Interprofessional Education (IPE) Strategic Plan

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Updated 01/30/2020

Interprofessional Practice and Education at UT Southwesternpg. 2

EXECUTIVE SUMMARYInterprofessional Practice and Education (IPE) at UT Southwestern functions as a centralized bridge forthe schools (medical, health professions, graduate) to integrate and coordinate interprofessionaleducation and collaborative practice. The office for IPE coordinates activities such as Convergence, aswell as enhancing specific IPE missions within each professional academic program (medical, physicianassistant, physical therapy, etc.). The Director for IPE will bring together key stakeholders from acrossthe campus (clinical, hospital, healthsystem) in interprofessional practiceand education to implementeducation, practice and innovation ina centralized manner in alignment withthe institutional mission and goals.Interprofessional students (medical, nursing, pharmacy, physical therapy,nutrition, physician assistant, prosthetics-orthotics, rehabilitation counseling,radiation therapy) participate in an innovative interprofessional teamworkactivity, a “Riddle Room”, on Diabetes during Convergence Day 2018.Vision:UT Southwestern will be a leading innovator for interprofessional collaborative practice.Mission:Improve health care by advancing interprofessional collaborative practice through innovation andeducation.Strategic Directions:The four main strategic directions for Interprofessional Practice and Education (IPE) at UT Southwesterninclude:1. Promote the advancement of interprofesssional education and collaborative practice2. Provide interprofessional faculty and staff development including preceptor training andcontinuing education to preceptors who supervise UT Southwestern students3. Bridge the integration of collaborative practice models and education4. Foster innovation in the area of interprofessional collaborative practice and educationInterprofessional Practice and Education at UT Southwesternpg. 3

BACKGROUNDEfforts in interprofessional education have grown at UT Southwestern Medical Center over the past nineyears. This growth requires centralized and coordinated interprofessional education activities within UTSouthwestern, and in collaboration with other academic institutions.Interprofessional Practice and Education (IPE) functions as a centralized bridge for the schools (medical,health professions, graduate) at UT Southwestern to integrate and coordinate interprofessionaleducation and collaborative practice. IPE coordinates activities such as Convergence, the programestablished to provide foundations in interprofessional education (Appendix 3), as well as enhancesspecific IPE missions within each professional academic program (medical, physician assistant, physicaltherapy, etc.) (Appendix 4). IPE also brings together key stakeholders across the campus (clinical,hospital, health system) in interprofessional practice and education to implement education, practiceand innovation in centralized manner in alignment with the institutional mission and goals (Appendices5-9).The Quality, Safety and Outcomes Education Office (QSOEO) now houses a central, dedicated office forInterprofessional Practice and Education (IPE) that will efficiently support IPE developments at aninstitutional level to meet future requirements (Figure 1). In 2018, Kim Hoggatt Krumwiede, PhD, wasappointed Director of Interprofessional Practice and Education for UT Southwestern Medical Center.Figure 1. Organizational Chart for IPESTRATEGIC PLANNING PROCESSIn 2017, Dr. Hoggatt Krumwiede, Interim Director for IPE, and organized an interprofessional steeringcommittee with members from the academic, clinical, and system arenas at UT Southwestern andlaunched a strategic planning process (Appendix 2). The committee met monthly over the course ofInterprofessional Practice and Education at UT Southwesternpg. 4

a year in to order analyze the state of interprofessional practice and education at UT Southwestern(Table 1) and establish the direction and goals for the IPE for the next five years.Table 1. SWOT Analysis for Interprofessional Practice and EducationStrengths Opportunities Weaknesses Administrative SupportGood foundational IPEInter & intra school collaborationLarge clinical practiceHaving an office resource dedication to IPEConvergence IDEAL CourseDesire to educateAn interest/focus in/on improvementQuality and flexible personnelUTSW known as innovatorAligned with organization Mission/VisionTarget ExcellenceCurrent momentumTarget quality: care & educationExcellent patient careWithin a bigger system with resourcesHospital system where providers interact on somelevelPre-existing IPE system activitiesUTSW offers education, clinics, hospitals, THRPatient centricReputationCultureProfessional practice continuing education for IPE Organizational complexityCommunicationTranslating basic education to practiceConcurrent changes competing priorityNeed more student interaction between schoolsCultureNot as many are aware IPE office existsNew ventureClinical practice level IPERelative lack of support for educational programsGraduate Medical Education IPEData and ResearchInertiaCommon knowledge of IPEStudents educated in an environment wherepreceptors are notEducation at UTSW is siloedTraining largely done in separate silosHistory of siloed practice patternsThreatsProvide structure/resources within the institutionAlign educational objectives within variedaccrediting bodies to avoid duplication of effortProduce educational program for trainees andfacultyResearch opportunitiesMany possibilities for formal/curricular &informal/extracurricular interaction/educationConsider new models that build on strengthsCollaborative work with hospital partnersBenchmark other IPE programsResearch collaborative practice modelsSet standards for IPECentralize support for interprofessional activities &researchAddress silosBecome a leader in IPEMore IPE integration on clinical rotationsDevelop innovative IPE/P techniquesBetter patient outcomes (care, satisfaction)Improve operational efficienciesCoordinate practice models & education Interprofessional Practice and Education at UT SouthwesternSilosFundingLoss of momentumRVUs (clinical sites)Will need additional personnel for implementationVaried logistical requirements across professionsBuy-in“Mico” scrutinyLimited protected time for facultyNot having a critical mass of championsLack of support/buy-in from stakeholdersInexperienceAdministrative changes (Provost)Risk of failureChanging focus midway throughTimeCurricular differencesInstitutional resistanceFunding/Financial SupportFailure to get grassroots buy-inLack of structurePreset expectationLack of external benchmark what are other IPEsdoingResistance to change/innovationpg. 5

STRATEGIC DIRECTIONS, GOALS, AND ACTION ITEMSThe interprofessional steering committee identified four main strategic directions for InterprofessionalPractice and Education (IPE) at UT Southwestern:1. Promote the advancement of interprofesssional education and collaborative practice2. Provide interprofessional faculty and staff development including preceptor training andcontinuing education to preceptors who supervise UT Southwestern students3. Bridge the integration of collaborative practice models and education4. Foster innovation in the area of interprofessional collaborative practice and educationStrategic Direction 1.Promote the advancement of interprofessional education and collaborative practiceGoals1.11.21.31.41.5Establish organizational supporting bodiesProvide structure/resources within the institutionAlign educational objectives within varied accrediting bodies to avoid effort duplicationExplore possibilities for formal/curricular & informal/extracurricular interaction/educationBenchmark other IPE programsTable 2 identifies the timeline, and action items for each goal for Strategic Direction 1.Table 2.Strategic Direction1.Promote the advancementof interprofessionaleducation and collaborativepracticeGoalYear 11.1 Establish organizationalsupporting bodies1.2 Providestructure/resources withinthe institution1.3 Align educationalobjectives within variedaccrediting bodies to avoideffort duplication1.4 Explore possibilities forformal/curricular &informal/extracurricularinteraction/education1.5 Benchmark other IPEprograms1-3 years1.6 Centralize support forinterprofessional activitiesand research 3 years – long term1.7 Become a leader in IPEAction Items Establish Advisory Board that meets quarterly Establish subcommittees (Education, Practice, Integration,Research)that meet monthly Schedule monthly meeting for IPE Coordinating Council Establish funding source through OQSOE Establish infrastructure within OQSOE Contact educational programs for educational objectivesrelating to IPE Reconciled any duplication between academic programs Contact and work with existing IPE intersections ineducation and student organizations for existing andpotential interprofessional activities Review IPE strategic plans from other institutions Brand office and send out communications and resourcesto stakeholders Build out website for centralized IPE Provide centralized and coordinated support forpresentations, publications, and researchInterprofessional Practice and Education at UT Southwesternpg. 6

Strategic Direction 2.Provide Interprofessional faculty and staff development including preceptor training and continuingeducationGoals2.1 Continue to produce and support existing faculty development for trainees and faculty2.2 Produce and support new faculty development for trainees, faculty2.3 Align educational objectives within varied accrediting bodies to avoid effort duplicationTable 3 identifies the timeline, and action items for each goal for Strategic Direction 2.Table 3.Direction2.Provide Interprofessionalfaculty and staffdevelopment includingpreceptor training andcontinuing educationGoalYear one2.1 Continue to produce andsupport existing facultydevelopment for traineesand faculty1-3 years2.2 Produce and supportnew faculty development fortrainees, faculty, and staff2.3 Align educationalobjectives within variedaccrediting bodies to avoideffort duplication 3 years- long term2.2 Produce and supportnew faculty development fortrainees, faculty, and staffAction Items Produce Convergence facilitator development Support IDEAL Interprofessional Symposium forCollaborative Practice Support SCAETC faculty development symposium onHIV/AIDS IPE clerkship Produce module on IPE facilitation for clinical preceptors Produce online module for hospital staff on IPE Support QEP (TeamFIRST) faculty development Utilize TracDat system to identify IPE activities and alignwith academic programs for accreditation requirements Produce simulation training for preceptors on facilitatinginterprofessional groups of trainees in clinical settings Support QEP faculty development (TeamFIRST) plans andincremental changesStrategic Direction 3.Bridge the integration of collaborative practice models and educationGoals3.13.23.33.43.53.63.7Establish collaborative work with hospital and clinic partnersConsider new models that build on strengthsSet Standards for IPE at UTSWIdentify and stratify areas of collaborative practice on campus according to set standardsIntegrate practice models and educationIncrease IPE integration on clinical rotationsIncrease collaborative practice on campusTable 4 identifies the timeline, and action items for each goal for Strategic Direction 3.Interprofessional Practice and Education at UT Southwesternpg. 7

Table 4.Direction3.Bridge the integration ofcollaborative practicemodels and educationGoalYear 13.1 Establish collaborativework with hospital and clinicpartners3.2 Consider new modelsthat build on strengths1-3 years3.3 Set Standards for IPE atUTSW3.4 Identify and stratifyareas of collaborativepractice on campusaccording to set standards 3 years – long term3.5 Integrate practicemodels and education3.6 Increase IPE integrationon clinical rotations3.7 Increase collaborativepractice on campusAction Items Identify key individuals from hospital and clinics to formcollaborative workgroup Workgroup meets monthly Identify key strengths of UTSW Identify models of collaborative practice Identify and define standards for IPE education andpractice/application at UTSW Review existing hospital units and clinical settings for goodexamples of collaborative practice that match setstandards. List of hospital units and clinical settings that function asmodels of collaborative practice at UTSW. Coordinate interprofessional educational competenciesand objectives to match collaborative practiceexpectations Map competencies and proficiencies used in collaborativepractice settings, in order to inform trainee preparednessin educational didactic and clinical environments Identify clinical clerkships/rotations that would benefitfrom IPE integration Offer consultation, resources, and support to units andclinics that could benefit from implementing acollaborative Develop simulations for training interprofessional teamson collaborative practice competenciesStrategic Direction 4.Bridge the integration of collaborative practice models and educationGoals4.14.24.34.44.54.6Support faculty and students with innovative ideas for IPEResearch collaborative practice models on and off campusDevelop research opportunitiesDevelop innovative IPE/P techniquesImprove patient outcomes (care, satisfaction, value)Improve operational efficiencies and cost and reduce provider burnoutTable 5 identifies the timeline, and action items for each goal for Strategic Direction 4.Interprofessional Practice and Education at UT Southwesternpg. 8

Table 5.Direction4.Foster Innovation in thearea of interprofessionalcollaborative practice andeducationGoalYear 14.1 Support faculty andstudents with innovativeideas for IPE4.2 Research collaborativepractice models on and offcampus1-3 years4.3 Develop researchopportunities 3 years – long term4.4 Develop innovative IPE/Ptechniques4.5 Improve patientoutcomes (care, satisfaction,value)4.6 Improve operationalefficiencies and cost andreduce provider burnoutAction Items Work with students to create new Convergence activities Review the literature and observe existing models oncampus for innovation in collaborative practice Identify current state of operational efficiencies, cost, andprovider burnout Submit research proposals Identify innovative techniques and methods to teach ortrain the techniques to individuals or teams Develop training modules and simulations teaching newIPE/P techniques Develop innovative collaborative care models to enhanceprovider wellness Identify key data sets for patient outcomes linked tocollaborative practice, request permission to have accessto data, and conduct data analysis Design and implement research with a focus on possiblelinks to collaborative practice and patient outcomes Identify key data sets for operational efficiencies, cost,and provider burnout linked to collaborative practice,request permission to have access to data, and conductdata analysis Design and implement QA&I research projects includingcollaborative practiceScoliometry education and measurements by physical therapy students on Convergence Dayfocused on Marfan syndrome.Interprofessional Practice and Education at UT Southwesternpg. 9

STRATEGIC DIRECTIONS ACCOUNTABILITY MEASURES AND METRICSTable 6 matches short and long term priorities for the strategic directions with measurable outcomes.Table 6.Strategic Direction1.Promote the advancementof interprofessionaleducation and collaborativepracticePriorities1-3 YearsAlign educational objectiveswithin varied accreditingbodies to avoid effortduplicationExplore possibilities forformal/curricular &informal/extracurricularinteraction/education 3 years – long termBecome a leader in IPE2.Provide Interprofessionalfaculty and staffdevelopment includingpreceptor training andcontinuing educationMeasurable Outcomes Map in TracDat of aligned educational objectives acrossprograms 1-3 Coordinated activities between Convergence and thenew SACS Quality Enhancement Plan (QEP) 1-3 Interprofessional Clerkships/Rotations 1 Interprofessional Volunteer Opportunity in Student RunClinics 1 Interprofessional Global Health experience 1-3 Student Interprofessional leadership (ILC) activities 1 Resident interprofessional activity 15 IPE Presentations from UTSW faculty/students atlocal, national, and international levels 15 IPE publications by UTSW faculty/students 25 Citations on IPE publications by UTSWfaculty/students Minimum of 1-2 funded grants per year for IPE educationand research1-3 yearsContinue to produce andsupport existing facultydevelopment for traineesand faculty 85 participants in Convergence facilitator developmentsession Positive post Convergence evaluations (average 4 orabove on 5pt Likert scale)on small group facilitationProduce and support newfaculty development fortrainees, faculty, and staff 20 participants successfully complete (score 85% orhigher) SCAETC module IPE facilitation for clinicalpreceptors 20 participants successfully complete (score 85% orhigher) online module on IPE available to hospital staff 3 years- long termProduce and support newfaculty development fortrainees, faculty, and staff 10-20 clinical preceptors successfully participate insimulation training (score 85% or higher) for facilitationgroups of trainees in clinical setting Positive student evaluations (average 4 or above on 5ptLikert scale) of clerkship preceptors, who haveparticipated in simulation training) regarding IPEfacilitationInterprofessional Practice and Education at UT Southwesternpg. 10

Table 6 continued.Strategic Direction3.Bridge the integration ofcollaborative practicemodels and education4.Foster Innovation in thearea of interprofessionalcollaborative practice andeducationPriorities1-3 yearsSet Standards for IPE atUTSWIdentify and stratify areas ofcollaborative practice oncampus according to setstandards 3 years – long termIncrease collaborativepractice on campus1-3 yearsSupport faculty and studentswith innovative ideas for IPEDevelop researchopportunities 3 years – long termImprove patient outcomes(care, satisfaction, value)Improve operationalefficiencies and cost andreduce provider burnout Measurable Outcomes Each IPE activity and corresponding assessment will definehow it meets IPE standards as defined by UTSW. Identify at least 3 hospital units and clinical settings thatare function as models of collaborative practice at UTSW. 10 units and clinics listed as using a model ofcollaborative practice model as defined by UTSWstandards. Successful Convergence Riddle Room activityimplementation (positive knowledge gains) andevaluations from students (average 4 or above on 5ptLikert scale) and facilitators (average 4 or above on 5ptLikert scale) Submission of 1 grant proposal for research on an IPEactivity One funded grant per year for research with a focus onpossible links to collaborative practice and patientoutcomes 1-2 research publications reaching high impact with afocus on possible links to collaborative practice andpatient outcomes One funded grant per year for a QA&I research projectincluding collaborative practice 1-3 QA and I publications reaching high impact with afocus on collaborative practiceAn interprofessional team of students buzzes in at the Knowledge Bowl onConvergence Day focused on Marfan syndrome. (2013)Interprofessional Practice and Education at UT Southwesternpg. 11

CONCLUSIONWith a new centralized role, Interprofessional Practice and Education (IPE) is in a unique positionintegrate and coordinate interprofessional education and collaborative practice at UT SouthwesternMedical Center. IPE will together key stakeholders across the campus (clinical, hospital, health system)in interprofessional practice and educat

Jan 30, 2020 · 4. Foster innovation in the area of interprofessional collaborative practice and education Interprofessional students (medical, nursing, pharmacy, physical therapy, nutrition, physician assistant, prosthetics-orthotics, rehabilitation counseling, radiation therapy) partic

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