please note that the Improv Skills workshop, originally scheduled for November 6, is being rescheduled. Keep an eye on your email for an updated invitation!

Save the date for our Professional Resilience workshop on December 4 at Goldfarb School of Nursing at Barnes-Jewish College. The workshop will take place from 4:00pm-6:00pm with a one-hour networking reception immediately following. An email invitation will be sent and further details will be posted to the center’s Events page as they become available.

CIPE Partner Attends National IPE Summit

Valerie Lunsford, PhD, RN from Goldfarb School of Nursing shares her experience from a recent interprofessional national conference.

Nexus Photo

From August 20 through 23, I attended the second NEXUS Summit held in Minneapolis, MN. As a relative “newbie” to the world of interprofessional education, I was curious, excited, and unsure of what to expect. I knew I would be missing the eclipse in the path of totality here at home, but figured it would be an auspicious time to gain new knowledge. The NEXUS Summit combined research with education and interaction. Two afternoon sessions showcased some excellent poster presentations of research findings, while podium presentations, panel discussions, and interactive classroom experiences were focused on the exploration of evolving ideas, the application of real-world skills, and the opportunity to learn from role models in the field. Conference attendees came from many countries, myriad practice and academic settings, and from programs that ran the gamut in stage of development, ranging from newly funded and not sure where to begin to long-standing, well-developed programs that were recognized as model programs.

The best offering I attended over the three days was a preconference workshop on assessment methods for IPE. Their take home message was that measurement must move away from evaluating changes in attitudes to evaluating changes in behavior, as well as making the patient’s experiences with the interprofessional team part of the evaluation. Some of my best learning came from personal interactions. At 7:00am on Sunday I met two women, of an age and dressed kind of like me, on the elevator. I introduced myself and found out they also were conference attendees. We had breakfast together and from that point on I was happy to be “adopted” by the Rush team, including three physicians, two nurses, a social worker, an administrator, and a research scientist, for the remainder of the conference. The two nursing faculty, Jan and Joanne my elevator friends, had started the IPE program five years ago, with a vision and funding by a HRSA grant, as a quality improvement project. Recently the Rush IPE program was made a mandatory part of all healthcare programs across the university with students beginning a series of six workshops starting their first year of course work.

So, what did I learn and was it worth missing the eclipse here at home? I didn’t really miss the eclipse. Just as it started, the clouds parted and I saw it! I was thrilled. I heard from many attendees that getting a program started was difficult without funding, a buy in from all healthcare programs, and a place to work from. I realized how fortunate those of us working with IPE here are. We have all those things, support from all programs and program leaders, funding, personnel, and spaces to meet and work from and to hold educational offerings. We have everything we need as we work to develop an exemplary, stellar IPE program that perhaps we can showcase at a future NEXUS Summit.

~Valerie Lunsford, PhD, RN, Goldfarb School of Nursing

Clinical Happenings

The CIPE is fortunate to have strong clinical partners from which we can draw current examples of interprofessional practice. This quarter’s highlight features a handoff initiative at Barnes-Jewish Hospital in collaboration with Washington University School of Medicine. Of particular interest to CIPE educators is the video produced by this effort which features a good and bad handoff, and includes a self-assessment. Educators are encouraged to incorporate this educational material in their teaching, as appropriate, as an example of what is being implemented for teams locally.

Style Guide

For those of you wondering how to refer to the Center for Interprofessional Practice and Education and its partnering institutions, we have created a Style Guide for the center.