TTUHSC Interprofessional Practice and Education (IPE) Experience
Title of the Interprofessional Practice and Education Experience
Anatomy and Physiology of Cleft Lip and Palate: An Interprofessional Small Group Discussion
Experience Status
Approved
Approval Date Range
11/16/2016 - 8/28/2024
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
- Workshop, interactive demo, or small group activity
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
Research has established the effectiveness of interprofessional small group learning in health professions education as an active learning strategy that can enhance student collaboration, improve interprofessional communication skills, and facilitate deep processing of information. This interprofessional small group discussion centers around clinically oriented anatomy and physiology of cleft lip and palate. This IPE learning activity is integrated into a TTUHSC School of Medicine (SOM) course entitled "Patients, Physicians and Populations (P3)" that incorporates didactic material contained in the 8 blocks of the SOM Year 1 and 2 curriculum. This specific P3 event includes didactic material form the Clinically Oriented anatomy MS1 block.
Outline of activity:
1. This session will allow first year (MS1) medical students, undergraduate students from the speech, language, and hearing sciences program, graduate students from the speech-language pathology program, and graduate students from the Graduate School of Biomedical Sciences to work collaboratively in small groups to describe and assess two topics pertinent to the anatomy of the head and neck: cleft palate and the vocal cords (also called vocal folds). Interprofessional teams of students are provided with resource reading materials prior to the small group discussion.
2. MS1 students are covering the anatomy of the head and neck in the Clinically Oriented Anatomy (COA) course, including the general areas below:
• Bones, muscles, arteries, nerves and lymph nodes of the neck
• Development of the nose, jaws and palate
• Embryological clinical considerations
• The larynx and vocal cords and their function in speech and respiration
3. This small group session has 2 main content areas: 1) Coping with Cleft Palate/ Cleft Lip, 2) Thyroplasty for Phonic Tics: An Ethical Case.
4. IPE is targeted during team formation and during small group discussions. IPE concepts targeted during this IPE activity include interprofessional communication, roles and responsibilities, and teamwork/collaborative care.
5. Students will have completed an online interprofessional education assessment prior to the session; they will be prompted to complete a post-test afterward.
Objectives:
• Identify interprofessional roles and responsibilities in dealing with patients and families affected by speech disorders
• Describe embryological anomalies to the head and neck, including cleft palate and cleft lip
• Identify key issues related to the diagnosis, treatment and long-term follow up for cleft palate
and cleft lip
• Analyze a recent case involving vocal cord surgery and discuss its clinical and ethical challenges related to collaborative team-based care
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
- Voluntary basis
- Certificate credit
- Program and/or school requirement
- SLHS undergraduates mandatory
Frequency of the IPE Experience
- 01. Annually
- This IPE small group learning activity occurs once during an academic year during the MS1 P3 block.
Duration and/or Timeline of the IPE Experience
- 02. 1 to 3 hours
- Two hours
Campus and/or Location of the IPE Experience
Average Number of Learners Participating in the IPE Experience
- 05. 201 to 300
- On average 260-290 students participate in this IPE experience.
Number of students:
Medical: 180
Undergrad SLHS: 80
Graduate SLP: 20
Target Audiences
Graduate School of Biomedical Sciences Audiences
School of Health Professions Audiences
- Speech, Language, and Hearing Sciences, BS
- Speech-Language Pathology, MS
- Speech, Language, and Hearing Sciences (Second Degree), 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
- VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
- VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.
- VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.
Roles and Responsibilities
- RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
- RR05. Practice cultural humility in interprofessional teamwork.
Communication
- 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.
- TT06. Reflect on self and team performance to inform and improve team effectiveness.
Type of Learner Assessment Administered
- Attitudinal and/or perceptions survey
- Didactic assignment SLHS Undergrads
Formal Assessment Protocol used, if Applicable
The IPE Assessment tool was modified by an Dr. Jones from a validated IPE Assessment tool to better fit the needs of her IPECPLA.
Type of Program Evaluation Administered
- Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
- Facilitated debrief with planning committee
Provide Details on the Potential Sustainability of the IPE Experience
- Integrated into a course and/or experiential rotation requirements
- Integrated into program curriculum
- This IPE learning activity has been integrated into the MS1 P3 SOM block. This activity represents a collaboration between the MS1 Patients, Physicians & Populations (P3-1) and COA (Clinically Oriented Anatomy) as well as the School of Health Professions Speech Pathology program, specifically Drs. James Dembowski, Angela Van-Sickle Bednarz and Sherry Sancibrian who provided resource materials .
Provide Dedicated Funding Sources:
- Decentralized school or program funding
Roles of Faculty/Staff in the IPE Experience:
- Facilitators
- Instructors and/or preceptors
- Faculty, primarily form the School of Medicine, facilitate the event. They are provided extensive resources prior to the event, this includes the same resources provided to the students and additional information. All facilitator resources are supplied by email from Dr. Betsy Jones.
Additional Information About the IPE Experience, if Necessary
Contact Person(s) and Contact Information for the IPE Experience
Betsy Jones, EdD; P3 Block Director
Angela Van Sickle, PhD; Planning Committee
Vaughn Lee, PhD; Planning Committee