TTUHSC Interprofessional Practice and Education (IPE) Experience
Title of the Interprofessional Practice and Education Experience
Roles and Responsibilities of the Clinical Laboratory Scientist within the Health Care Team: A Didactic Interprofessional Interview Project
Experience Status
Approved
Approval Date Range
2/10/2020 - 9/16/2025
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
- Didactic learning
- Interprofessional Interview
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.
Quintuple Aim Strategic Goals Discussed in this IPE Experience
- Improving patient and/or population health outcomes
Detailed Description and Purpose of the IPE Experience
One objective of this IPE learning activity is to emphasize the roles and responsibilities of clinical laboratory scientists (CLS) within the health care team. The second objective is to highlight the importance of interprofessional communication between CLS and other members of the health care team for improved patient care. The objectives for this IPE learning activity are accomplished through three components associated with this IPE learning activity. This activity will be included in the curriculum of the Traditional CLS Program, the Second Degree Program, and the Certificate Program. Slight modifications to the project were made to accommodate the students in the online CLS programs (second degree and certificate)
Students in the Traditional CLS Program will complete the project as follows:
1. Student Perceptions: As part of a junior level didactic course, CLS students are placed in small groups of 4 or 5 students. Each small group must select a novel healthcare profession and complete a survey to determine the group's preconceived notions of that professional's role within the health care team. The students are also asked how they think that health care professional interacts with lab professionals.
2. Structured Interprofessional Interview with a Health Care Professional: The small group then conducts an interview with a the selected healthcare professional from Activity 1. The interprofessional interview contains questions about roles and responsibilities of the other health care professional, perceived roles and responsibilities of a CLS, methods of effective team communication, and how the other professional interacts or is impacted by lab professionals.
3. Small Group Presentation: Each small group must prepare a 10-15 minute presentation over their selected health care profession, research they have done on this profession, the group's initial perceptions of the profession, and the results of the interprofessional interview. During the presentation, the small groups will discuss whether or not their initial perceptions changed after the interview and if/how the interview changed their understanding and appreciation for the other health care profession. The presentation will also emphasize how teamwork between the two professions could improve team-based care. Each presentation will be as an informative mini-seminar to their fellow classmates followed by an interactive discussion about the profession and opportunities for collaborative practice with the other health care profession. The course professor will facilitate the student-driven discussions.
Students in the Second Degree and Certificate Programs will complete the project as follows:
1. Student Perceptions: As part of the summer Seminar course for the online second degree and CLS certificate program, CLS students are assigned an individual interprofessional interview activity. Each student must select a novel healthcare profession and complete a survey to determine their preconceived notions of that professional's role within the health care team. The students are also asked how they think that health care professional interacts with lab professionals.
2. Structured interprofessional Interview with a Health Care Professional: The student then conducts an interview with the selected healthcare professional from Activity 1. The interprofessional interview contains questions about roles and responsibilities of the other health care professional, perceived roles and responsibilities of a CLS, methods of effective team communication, and how the other professional interacts or is impacted by lab professionals.
3. Presentation: Each student must prepare a 10-15 minute presentation over their selected health care profession, research they have done on this profession, the group's initial perceptions of the profession, and the results of the interprofessional interview. During the presentation, the student will discuss whether or not their initial perceptions changed after the interview and if/how the interview changed their understanding and appreciation for the other health care profession. The presentation will also emphasize how teamwork between the two professions could improve team-based care. The presentation will serve as an informative mini-seminar to their fellow instructors and preceptorship coordinator followed by an interactive discussion about the profession and opportunities for collaborative practice with the other health care profession. The preceptorship coordinator will facilitate the student-driven discussions.
Level of IPE Integration
- 1. Foundations 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 this level is that learners will gain a deeper understanding of their profession while gaining an appreciation for the perspective and roles of other professions.
Attendance or Participation in the IPE Experience
- Course requirement
- Assignment requirement in HPCS 4153 Seminar course and HPCS 3110 Professional Issues
- Program and/or school requirement
- Fulfills one of the required Interprofessional activities needed for graduation
Frequency of the IPE Experience
- 01. Annually
- Annual event: All CLS juniors are required to participate in this IPE activity as part of their HPCS 3110 Professional Issues course. All CLS online Second degree and Certificate students are required to participate in this IPE activity as part of their HPCS 4153 Seminar course.
Duration and/or Timeline of the IPE Experience
- 06. greater than 11 hours
- This IPE learning activity occurs in conjunction with the IPHP 1003 and 1001 Interprofessions courses offered throughout the academic year.
Campus and/or Location of the IPE Experience
- Distance Education
- Lubbock
Average Number of Learners Participating in the IPE Experience
- 02. 51 to 100
- ~44 students in the online programs; ~20 students in the traditional program
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
Other
A wide variety of health care professionals in the community surrounding their preceptorship site. The student will select the health care professional to interview for the IPE learning activity.
IPE Learning Objectives for the Experience
Values and Ethics
- VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
- VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
Roles and Responsibilities
- RR01. Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.
- RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.
Communication
- C01. Communicate one’s roles and responsibilities clearly.
- C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
- C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
Teams and Teamwork
- TT05. Apply interprofessional conflict management methods, including identifying conflict cause and addressing divergent perspectives.
- TT03. Practice team reasoning, problem-solving, and decision-making.
- TT06. Reflect on self and team performance to inform and improve team effectiveness.
Type of Learner Assessment Administered
- Attitudinal and/or perceptions survey
- Summative assessment
- Self-reflection with facilitated debrief
- Formative assessment
Formal Assessment Protocol used, if Applicable
Type of Program Evaluation Administered
- Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
- Activity feedback/evaluation – from learners
Provide Details on the Potential Sustainability of the IPE Experience
- Dedicated personnel
- Dedicated resources
- Integrated into program curriculum
- This is incorporated annually in to the curriculum for all CLS students.
Provide Dedicated Funding Sources:
- Decentralized school or program funding
Roles of Faculty/Staff in the IPE Experience:
- Facilitators
- Instructors and/or preceptors
- Mentors
- Faculty/preceptor serve as facilitators and mentor if advisement is needed.
Additional Information About the IPE Experience, if Necessary
IPE Experience Organizer
- School of Health Professions
- Department of Laboratory Science and Primary Care
Contact Person(s) and Contact Information for the IPE Experience
Tammy Carter, PhD
Office Phone: 806-743-4457 ext 311
Email: tammy.carter@ttuhsc.edu
Mail Address: 3601 4th St Stop 6281
Lubbock TX 79430-6281