dental education’s role in interprofessional education...
TRANSCRIPT
Dental Education’s Role in Interprofessional Education (IPE)
Richard W. Valachovic D.M.D., M.P.H. ADEA President and CEO
2006
• Interviews of leaders from seven U.S. academic health centers
• Conclusions • Minimal formal IPE activities at dental institutions • Insufficient communication between university and dental school leadership • Designated person necessary for IPE success
2012
ADEA TEAM STUDY GROUP FINDINGS (2012)
86% Response Rate
Medicine and Nursing most frequent collaborators
Most collaborations were volunteer-type activities
Lack of formal assessment of IPE
Leadership was essential for initiating and sustaining programs
97% Response Rate
Conducted July 2014
Modified from an existing AAMC IPE Survey Instrument
2014 ADEA Dental Institutions IPE Survey
RESULTS
2014 ADEA Dental Institutions IPE Survey
58%
32%
10%
0% 0% 0%
10%
20%
30%
40%
50%
60%
70%
Yes, as a formal university-‐led and promoted program.
Yes, not as a formal university program.
No, but in planning/development stage.
No, it was once considered but not implemented.
No, not being considered at this Gme.
Do You Offer IPE Experiences?
68%
24%
8%
0% 0% 0%
10%
20%
30%
40%
50%
60%
70%
80%
Yes, as a formal university-‐led and promoted program.
Yes, not as a formal university program.
No, but in planning/development stage.
No, it was once considered but not implemented.
No, not being considered at this Gme.
Public Dental Schools
Do You Offer IPE Experiences?
44% 44%
12%
0% 0% 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Yes, as a formal university-‐led and promoted program.
Yes, not as a formal university program.
No, but in planning/development stage.
No, it was once considered but not implemented.
No, not being considered at this Gme.
Private Dental Schools Do You Offer IPE Experiences?
61%
23%
34%
0%
10%
20%
30%
40%
50%
60%
70%
Required ElecGve Extracurricular
IPE Program Type
32%
11%
7%
16%
35%
0%
5%
10%
15%
20%
25%
30%
35%
40%
An interprofessional curriculum commiMee
A university-‐based office
Provost/Chancellor office
Specific college Other
Responsible Administrative Unit
Funding for IPE Activities
29%
71%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Yes No
All Schools
41%
59%
9%
91%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Yes No
Publics vs. Privates
Publics Privates
32 34
44
38
0
5
10
15
20
25
30
35
40
45
50
D1 D2 D3 D4
Dental Student Year of IPE Participation
0 5 10 15 20 25 30 35 40 45 50
Osteopathic Medicine
Social Work
Public Health
Pharmacy
Medicine
Nursing
Other Professional Schools Collaborating with Dentistry
0 5 10 15 20 25 30 35 40 45 50
Standardized paGent exercise
SimulaGon exercise
Shared clinical duGes
Lecture presentaGon
Case-‐based discussion
Community service/service learning
Small group exercise
Key IPE Experiences
0 10 20 30 40 50 60
Substance abuse
NutriGon
Biomedical science discipline
PreventaGve health
Ethics
PaGent safety/error reducGon
Community health
Team skills
Roles/responsibiliGes
IPE Experience Content Focus Areas
0 5 10 15 20 25 30 35
OSCE Oral exam
No assessment at this Gme WriMen exam
Peer assessment Standardized paGent exercise
SimulaGon exercise Surveys
Group project Small group parGcipaGon
ReflecGve wriGng
Assessing Students’ IPE Experiences
17 14
11
24
0
5
10
15
20
25
30
Yes, provided by the university
Yes, provided by the dental school
Yes, provided by another
professional school
No
IPE Faculty Development
0 5 10 15 20 25 30
Lack of insGtuGonal support
Comparable readiness of students
Limited parGcipaGon from other professions
Lack of classroom space
Funding LimitaGons
Academic calendars and schedule
Major Challenges to IPE
Conclusions
2014 ADEA Dental Institutions IPE Survey
90% of dental institutions offer IPE programming in their curriculum.
60% of those programs are mandatory.
2014 ADEA Dental Institutions IPE Survey Conclusions
68% of dental schools had a formal designated IPE position or point person.
Majority of IPE content areas encompass the IPEC core competencies
2014 ADEA Dental Institutions IPE Survey Conclusions
Wide variety of collaborations between dental and other health professions
Management of IPE programs varies from centralized to diffuse
Implications
2014 ADEA Dental Institutions IPE Survey
Investment in faculty development is essential
More experiential opportunities for students are indicated
Assessment should move from qualitative to competencies
Leadership should address issues regarding logistics and funding
2014 ADEA Dental Institutions IPE Survey Implications
Examples
2014 ADEA Dental Institutions IPE Survey
2014 ADEA Dental Institutions IPE Survey
Midwestern University College of Dental Medicine-Illinois
Type: Private Year Opened: 2011
Total Enrollment: 520
“Curricular Innovation”
Midwestern: “Curricular Innovation” DMD – Year 4 Grand Rounds
Dental Medicine Osteopathic Medicine Pharmacy OccupaGonal therapy
DMD – Year 3
Head and Neck Diagnosis-‐ Dental Medicine and OMM
DMD – Year 2
Clinical IntegraGon Course
DMD – Year 1
IPE 1-‐Core
IPE 2-‐ HealthCare CommunicaGons
2014 ADEA Dental Institutions IPE Survey
Type: Public Year Opened: 1967
Total Enrollment: 286
Medical University of South Carolina James B. Edwards College of Dental Medicine
“An Embedded Culture”
MUSC: “An Embedded Culture”
Early adopter of Interprofessional culture – celebrating nine years of “IPE Day.”
Transforming Healthcare for the Future: entry level foundational course for all health professional students. Mapped to the University’s Strategic Plan.
2014 ADEA Dental Institutions IPE Survey Exemplars
MUSC: “An Embedded Culture”
Cares Clinic: is a student-run, free evening medical clinic for underserved and uninsured patients in the Charleston area.
IPE activities are a component of advancement across each level of promotion for faculty advancement and tenure.
2014 ADEA Dental Institutions IPE Survey
Type: Private Year Opened: 1896
Total Enrollment: 423
University of the Pacific School Arthur A. Dugoni School of Dentistry
“Navigating the Distance”
Dugoni Pacific: “Navigating the Distance”
Prompted by new accreditation standards, UOP initiated the formation of the IPE Standing Committee (Dentistry/Hygiene, Pharmacy, Nursing, Medicine + Student member).
New programming will begin this Fall 2014 and be fully integrated over the next 1-2 years. • Dental and Pharmacy Students: virtual classes and real time clinical experiences • Medical Students will rotate with through the Dental specialty clinics.
• 5 week course in oral pathology has been dedicated for IPE didactic/simulation cases in preparation for clinical rotations with Pharmacy and Nursing.
Dugoni Pacific: “Navigating the Distance”
Dugoni Pacific
UOP Pharmacy
2014 ADEA Dental Institutions IPE Survey
Rutgers School of Dental Medicine
Type: Public Year Opened: 1956
Total Enrollment: 407
“A Climate for Collaboration”
2014 ADEA Dental Institutions IPE Survey Exemplars Rutgers: “A
Climate for Collaboration”
IPE Council meets monthly; redoing strategic plan to fit with IPE
University-wide IPE assessment survey: strength is faculty and student enthusiasm
Strong and committed leadership is critical to success
2014 ADEA Dental Institutions IPE Survey Exemplars Rutgers: “A
Climate for Collaboration”
With no budget, each school donated funds while faculty and students gave their free time
IPE Faculty practice is planned
Invitation from the School of Medicine to participate in case conferences and to co-create IPE cases
Strong and public commitment from leadership at all levels
2014 ADEA Dental Institutions IPE Survey Lessons
Develop working relationship with parent institution
Robust faculty engagement and development programming
Funding is beneficial but not essential
2014 ADEA Dental Institutions IPE Survey Lessons from Exemplars
Collaborate with other dental schools to share and develop best practices
2014 ADEA Dental Institutions IPE Survey Lessons
If you have a formal University-led program…
If you have various informal experiences…
Focus on assessment and publish results
Strengthen Leadership at University and Institutional levels
2014 ADEA Dental Institutions IPE Survey Lessons
• Designate an IPE point person • Consider your nearest health professional institution • Pursue professional development opportunities • “Start somewhere. Start small. Just start.”