Dentistry's Role in Interprofessional Education for Present and Future Patient Centered Health Care

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University of WashingtonCenter for Health
Sciences Interprofessional Education Research

• Dentistry's Role in Interprofessional Education
  for Present and Future Patient Centered Health
  Care Providers

Thomas H. Morton, Jr., DDS, MSD Creighton
University, School of Dentistry March 3, 2003
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Center for Health Sciences Interprofessional
Education Research

• Health professions students need to be educated
  together in order to
• Prepare them to take their place in current and
  future patient centered health care
• Improve health care for the public (populations)

• Created from the Health Sciences Partnerships in
  Interprofessional Clinical Education (HSPICE)
• UIF Funded 1997 round 1
• Review 2001 ?
• Transitional funds 2001-2003
• External grant funding 2001-2004

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Interprofessional Competencies

• Competence in ones own clinical practice
  discipline
• Respect and appreciation of roles and approaches
  to clinical and social problems of ones own and
  other disciplines.
• Understanding of the population context for care
  of a population and/or patient.   
• Understanding the complexity of population health
  that requires interdisciplinary strategies for
  cost savings and cost-effectiveness
• Demonstration of basic group process skills
  including communications, negotiation, time
  management, assessment of group dynamics

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Center for Health Sciences Interprofessional
Education Research
Aims

• Promote curriculum innovations in
  interprofessional education across the health
  sciences and information schools.
• Provide infrastructure for interprofessional
  training faculty development.
• Research the impact of interprofessional
  initiatives on students, providers, faculty and
  the health of the public.

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Center for Health Sciences Interprofessional
Education Research
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Center for Health Sciences Interprofessional
Education Research
Accomplishments

• Developed, implemented and disseminated an
  interdisciplinary model for clinical education,
  incorporating core interprofessional skills
  needed for collaborative health care.
• Became coordinating center for internal and
  external interprofessional initiatives
• Center generated
• Affiliated
• Transformed disciplinary silo views
• Replaced skepticism with trust

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Center Initiatives

• Course Offerings
• Clinical and Site Practicums
• Chautauqua and Events
• Research and Training Initiatives
• Evaluation
• Dissemination and Participation
• Affiliate Grants and Projects
• Student Activities

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Course Offerings

• Description Elective courses developed and
  taught such as Freshman seminar (GENST 187),
  Interprofessional Teams in Health Care (UCONJ
  444), Health Care Society (HSERV 515), PBL
  (HUBIO 553)
• History Positive course evaluations, shifted
  from face to face to include module completion,
  using technology such as the Web to create a
  commons
• Issues Faculty availability to teach, electives
  not required, no one day and time for all
  students to enroll in the same class

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Clinical and Site Practicums

• Description Salvation Army Adult Recovery Center
  (ARC), a work therapy program to assist men in
  drug and alcohol recovery
• History Offered quarterly, 2-6 students per
  quarter, opportunity for community-based,
  interdisciplinary experience
• Issues Elective, difficult to get students to
  commit, no on-site faculty sponsor for each
  health science school

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Clinical and Site Practicums

• Description
• HMC Interdisciplinary Grand Rounds
• UWMC Patient Case Discussions providing an
  opportunity for student-directed patient-case
  discussions with faculty facilitators
• History HMC series 1997-2000, UWMC formed in
  2001 and facilitated by unit based CNS
• Issues Commitment of prime time seminar to
  interprofessional groups, getting buy-in on-site
  clinical faculty, attendance varies

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Chautauqua

• Description Annual gathering for enrichment held
  each Fall for entering students in the health
  science and information schools
• History Held yearly since 1998, structured
  program with opportunity for students to interact
  across the health science schools, increasingly
  more students attend every year, over 400
  students have attended to date
• Issues scheduling conflicts, not required by
  all schools, need adequate space and configuration

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Training and Research Initiatives

• Description Faculty Leadership in
  Interdisciplinary Education to Promote Patient
  Safety (FLIEPPS) (HRSA, DHHS)
• Purpose To develop curriculum for training
  faculty in skills of interprofessional leadership
  and teaching and develop, evaluate, and
  disseminate patient safety curriculum
• History Funded 2000-2004
• Issues Ability to capitalize on infrastructure
  support, sustain and grow beyond initial grant

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Training and Research Initiatives (cont)

• Description MACY Interprofessional Program
• Purpose To sustain and extend classroom and
  clinical interprofessional education in all
  schools
• History Success with Health Care and Society,
  Winter PBL, developed list of clinical sites,
  working with HS deans for finding other
  opportunities
• Funded 2000-2004
• Issues Same people as core leadership for all 3
  initiatives, sustaining infrastructure

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Evaluation Within and Beyond UW

• The Good News
• Over 500 trainees have participated in one or
  more Center initiatives
• Students are satisfied with instruction
• Interprofessional faculty collaboration has
  fostered success in generating funding for new
  initiatives
• Interprofessional faculty initiatives have
  allowed inclusion of interprofessional training
  in the required curricula
• Student-initiated/Center-supported activities are
  creating new opportunities for collaboration

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Evaluation Within and Beyond UW

• The Bad News
• Despite extensive collaboration across schools,
  physical and cultural infrastructures remain
  significant barriers
• Faculty reward structures mitigate against
  extensive interprofessional course development
• Center control of opportunities diminishes as
  students enter clinical phase of training

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Evaluation Within and Beyond UW

• Some of the Unknown
• Impact on professional careers (geographically,
  organizationally, etc.)?
• Create practitioners with a different set of
  interprofessional competencies?
• Change institutional culture?

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Affiliate Grants and Projects

• Interdisciplinary Childrens Oral Health
  Promotion (ICOHP) (HRSA)
• School of Dentistry Pipeline, Profession, and
  Practice (RWJF)
• Partnerships for Quality Education (PQE) Take
  Care to Learn (RWJF)
• Quenton Burdick
• Leadership Education in Pediatric Dentistry

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Affiliate Grants and Projects (cont.)

• Name Interdisciplinary Childrens Oral Health
  Promotion (ICOHP)
• Purpose To ? oral health providers by training
  family medicine residents and faculty in oral
  health promotion and develop leadership in
  primary care to advance oral health
• Funded HRSA 2001-2004

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Affiliate Grants and Projects (cont.)

• Name Pipeline, Profession, and Practice
• Purpose To modify the dental curriculum to allow
  ? number of days 4th year dental students spend
  in community health clinics for underserved
  populations
• Funded RWJF 2002-2007

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Affiliate Grants and Projects (cont.)

• Name Partnerships for Quality Education (PQE)-
  Take Care to Learn
• Purpose Links academic health science schools
  and managed care organizations for the purpose to
  ? the preparation of MD and NPs to practice in
  managed care by developing new educational
  curricula and strategies around chronic illness.
• Funded RWJF 2001-2003

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Affiliate Grants and Projects (cont.)

• Name Rural Interdisciplinary Health Care
• Purpose Clinical and research training for
  health science students in rural
  interdisciplinary health care
• Funded Quentin Burdock 2002-2004

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Affiliate Grants and Projects (cont.)

• In summary Center offers services to connect
  players, support proposal writing and secure
  grant funding
• Issues How to measure the services, how best to
  charge for services, how to leverage these
  affiliated groups so to expand core faculty, and
  how to facilitate partnerships