Collecting a Medical Case History in Patients Following a Stroke: An Interprofessional Patient Interview Project

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TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Collecting a Medical Case History in Patients Following a Stroke: An Interprofessional Patient Interview Project

Experience Status

Approved

Approval Date Range

2/17/2018 - 7/1/2026

Criteria for Registering the IPE Experience

• Involvement of two or more professions.
• Opportunities to learn about, from, and with one another through active interprofessional engagement.
• Significant interactivity between participants across professions.
• Teaching and/or learning about interprofessional practice and education is intentionally integrated into the experience. Interprofessional practice and education constructs are targeted through IPE learning objectives and are also discussed, trained, reviewed, and/or assessed as part of the learning activity.

Type of IPE Experience

• Experiential and/or clinical learning

IPEC Core Competencies Targeted by this IPE Experience

• Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
• Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.
• Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
• Values and Ethics: Work with team members to maintain a climate of shared values, ethical conduct, and mutual respect.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

• Advancing access to care
• Enhancing the experience of care
• Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

Stroke is one of the leading causes of death and disability globally, the effects of which may be prolonged with physical, cognitive, communicative, emotional, social, and financial consequences not only for those affected but also for their family and friends. Each year, over 5.7 million people die from stroke and it is the second leading cause of death worldwide (9.7% of all deaths). In the United States, the incidence of stroke is approximately 200 patients per 100,000 populations. Early management and rehabilitation after stroke requires an interprofessional approach by a coordinated team of healthcare professionals. Coordination among these professionals is imperative to improving the lives and outcomes of patients after a stroke. A number of characteristics have been assigned to successful interprofessional teams, including effective communication; mutual respect and understanding; trust; an appropriate combination of expertise and experience; a mutual goal orientation toward quality outcomes; efficient and effective resources; individual and group flexibility; clear purpose, role, and vision; leadership; a team culture; education and training opportunities; a positive presence; individual strengths; and value of the group work for the individual as well as the group as a whole (Clark, 2009; Molyneux, 2001; Nancarrow et al., 2013; Weaver, 2008). Individually and collectively, these characteristics are in alignment with successful interprofessional collaboration in stroke care, as Best Practice Guidelines for Stroke Rehabilitation advocate for quality interprofessional team approaches for community-based stroke rehabilitation (Allen, 2016; HSFO, 2013)

The purpose of this IPE learning activity is to increase interprofessional collaboration around stroke care, improve interprofessional communication, improve team communication with patients with aphasia following stroke, foster respect, and enhance knowledge of the different roles each discipline plays on the health care team. During this activity, teams of medical and speech-language pathology students will conduct patient interviews and complete patient case history forms with a series of patients with aphasia following a stroke, or from some other neurologic etiology. According the National Aphasia Association, aphasia is an impairment of language, affecting the production or comprehension of speech and the ability to read or write. Aphasia is always due to injury to the brain-most commonly from a stroke, particularly in older individuals.

This IPE learning activity is structured as follows:

1. Interprofessional brief: During the brief, faculty from the School of Medicine and the Department of Speech, Language, and Hearing Sciences will meet with medical students and graduate speech-language pathology students to discuss student perceptions of stroke, aphasia, and team-based. Additionally, roles and responsibilities in stroke recovery, teamwork strategies, and values/ethics related to interprofessional collaborative practice.

Level of IPE Integration

• 2. Immersion Level: Consists of development learning activities that provide learners with the opportunity to learn about, with, and from other professional learners in an active learning situation where they are applying learning during the activity. The desired outcome for activities offered at the immersion level is that learners will develop critical thinking skills as part of an interprofessional view that incorporates multiple perspectives and acknowledges and encourages diversity in providing quality health and human services.

Target Audiences

IPEC Core Competencies for the Experience