creative, interdisciplinary collaboration in clinical education

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Interdisciplinary Collaboration in Clinical Education Jack Pickering, Ph.D., Professor of CSD Provisions, College of Saint Rose October 23, 2012 With thanks to Erin R. Embry, M.S., Associate Director, Graduate Program, New York University

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Creative, Interdisciplinary Collaboration in Clinical Education. Jack Pickering, Ph.D., Professor of CSD Provisions, College of Saint Rose October 23, 2012 With thanks to Erin R. Embry, M.S., Associate Director, Graduate Program, New York University. Collaboration. - PowerPoint PPT Presentation

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Page 1: Creative, Interdisciplinary Collaboration in Clinical Education

Creative, Interdisciplinary Collaboration

in Clinical Education

Jack Pickering, Ph.D., Professor of CSDProvisions, College of Saint Rose

October 23, 2012

With thanks to Erin R. Embry, M.S., Associate Director, Graduate Program, New York University

Page 2: Creative, Interdisciplinary Collaboration in Clinical Education

Collaborationcollaboration  (kəˌlæbə

ˈreɪʃən) — n  (often foll by on, with, etc )

1. the act of working with another or others on a joint project

2. something created by working jointly with an other or others

World English Dictionary

Page 3: Creative, Interdisciplinary Collaboration in Clinical Education

Why interdisciplinary collaborations?

They are becoming the new societal norm in light of advances in technology, global learning and economic challenges

They mirror the real world, in both medical and educational settings

Research in health care suggests they enhance patient care

They broaden students’ understanding and experience

They provide opportunities for interdisciplinary scholarship

Page 4: Creative, Interdisciplinary Collaboration in Clinical Education

Mark Ylvisaker writes…

Effective assessment and intervention in SLP are:o Contextualizedo Functional o Person-centeredo Collaborativeo Interdisciplinary

Ylvisaker, M. & Feeney, T. (1998)Collaborative Brain Injury Intervention: Positive Everyday Routines.

Page 5: Creative, Interdisciplinary Collaboration in Clinical Education

On Neurorehabilitation: A Conversation with Mark Ylvisaker,

PhD (IBIA, 2007)

Exceptional teams: Learn from one another;

share skills Do not function in a

pecking order or a sense of hierarchy.

Understand that many of the critical needs of the people we serve are not discipline-specific

Are willing to blur professional boundaries and respect one another

Page 6: Creative, Interdisciplinary Collaboration in Clinical Education

The WHO Framework for Action (2010)

Page 7: Creative, Interdisciplinary Collaboration in Clinical Education

The Challenges Strober (2011):

o Higher education tends to reward individual, disciplinary achievement

o There tends to be insufficient funding

o Talking across disciplines can be difficult

o Interdisciplinary collaboration is difficult to evaluate

Page 8: Creative, Interdisciplinary Collaboration in Clinical Education

The Challenges Education in

CSD:o Programs are

generally organized in silos

o Coursework tends to be disorder-specific

o Clinical and academic education are separated in the curriculum

Page 9: Creative, Interdisciplinary Collaboration in Clinical Education

Enhanced Collaboration

Page 10: Creative, Interdisciplinary Collaboration in Clinical Education

Interprofessional Education (IPE) in Health Care

Student-practitioners learning together with intention, mutual respect, and commitment; IPE requires continuous interaction, coordinated effort and sharing of knowledge – “enhanced collaboration”.*

Consistent with Ylvisaker’s characteristics of an exceptional team.

*Alberto, J. & Herth, K. (2009, March 31) and ASHA (2008, June)

Page 11: Creative, Interdisciplinary Collaboration in Clinical Education

Examples of Interprofessional

Education Nurse Education

(Alberto & Herth, 2009)

Physician Education (MMC-Tufts; Harvard Medical School)

In CSD, the Rockcastle Project (Page, 2010; Page & Morris, 2012):

Page 12: Creative, Interdisciplinary Collaboration in Clinical Education

Core Competencies (2011)

Competency Domains Values/Ethics for

Interprofessional Practice

Roles/Responsibilities

Interprofessional Communication

Teams and Teamwork

Page 13: Creative, Interdisciplinary Collaboration in Clinical Education

Our Creative Collaborations

Page 14: Creative, Interdisciplinary Collaboration in Clinical Education

Mocktails and Iron Chef

A course that promotes interdisciplinary, collaborative approaches to care

Focus narrowed to swallowing issues and impacts on nutrition

Team approach fostered in classroom, lab and hospital setting

Students are from CSD and Nutrition programs

Page 15: Creative, Interdisciplinary Collaboration in Clinical Education

Mocktails and Iron Chef

Small number in class + application process results in a very dynamic, motivated group

Modeled after problem-based learning approach; instructors serve as “facilitators”

Assignments/projects functional, applicable and fun

Diverse backgrounds, one common vision

Page 16: Creative, Interdisciplinary Collaboration in Clinical Education

Mocktails and Iron Chef

Exposure to real-world experiences through:o Observation of modified barium swallow

studies at NYU Langone Medical Center (supervised by NYUMC speech-language pathologists)

o Active participation in a mock "team rounds" with resident and attending physicians at Rusk Institute (Physical Medicine & Rehabilitation)

“Top Chef/Iron Chef” Cooking competition:o Students create a dysphagia

meal individualized to their patients’ needs

o Judged on appearance, creativity, nutritional and texture appropriateness and taste

Page 17: Creative, Interdisciplinary Collaboration in Clinical Education

Mocktails and Iron Chef

Idea supported by students, department, administration and affiliated medical community

This course serves as a model for other developing courses in Steinhardt and the medical school

Open lines of communication related to this course have had direct and positive impacts on patient care services at NYUMC/Rusk

Page 18: Creative, Interdisciplinary Collaboration in Clinical Education

Communication and Counseling

A program providing clinical services for individuals in the transgender community

An initial focus on voice was expanded to include communication and counseling

Group supervision promotes active dialogue about the program, not just student performance

Page 19: Creative, Interdisciplinary Collaboration in Clinical Education

Communication and Counseling

A team approach is fostered with opportunities for collaborative decision making

An apprenticeship model is applied: supervisors, counselors, and clients serve as coaches, “master craftspeople”

Goals are functional and individualized, even in the group setting

Mindfulness is integrated into the sessions

Page 20: Creative, Interdisciplinary Collaboration in Clinical Education

Communication and Counseling

Classroom presentations (Counseling for SLPs and Multicultural Counseling) provide opportunities for practice and client-led instruction

Recent project provided an interdisciplinary focus on counseling skills for SLPs

A student in Multicultural Counseling takes part in the group

Page 21: Creative, Interdisciplinary Collaboration in Clinical Education

Communication and Counseling

The program has support from students, faculty, administrators and mental health counselors (our primary referral source)

The program facilitated community engagement with the local LGBTQ community center

The group has become an important recruiting tool

Page 22: Creative, Interdisciplinary Collaboration in Clinical Education

Views into the VoiceAn SLP-ENT collaboration: Facilitated by a .3 FTE

consulting position in an otolaryngology private practice

Two laryngologists and a neurotologist actively support student learning

The SLP roles include laryngeal vidoestroboscopy, voice evaluation and intervention, with a recent addition of dysphagia services to the practice

Page 23: Creative, Interdisciplinary Collaboration in Clinical Education

Views into the VoiceMultiple learning opportunities: Collaborative,

interdisciplinary classroom case presentations

Student observations of videostroboscopy

A one-credit, advanced “rotation” with the ENTs

Research

A nice bonus: One of the ENTs is a member of our CSD Advisory Board

Page 24: Creative, Interdisciplinary Collaboration in Clinical Education

Considering Collaboration

Page 25: Creative, Interdisciplinary Collaboration in Clinical Education

Cultivating creative interdisciplinary collaboration

Do a careful environmental scan (internal and external) to see what is available

Find a colleague with whom you can work

Identify a shared vision and tap into individual strengths

Consider the Core Competencies document

Plan Carefully

Page 26: Creative, Interdisciplinary Collaboration in Clinical Education

Cultivating creative interdisciplinary collaboration

Engage constituents (students, colleagues, professionals, clients) in planning and evaluation

Get administrative support

Seek funding, consider grant opportunities

Share what you are doing:o Internally & externallyo Through public relations

& scholarship

Page 27: Creative, Interdisciplinary Collaboration in Clinical Education

One Final Thought “…collaborative efforts…,

result in a clearer vision of the seamless realities presented daily in our clinical lives and an enhanced capacity to serve whole individuals as they deserve to be served.”

Mark Ylvisaker, 1994

Page 28: Creative, Interdisciplinary Collaboration in Clinical Education

ReferencesAlberto, J. & Herth, K. (2009, March 31). Interprofessional collaboration within faculty roles:

Teaching, service and research. OJIN: The Online Journal of Issues in Nursing, 14(2).ASHA (2008, June). Why is greater emphasis being placed on interprofessional education in

health care? Access Academics and Research. Retrieved July 20, 2011, from http://www.asha.org/academics/questions/Interprefessional-Education.htm.

ASHA’s Research and Scientific Affairs Committee (n.d.). Interdisciplinary collaborations. Retrieved July 2, 2011, from http://www.asha.org/academic/interdis-collab/.

Durkin, T. & Vescovich, M. (November, 2011). The SLP: A valued member of the hospice interdisciplinary team. Paper presented at the 2011 Annual ASHA Convention, San Diego, CA.

Hagstrom, F. (2010). Establishing Interdisciplinary Collaborations for International Education. SIG 10 Perspectives, 13(1), p. 13-17.

Harvard Medical School (n.d.). Academics: Cambridge Integrated Clerkship. Cambridge Health Alliance. Retrieved on July 19, 2011, from http://www.challiance.org/academics/integrated_clerkship.shtml

Huff, E.G. (2009, November). Incorporating Medical Setting Interdisciplinary Experiences into a Graduate SLP Program, Paper presented at 2009 Annual ASHA Convention, New Orleans LA.

International Brain Injury Association. (2007). On Neurorehabilitation: A Conversation with Mark Ylvisaker, PhD., Retrieved June 16, 2011, from http://www.internationalbrain.org/?q=node/71.

Page 29: Creative, Interdisciplinary Collaboration in Clinical Education

ReferencesInterprofessional Education Collaborative Expert Panel. (2011). Core competencies for

interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.

John-Steiner, V. (2006). Creative Collaboration. New York, NY: Oxford University Press.MMC/Tufts Medical School (n.d.). Milestone: About us. Maine Medical Center/Maine Health.

Retrieved July 19, 2011 from http://www.mmc.org/mmc_milestone.cfm?id=6239.Page, J.L. (2010, June). The Rockcastle Project: A Model for Interprofessional Clinical

Education in a Rural Medical Center. Access Academics and Research. Retrieved July 20, 2011, from http://www.asha.org/academics/questions/rockcastle-project.htm.

Page, J. L. & Morris, D. S. (2012, May 15). Whole Patient, Whole Team. The ASHA Leader.Perry, C., Hall, B., & Tiongco, C. (November, 2011). Interdisciplinary teamwork: Making IT

work. Paper presented at the 2011 Annual ASHA Convention, San Diego, CA. Pickering, J. Bloom, C., Luna, A., & Selmon, S. (November, 2011). The clinician-counselor

with transgender clients: An instructional video. 2011 ASHA Annual Convention, San Diego, CA.

Stemple, J.C. (2006). Personnel Shortages in Speech Language Pathology: Doctoral Collaborations. Retrieved June 16, 2011, from www.asha.org/uploadedFiles/slp/Stemple.pdf.

Page 30: Creative, Interdisciplinary Collaboration in Clinical Education

ReferencesStrober, M.H. (2011, January 2). Communicating across the academic divide. The Chronicle

of Higher Education. Retrieved June 16, 2011 from http://chronicle.com/article/Communicating-Across-the/125769/.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Published originally in Russian in 1930.

Weinstein, D. (2011, February 14). Students prepare for your final class! The Iron Chef challenge: NYU Steinhart News. Retrieved from http://steinhardt.nyu.edu/ataglance/2011/02/students_prepare_for_your_fina.html.

Wertheimer, J., Constantinidou, F., Raymer, A., Turkstra, L., & Paul, D. (2008, November). Promoting Effective Interdisciplinary Collaboration. Paper presented at the 2008 Annual ASHA Convention, Chicago, IL.

Williams, L., Marks, L., Barnhart, R., & Epps, S. (2011, November). ICF-CY: Basis for a conceptual model for interprofessional education. Paper presented at the 2011 Annual ASHA Convention, San Diego, CA.

World Health Organization (2010). Framework for Action on Interprofessional Education and Collaborative Practice. Geneva, Switzerland: World Health Organization Press.

Ylvisaker, M. (1994). Collaboration in assessment and intervention after TBI. Topics in Language Disorders, 15(1),

Ylvisaker, M. & Feeney, T. (1998). Collaborative Brain Injury Intervention: Positive Everyday Routines. San Diego: Singular Publishing, Inc.