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ABSTRACT
Interprofessional education is becoming a requirement for accreditation of most health profession programs, therefore it is necessary to share innovative experiences so all can learn from the successes and barriers of implementation. Faculty members from five health profession programs (medicine, nursing, occupational therapy, pharmacy, and physical therapy) were tasked with developing a pilot interprofessional education experience focused on transitions of care. The result was a three-phase experience in which students individually completed online virtual cases, then came together for small- and large-group discussions, and concluded by working through a simulated patient discharge. Objectives centered on recognizing the individual’s professional role during transitions of care, identifying barriers to transitions of care, and evaluating strategies to improve safety during a transition. Outcomes were measured using an anonymous pre and post-experience survey. Twenty-three students completed the experience and identified key themes related to their profession’s role in, and barriers to a transition of care. The majority of students strongly agreed that this experience has made them more aware of the importance of interprofessional communication, and that they would recommend this pilot experience to a colleague.
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The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.
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Notes on contributors
Marghuretta Bland
Marghuretta Bland PT, DPT, MSCI is a Board Certified Neurologic Clinical Specialist and an Associate Professor of Physical Therapy, Neurology, and Occupational Therapy at Washington University School of Medicine. Within her current faculty position she is actively engaged in clinical research, teaching and clinical practice focused on stroke rehabilitation and therapist delivery of care. In 2016, Dr. Bland received the Academy of Neurologic Physical Therapy Emerging Leader Award. She is currently the Co-Chair of the Knowledge Translation Task Force for the Core Set of outcome measures Clinical Practice Guideline.
Alison Stevens
Alison Stevens, PharmD, BCPS is the Associate Director in the Office of Experiential Education and an Assistant Professor of Pharmacy Practice at St. Louis College of Pharmacy. She graduated with her Doctor of Pharmacy degree from Butler University in 2004 and subsequently completed a PGY-1 Pharmacy Practice Residency and PGY-2 Critical Care Residency. She has been a board certified pharmacotherapy specialist since 2007 and has extensive experience with critical care pharmacotherapy and hospital pharmacy practice. Her current research interests are focused on experiential education, preceptor development, and interprofessional education. In May of 2018, she received the Center for Interprofessional Practice and Education’s (CIPE) Master Interprofessional Educator certificate. Presently, she serves as the pharmacy representative for the transitions of care and standardized patient team experiences for the CIPE interprofessional curriculum.
Patricia Nellis
Patricia Nellis, OTD, OTR/L, MBA is the Director of Washington University Occupational Therapy Clinical and Community Practice Program. She is currently involved in building team based practice models in the areas of neurology, gerontology, orthopedics, and primary care. Her interests include alternative health care delivery models including team based care and community integration, functional risk identification in adults with multiple morbidities, occupation based health promotion strategies for individuals aging with disease and disability, and expanding experiential learning opportunities for students. She was instrumental in setting up the WUOT Student Run Free Stroke Clinic that serves to educate students and provide health services to underserved populations in the St. Louis area.
Kay Mueggenburg
Kay Mueggenburg, PhD, MSN, RN, CHPN, Associate Professor Goldfarb School of Nursing at Barnes Jewish College has 50 years in the profession, 25 in university education. Certified in Hospice and Palliative Care. PhD in Higher Education from Southern Illinois University Carbondale.
Timothy Yau
Timothy Yau, M.D. is a nephrologist and clinical educator at Washington University in St. Louis. He received his medical degree at Saint Louis University, and completed residency, chief residency, and nephrology fellowship at Rush University Medical Center in Chicago. His expertise involves the teaching of clinical skills curriculum and harnessing the power of social media in medical education.
C. ChenJustin
Justin C. Chen, M.D. is the Chief Resident in Quality and Safety at Washington University School of Medicine in St. Louis. He graduated from the accelerated BS/MD program at Drexel University College of Medicine and completed his residency at Barnes Jewish Hospital in St. Louis. He aspires to become an clinical educator with a focus in patient safety and quality improvement.