TTUHSC Interprofessional Practice and Education (IPE) Experience
Title of the Interprofessional Practice and Education Experience
Interprofessional Clinical Laboratory Experience: An Interprofessional Didactic and Lab Experience
Experience Status
Approved
Approval Date Range
11/14/2018 - 7/17/2024
Criteria for Registering the IPE Experience
- Involvement of two or more professions.
- Opportunities to learn about, from, and with one another.
- Significant interactivity between participants.
- Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.
Type of IPE Experience
- Case-based and/or problem-based learning
- Didactic learning
IPEC Core Competencies Targeted by this IPE Experience
- Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
- Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
- Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.
Quintuple Aim Strategic Goals Discussed in this IPE Experience
- Improving patient and/or population health outcomes
Detailed Description and Purpose of the IPE Experience
First year Medical Students and second year undergraduate Clinical Laboratory Science Students will increase their understanding of how physicians-in-training and students preparing for a career as clinical laboratory scientists approach the differential diagnosis and contribute to the treatment of patients with clinical diseases. The case study for a clinical disease will change each year. During this didactic interprofessional learning activity, the 1st year medical students and the senior CLS students will be provided a case study that includes patient history and the signs and symptoms the patient is presenting for a particular hospital visit. This interprofessional activity will require both cohorts to discuss their scope of practice, engage in a shared-learning experience, work collaboratively on the clinical case, and reflect on what they have learned about the content, as well as the interprofessional learning experience.
This IPE event is an interactive learning activity that occurs as an interactive discussion in a lecture room and as an interactive lab experience in the CLS student laboratory.
Student learning objectives are as follows:
1. Senior CLS students will research and prepare each of the laboratory results that could be ordered by a physician pertaining to the designated case study for that year. These tests could encompassed all departments of the clinical lab.
2. First year medical students will enhance their understanding of common laboratory techniques used to help in the differential diagnosis of clinical disease case study chosen for that year. This will be accomplished by the medical students observing the execution and preparation of laboratory experiments by second year undergraduate CLS students in a laboratory setting. The CLS students are also responsible for explaining experimental concepts and the significance of normal versus abnormal test results.
3. Following the laboratory experience, the first year medical students and senior CLS students will participate in small group discussions (1 CLS student to 5 MS1 students) pertaining to the patient’s presenting symptoms, appropriate lab test to order, and the correlation of the patient’s laboratory results. Together, students from both cohorts will use this information to determine and finalize the appropriate diagnosis. During the group discussion IPE topics will also include roles/responsibilities, strategies to increase teamwork, and approaches to interprofessional communication.
Level of IPE Integration
- Exposure Level: Consists of introductory learning activities that provide learners with the opportunity to interact and learn from professionals and peers from disciplines beyond their own. The desired outcome for activities offered at the exposure level is that learners will gain a deeper understanding of their own profession while gaining an appreciation for the perspective and roles of other professions.
Attendance or Participation in the IPE Experience
- Certificate credit
- Course requirement
- Mandatory for MS1 and CLS students
Frequency of the IPE Experience
- 01. Annually
- Once a year during the Fall semester.
Duration and/or Timeline of the IPE Experience
- 02. 1 to 3 hours
- One session of 2 hours in duration.
Campus and/or Location of the IPE Experience
Average Number of Learners Participating in the IPE Experience
- 01. up to 50
- Senior undergraduate CLS and 25 1st year Medical Students.
Target Audiences
Graduate School of Biomedical Sciences Audiences
School of Health Professions Audiences
- Medical Laboratory Science, BS
School of Medicine Audiences
School of Nursing Audiences
School of Pharmacy Audiences
School of Population and Public Health Audiences
IPE Learning Objectives for the Experience
Values and Ethics
- VE11. Support a workplace where differences are respected, career satisfaction is supported, and wellbeing is prioritized.
- VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
Roles and Responsibilities
- RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
- RR02. Collaborate with others within and outside of the health system to improve health outcomes.
- RR05. Practice cultural humility in interprofessional teamwork.
Communication
- C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
- C04. Promote common understanding of shared goals.
- C05. Practice active listening that encourages ideas and opinions of other team members.
- C07. Examine one’s position, power, role, unique experience, expertise, and culture towards improving communication and managing conflicts.
Teams and Teamwork
- TT04. Use shared leadership practices to support team effectiveness.
- TT01. Describe evidence-informed processes of team development and team practices.
- TT03. Practice team reasoning, problem-solving, and decision-making.
Type of Learner Assessment Administered
- Attitudinal and/or perceptions survey
- Self-reflection with facilitated debrief
Formal Assessment Protocol used, if Applicable
CLS students will be given forty-one Likert type questions were asked each profession post IPE learning activity that focused on communication and respect and understanding roles and responsibilities. Students were asked to answer questions compared to their feelings and perceptions prior to the event.
Type of Program Evaluation Administered
Provide Details on the Potential Sustainability of the IPE Experience
- Integrated into a course and/or experiential rotation requirements
- Integrated into program curriculum
- This is a continued IPE activity between CLS and MS1 students from the previous 2 years.
Provide Dedicated Funding Sources:
- Decentralized school or program funding
Roles of Faculty/Staff in the IPE Experience:
- Facilitators
- Planning committee members
- Prepared cases and questions. Facilitated the discussions of the case after students had submitted their answer.
Additional Information About the IPE Experience, if Necessary
IPE Experience Organizer
- School of Health Professions
- School of Medicine
Contact Person(s) and Contact Information for the IPE Experience
Tammy Carter PhD Co-Organizer, Dan Webster PhD Co-Organizer, Additional didactic facilitators include Koy Kubala, Jessica Brashear, and Corey Swackhammer.