Current and recent research projects have focused on new models of undergraduate IPE design, implementation and assessment. Future projects will be aimed at graduate and clinician IPE.
The University of Virginia Curriculum for Interprofessional Education for Patient Safety and Quality Improvement (UVA IPE PSQI) is a three year program that integrates enhanced teamwork and PSQI training into the BSN-DNP curriculum and educates acute care advanced practice registered students in interprofessional teams with medical residents to deliver safe, high quality team-based patient and population-centered care for individuals with MCC.
This train-the-trainer faculty development project will seek to address the national need for trained health professions faculty members from all professions to lead IPE efforts and promote team-based care. This grant will seek to establish three regional IPE faculty development training centers throughout the US: University of Missouri (MU), University of Washington (UW), and University of Virginia. Each of these three sites will commit to serving as a faculty development "hub" during this grant, offering two training sessions for IP faculty each year during years 2-4 of this grant.
Development of state-of-the-art educational technology to create Virtual Patient and Provider Interprofessional Teamwork Objective Structured Clinical Examinations. This clinical training software utilizes gaming, artificial intelligence, and data analytics technology to deliver an interactive platform for training health professions students and clinicians to work more effectively in interprofessional healthcare teams and to objectively assess their teamwork competencies. This technology will leverage the nationally recognized interprofessional education tools already developed and tested here at the University of Virginia (Collaborative Behaviors Observational Assessment Tools and Interprofessional Teamwork Objective Structured Clinical Examinations) and translate them into an easily accessible, user-friendly, educationally sound, and cost effective format.
The University of Virginia continues to build on a new educational paradigm for developing, implementing, and assessing undergraduate IPE simulation experiences based on Collaborative Care Best Practice Models (CCBPM). CCBPMs identify the specific interprofessional behaviors necessary for effective team-based implementation of clinical guidelines in specific care areas, and effectively link IPE with interprofessional clinical practice. The purpose of this project is to 1) develop innovative clinically relevant undergraduate interprofessional experiences, 2) integrate these experiences throughout the clinical/clerkship year, and 3) assess the impact of these experiences on students’ achievement of defined IPE competencies.
The purpose of this research project is to implement and assess a new model for undergraduate IPE at the University of Virginia for medical students in Clinical Performance Development (CPD) I and fourth year nursing students in their Synthesis Practicum. The goals of this project are to: 1) compare the impact of a faculty development pain management program that includes interprofessional care and education concepts with a traditional faculty development pain management program as measured by students' abilities to demonstrate pain management skills; 2) compare the impact of interprofessional versus uniprofessional small group case-based student learning experiences on students’ abilities to demonstrate pain management skills; and 3) determine the relative impact of faculty development versus student learning group structure on students’ abilities to demonstrate pain management skills.
The goal of this project is to improve the clarity of previously-developed Collaborative Behaviors Observational Assessment Tools (CBOATs) for the rating of medical and nursing student Interprofessional Teamwork Objective Structured Clinical Exam (ITOSCE) performance in order to a) improve inter-rater reliability for each item in each of four CBOATs b) increase sensitivity of the tools for assessing changes in student behaviors c) increase ease of use by raters and d) decrease training time needed for standardized patients and standardized providers for ITOSCEs.
The goals of this project were to 1 )implement IPE faculty development training for UVA physician and nursing faculty, and UVA physicians, nurses, acute care nurse practitioners and respiratory therapists who practice in emergency medicine and critical care workplace settings where resuscitation bundle for "Surviving Sepsis" is implemented; 2) present a sepsis simulation case to participants who received the IPE faculty development training, thus shifting from individual to team-based learning and 3) create a sepsis “Collaborative Care Best Practices Model” to facilitate the translation of IPE from simulation team-based learning to the real world of interprofessional practice.
The aim of this study was to determine whether an interprofessional workshop “Difficult Discussions at the End of Life” improves a) the attitudes of nursing and medical students toward nurse-physician collaboration and health care teams and b) the self-efficacy of nursing and medical students for communicating in difficult situations.
Development and testing of an objective observational assessment tool for collaborative behaviors during a difficult discussion at the end of life.