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C3 Goals

Students will: acquire teamwork competencies acquire knowledge, values and beliefs of health professions different from their own profession apply their teamwork competencies in a collaborative interprofessional learning context

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C3 Goals

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  1. Students will: • acquire teamwork competencies • acquire knowledge, values and beliefs of health professions different from their own profession • apply their teamwork competencies in a collaborative interprofessional learning context • demonstrate their teamwork competencies in a collaborative interprofessional health care delivery or translational research context C3 Goals

  2. C3 Conceptual Framework

  3. Associate Provost for Education and Student Life External Advisory Board C3 Advisory Council (Dean’s Council) C3 Director C3 Implementation Committee Domain Leaders Assessment Team Members College Representatives Student Representatives Domain Leaders Domain Committees Student Advisory Board Putting the Plan into Action

  4. “Housekeeping tasks” initiated (inventorying common clinical skills, academic program structure, etc.) • Team competencies determined • Team skills curricular handbook drafted What Has Occurred to Date?

  5. 3rd annual Interprofessional Day • Presidential Scholars program • SCRIPT • Interprofessional Case Competition (CLARION) • CARES Clinic What Has Occurred to Date?

  6. Junior Doctors of Health • “Hospital lab” experience for COP and CON students • “Cholesterol Screening” for COM and CON students • Student Interprofessional Society (SIPS) • New Electives – CAE offerings What Has Occurred to Date?

  7. Goal: “to provide health professions students with collaborative, interprofessional learning experiences designed to increase their knowledge and skills in health promotion/disease prevention.” • Focus: childhood obesity prevention • Student Team: • Health Professions Student Coordinator (AHEC) • Junior Doctors of Health Director (MUSC faculty) • Physician Assistant • Health Administration • Medical (Fam Med) • Pharmacy Interprofessional Service Learning Project (ISLP), Junior Doctors of Health

  8. www.musc.edu/c3 Agendas and Minutes available for users (user ID, password protected) under each domain and implementation committee link C3 Website

  9. Curricular Domain

  10. Curricular Domain Focus for Year 1 on development and assessment of team competencies Monthly meetings of committee Task group meetings in between Learn from, with, and about each other Keep a campus wide perspective Embrace IPE concepts Recognize implementation realities Support pilot initiatives

  11. Curricular DomainProgress to date

  12. Extracurricular Domain

  13. Overall Goal Year 1 To build students team skills in the settings defined as extracurricular, using the C3 Team Competencies. • Sub goals • To engage students in developing our strategies • To conduct an inventory of student organizations current practices and needs regarding team development • Educate and train student services staff and committee members on use of team competencies • Enhance team training in existing programs while creating new opportunities Extracurricular Domain

  14. Inventory completed and responses received • 5 student groups (2 university and 3 college) interested in team training pilot • Pilot program initiated with post IP day volunteers To be done • Training on team skills • Pilot training with student groups • Assessment/evaluation plan developed for pilot projects Extracurricular DomainAccomplishments

  15. Faculty Development Domain

  16. Year One Goals • Identify faculty competencies • Identify faculty • Assess current expertise • Design/implement model program Faculty Development Domain

  17. To date… • Literature review • Interviews • Surveys • Phone conference • Developed one possible model program • Panel discussion Faculty Development Domain

  18. Healthcare Simulation(TALUS)

  19. Established a domain committee charged with advancing, assessing and tracking Interprofessional Simulation Education (IPSE) TALUS—”Teaching and Learning Using Simulation” • Created a matrix of common “core” content/skill areas for multiple professions • Matched these skills with the inventory of simulation technology available • Piloted the first Interprofessional Skills Simulation Workshop with 30 nursing, PA and medical students Healthcare Simulation (TALUS) Accomplishments

  20. Work with the Simulation Center (opens in June) to • inventory existing activities where interprofessional learning could enhance simulation • create shared, interprofessional courses using simulation • Align with centers who share similar goals • - Center for Patient Safety • - Center for Medication Safety Healthcare Simulation (TALUS)Next Steps

  21. Assessment

  22. Baseline data being collected regarding incoming and graduating student, and faculty/staff attitudes toward interprofessional collaboration: • Readiness for Interprofessional Learning (RIPLS) • Interdisciplinary Education Perception Scale (IEPS) Assessment Activities

  23. Team skills evaluation instrument • Collecting C3 documentary record • Preliminary to analysis of communication strategies employed to promote collaboration across healthcare disciplines Assessment Activities

  24. Small Group Work

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