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


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 - 8/21/2024


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

  • 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 health equity
  • 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 p


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.

Attendance or Participation in the IPE Experience

  • Course requirement - This event is part of the P3 SOM course
  • SLP students apply and are selected to participate in the STAR program

Frequency of the IPE Experience

  • 01. Annually
  • Once a year, in Spring during the GSBS Student Research Week

Duration and/or Timeline of the IPE Experience

  • 02. 1 to 3 hours
  • One 2 hr session will occur in the TTUHSC Speech-Language-Hearing Clinic,
    Room 2A-300 (will split into assigned small rooms for briefing and patient interactions)

    Proposed Itinerary:
    25 minute pre-brief (students and faculty)
    25 minutes to acquire medical history
    25 minutes feedback from patients
    25 minutes debrief (students and faculty)

Campus and/or Location of the IPE Experience

  • Lubbock

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50
  • ~ 12 or more medical students and 6 or more speech-language pathology student.

Target Audiences

Graduate School of Biomedical Sciences Audiences


School of Health Professions Audiences

  • Speech-Language Pathology, MS

School of Medicine Audiences

  • MS 1
  • MS 2

School of Nursing Audiences


School of Pharmacy Audiences


School of Population and Public Health Audiences


Other

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.
  • VE04. Value diversity, identities, cultures, and differences.
  • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.

Roles and Responsibilities

  • RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
  • RR05. Practice cultural humility in interprofessional teamwork.
  • 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.

Communication

  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C04. Promote common understanding of shared goals.
  • C06. Use constructive feedback to connect, align, and accomplish team 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.
  • 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
  • Self-reflection with facilitated debrief

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
  • Facilitated debrief with planning committee
  • Satisfaction survey results

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Dedicated resources
  • Integrated into program curriculum
  • We piloted this activity last year during the P3 Selectives Week and it was very well-received. As P3 activities are embedded in the first two years of the SOM curriculum. this event will be repeated every year.

Provide Dedicated Funding Sources:

  • Decentralized school or program funding

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Planning committee members
  • This event was designed by Dr, Lisa Popp, Associate Professor Department of Medical Education and Dr. Melinda Corwin, Professor in the Department of Speech, Language and Hearing Sciences.

    These faculty also participate in the facilitation of the pre- and de-brief sessions for this event. Melissa Whitaker, speech-language pathologist; faculty in Dept. of Speech, Language, and Hearing Sciences will also help facilitate along with Carolyn Perry.

    Dr. Melinda Corwin and Carolyn Perry, Assistant Professor in the Department of Speech, Language and Hearing Sciences recruit patients with aphasia from the StAR (Stroke and Aphasia Recovery) community outreach program.

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

R. Lisa Popp
Associate Professor
Department of Medical Education
School of Medicine
Texas Tech University Health Sciences Center
3601-4th St. STOP 6525
Lubbock, TX 79430-0002
phone: 806-743-3800
Lisa.popp@ttuhsc.edu

Melinda D. Corwin, PhD
Professor
Department of Department of Speech, Language and Hearing Sciences
Lubbock, Texas
Melinda.Corwin@ttuhsc.edu