Implementation of Virtual Interprofessional Observed Structured Clinical Encounters (OSCEs): A Pilot Study.

This pilot study was designed to investigate the feasibility of incorporating validated McMaster-Ottawa Team Observed Structured Clinical Encounters (TOSCEs) as a behavioral assessment in an interprofessional education (IPE) program using Zoom Communications. First- and second-year students from 11 health professional programs (e.g., audiology, dental hygiene, graduate psychology, healthcare administration and leadership, occupational therapy, pharmacy, physical therapy and athletic training, and physician assistant studies) at a single university participated and were assessed on the four Interprofessional Education Collaborative (IPEC) core competencies. Students completed three McMaster-Ottawa TOSCE stations (20 mins per station), followed by a large group debriefing for all participants to discuss the process and provide feed¬back. A validated, abbreviated version of the McMaster-Ottawa scoring rubric was utilized by faculty observers, and individual student scores were submitted using a Google form. Kruskal Wallis tests were used to analyze student performance related to the IPEC core competencies to deter¬mine whether significant differences existed between mean performance scores as compared by year in program (first year vs. second), and between case types. Kruskal-Wallis tests suggested differences on the collaborative patient performance item between the pediatric and diabetes cases only. There were no significant differences in performance across academic year in health professional programs, p > 0.05. Qualitative feedback highlighted the timely telehealth approach to collaborative practice and effective delivery of the interprofessional (IP) OSCE event across all of the student focus groups. The virtual IP OSCEs were feasible and recommended as a valuable IPE initiative at our institution.

Utilizing a faculty-led student assessment team to evaluate international interprofessional service learning opportunities.

INTRODUCTION: Globalization, combined with health professional students increasingly seeking international interprofessional service learning (IISL) experiences, presents new challenges and opportunities for faculty establishing these programs. This paper describes the novel process of utilizing a faculty-led team of health professions graduate students to evaluate IISL opportunities with an international partner. METHODS: An interprofessional task force recruited student volunteers to travel abroad for the purpose of evaluating the potential learning opportunities at an international site. Faculty and students utilized an assessment tool adapted from the University of Minnesota's "Health and Safety Site Visit Checklist" to evaluate various aspects of the site. Findings were compiled, and students developed a program-specific list of potential collaborative opportunities with a corresponding evaluation of the value and feasibility of these learning experiences. RESULTS: Five students representing the schools of pharmacy, physical therapy, and physician assistant studies were accompanied by two faculty task force members. Compilation of faculty and student assessments revealed general congruence between both evaluation findings and subsequent recommendations for collaboration. There was an expected difference in the focus of faculty and student observations, though all evaluators were in agreement regarding the potential to develop a seven to 10 day IISL experience at the site. Overall, students provided positive feedback regarding their experience as part of the site evaluation team. CONCLUSIONS: Incorporating students as part of the site evaluation process is a valuable and effective method for assessing the logistical and educational characteristics of an IISL experience when developing a relationship with an international partner.

Can interprofessional case conferences effectively teach interprofessional core competencies? A case study.

BACKGROUND: The establishment of interprofessional education (IPE) as an effective method for training future health care providers, the subsequent establishment of IPE requirements in accreditation standards, and the challenges to integrating IPE into professional-centric curricula have created an environment that encourages opportunity for innovation and collaboration in curriculum design. INTERPROFESSIONAL EDUCATION ACTIVITY: Interprofessional Education Collaborative (IPEC) Core Competencies were integrated into an Interprofessional Case Conference (ICC) model that included six annual case conferences involving students from eight health professions across multiple campuses. Students worked in groups of eight with no more than two students from each profession per group. Interprofessional teams facilitated live progressive cases consisting of iterative guided student discussion alternating with group problem solving, followed by "talk-show style" reports. A retrospective pre-post study design using the validated IPEC Competency Self-Assessment V3 and Student Perspective of Interprofessional Clinical Education tools assessed student perspectives of the ICC model. The online survey was sent to participants who attended at least one ICC in 2015-2016 and 2016-2017. DISCUSSION: Pre-/post-data was available from 94 students. Results revealed modest, but significant, score changes across both instruments, confirming the value of IPE and the ICC training model. IMPLICATIONS: The ICC formula allowed flexibility in applying IPE, resolved scheduling and resources challenges, complemented other IPE programming, and assisted in meeting pharmacy accreditation requirements and the diverse IPE needs of health professions education. The model is flexible, inexpensive, and could be readily replicated at other institutions.

Impact of an Interprofessional Education Intervention and Collaborative Practice Agreements of Expanded Practice Dental Hygienists in Oregon.

Purpose: The state of Oregon developed the expanded practice dental hygienist (EPDH), to address oral health care disparities. The establishment of collaborative practice agreements between dental hygienists (DH) and physician assistants (PA), has created a need for interprofessional education (IPE) for future interprofessional collaboration with EPDHs. The purpose of this study was to assess the impact of an IPE intervention on future interest in collaborative practice agreements.Methods: Current and former DH and PA students from Pacific University Oregon (n=420) were invited to participate in an electronic survey. The 39-item survey included questions related to an annual IPE activity and questions related to collaborative practice agreements between PAs and EPDHs. Descriptive statistics were used to analyze the data.Results: A total of 80 DHs and PAs completed the survey for a response rate of 19%. There were high levels of agreement between DHs and PAs in regards to valuing the expertise of other health care providers, teamworking skills and interprofessional collaboration for a better understanding of a patient's condition. Only 18.9% (n=7) of the DH respondents and 25.6% of the PA respondents (n=11) were aware of the collaborative practice agreements for Oregon EPDHs.Conclusion: Participants from DH and PA disciplines agreed patient care is improved by collaborative practice fostered through interprofessional education activities. Multiple approaches may be needed to increase knowledge on the EPDH collaborative practice agreements with PAs in Oregon.