Ohio State Interprofessional Practice and Education Experience
Title of the Interprofessional Practice and Education Experience
Design 4650/5650
Experience Status
Approved
Approval Date Range
8/2/2023 - 3/9/2026
Criteria for Registering the IPE Experience
- Involvement of learners from two or more professions, disciplines, degree programs, and/or community sectors.
- Learning objectives are directly related to one or more of Ohio State’s interprofessional collaborative practice competencies (Values/Ethics for Interprofessional Practice, Roles/Responsibilities, Interprofessional Communication, Teams & Teamwork, Collaborative Leadership, Evidence-based Practice).
- Learners actively learn about, from, and with each other, to improve health and healthcare outcomes for individuals, populations, and/or communities.
- Significant interactivity between participants.
- Learner performance next to at least one objective related to Ohio State’s interprofessional collaborative practice competencies is assessed, and learners are provided feedback.
IPEC Core Competencies Targeted by this IPE Experience
- 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
- Improved health care team experience
Detailed Description and Purpose of the IPE Experience
The COVID-19 pandemic has provided many examples revealing the value of
design and designers in addressing public health matters. Since March 2019,
designers were called upon to activate public health measures and imagine
strat- egies nudging the population to follow sanitary prescriptions; from
improving mask design to the development of expressly burdensome and
inconvenient testing procedures in hope of motivating people toward vaccination. But the reach of public health obviously expend far greater than
the extraordinary circumstances and demands associated to the COVID-19
pandemic.
According to the American Public Health Association (APHA), “Public health
promotes and protects the health of people and the communities where they
live, learn, work and play.” As such, broad issues like racism, literacy, internet
access, food safety, sexual wellbeing, tobacco uses, etc., are all to be considered as public health matters of concern. The kind of wicked and complexsocial problems for which Social Design as develop an appetite for (Gauthier,
Proulx, Vial, 2017). Interestingly, the field of public health remains somewhat
blind to the potential agency designers may have in their practice. To explore
this blind spot, this collaborative studio will challenge students to envision
design proposals to a series of public health challenges. To emphasize the
originality of design perspectives and capabilities, the course will focus on
the development of subversive, critical and disruptive ways through which
design can engage with public health issues. Calling upon designers to develop public health interventions ought to shed light on the value of a user-experience focus practice in the development of contextually fitted health
programming.
Given the nature and horizon pursued in this course, enrolled students will
leave their typical major specialization at the door and come ready to think
more broadly and strategically about how designerly ways of thinking and
doing may be called upon in the context of designing for public health. The
potential projects are open in form but could include: service design, products, policy, environmental design, ubiquitous digitaltechnology,signage,etc.
The outcomes of the class explorations could lead to a collective publication
or exhibition.
Level of IPE Integration
- 1. Foundations: Consists of introductory learning experience that equips learners with new knowledge and skills that enable them to interact and learn from professions, disciplines, and community sectors outside their own.
Attendance or Participation in the IPE Experience
- Stand-alone for-credit course
- Design 5650
Attendance or Participation is Voluntary or Required
- Required for everyone enrolled
Preparation Work Hours
- 06. greater than 11 hours
Frequency of the IPE Experience
- 02. Semesterly – occurs each semester
Duration and/or Timeline of the IPE Experience
- 06. greater than 11 hours
Campus and/or Location of the IPE Experience
Average Number of Learners Participating in the IPE Experience
Target Audiences
College of Arts and Sciences (ASC)
- Speech-Language Pathology (MA)
College of Education and Human Ecology (EHE)
College of Food, Agricultural, and Environmental Sciences (CFAES)
College of Medicine
- Clinical Doctorate in Occupational Therapy (DOT)
- Clinical Doctorate in Physical Therapy (DPT)
- Doctor of Medicine (MD)
- Master in Athletic Training (MAT)
- Master in Genetic Counseling (MS in Genetic Counseling)
- Bachelor of Science in Health and Rehabilitation Sciences – Respiratory Therapy
- Master of Dietetics and Nutrition (MDN)
- Master of Science in Health and Rehabilitation (MS in HRS)
- Medical Laboratory Science (MLS)
College of Pharmacy
- Doctor of Pharmacy (PharmD)
College of Public Health (CPH)
College of Social Work (CSW)
- Master of Social Work (MSW)
College of Veterinary Medicine
- Doctor of Veterinary Medicine (DVM)
Ohio Dominican University
IPEC Core Competencies for the Experience
IPEC Core Competency: Values and Ethics
IPEC Core Competency: 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.
IPEC Core Competency: Communication
IPEC Core Competency: Teams and Teamwork
- TT01. Describe evidence-informed processes of team development and team practices.
Contact Person(s) and Contact Information for the IPE Experience
Dr. Sébastien Proulx, Associate Professor
Email: proulx.12@osu.edu