Presenters
- Daubney Boland, Ph,.D, MSCP, Psychologist & Behavioral Science Faculty, Southern New Mexico Family Medicine Residency Program
- Traci Whice, PharmD., Clinical Pharmacist, Faculty, University of New Mexico
- Jessica Lopez-Harder, MA, psychology trainee, New Mexico State University
- Joanna Rachelson, MD, Family Medicine Physician, Southern New Mexico Family Medicine Residency Program
- Sarah-Summers-Barrio, DNP, Nurse Practitioner, Faculty, Southern New Mexico Family Medicine Residency Program
- Melinda Fowler, LMSW, Social Worker, Faculty, Southern New Mexico Family Medicine Residency Program
Summary
Interprofessional practice is core to the delivery of quality patient care. The World Health Organization (2012) states that in this climate, it is not enough for professionals of different healthcare disciplines to work within the same agency, but to actually train and practice collaboratively. Researchers and healthcare providers have found that good interprofessional collaboration can help reduce medical error, broaden the depth of services our patients and families can receive, and support our healthcare team members and even protect them against burn-out. True interprofessional work takes practice and training. Our faculty in Southern New Mexico, U.S. have created a collaborative interprofessional training that spans across several agencies: The Southern New Mexico Family Medicine Residency Program, New Mexico State University’s Counseling Psychology, Nursing, and Social Work programs, and University of New Mexico’s School of Pharmacy. We put together an annual Interprofessional Immersion, a week-long training that brings together new trainees from these five health care professions and has them train side-by-side in teams, building on the Interprofessional Education Collaborative (IPEC) Competencies. We have continued to build upon our educational strategies since the inception of the Interprofessional Immersion in 2012. Our immersion has been instrumental in building IPE skills for both our learners and faculty; it has helped set the stage for our learners to then work together in their subsequent practicum/residency programs. Last spring 2020, we were struck by challenges of remote learning due to the COVID-19 pandemic. Our team deliberated on how to effectively teach IPE in a virtual format and were able to develop an effective interprofessional training. This presentation will review educational components from the core IPEC domains, core strategies we used to offer interactive IPE training in a virtual format that still promotes team building and practice, and strategies to make the virtual format a success.
Objectives
- Identify the core competencies for interprofessional education (IPE)
- Describe educational strategies to teach IPE
- Learn pearls on using a virtual format for team-based learning
