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The University of Maryland, Baltimore (UMB) has placed a high priority on interprofessional education (IPE), which is among the priorities of President Jay A. Perman, MD. The University’s Center for Interprofessional Education has awarded seed grants for the fourth year to encourage faculty members to work together for this purpose. Four faculty teams from multiple schools have been chosen for work to be completed in 2018. A symposium to highlight each project will be scheduled for November 2018.
Jane M. Kirschling, PhD, RN, FAAN, dean of the University of Maryland School of Nursing (SON) and director of interprofessional education at the University, congratulates the three 2018-2019 winning teams.
Leah Millstein MD (SOM) and John Cagle, PhD, MSW (SSW) received a $15,000 seed grant for Enhancing Interprofessional Training on Advance Care Planning using Standardized Patients.Faculty and staff collaborating on this project are: Amanda Agarwal LCSW-C (University Health Clinic (UHC), John Allen, MD (UMMC), Danielle Baek, MD (SOM), Mel Bellin, PhD, LCSW (SSW), Steven Eveland, MBA, RN, CHPN (UMMC), Terra Hill, MSW, LGSW (UMMC), Mei Ching Lee, PhD, RN, CHPR (SON), Barbara Perez Marquez, MFA (SOM) and Debra Wiegand, PhD, RN, CCRN, CHPN, FAHA, FPCN, FAAN (SON). TheIPE project will enhance knowledge and comfort of medical, social work, and nursing students on the critical topic of advance care planning, while also providing them with firsthand experience of multidisciplinary collaboration and, specifically, team-based care delivery. Over the course of the 2018-2019 academic year, students will be educated on various advance care planning topics during training modules administered by faculty from the Schools of Medicine, Social Work, and Nursing. Students will then collaborate in an interdisciplinary clinical encounter dedicated to advance care planning with a standardized patient trained by our faculty. The student’s experience will be assessed with a series of surveys, with the expectation that participation will improve the students’ comfort and ability to address advance care planning. To learn more, please contact Dr. Millstein at firstname.lastname@example.org or Dr. Cagle at email@example.com.
Danya Khoujah, MBBS, FAAEM, FACEP (SOM-EM) was awarded a seed grant in the amount of $14,156 for Simulation-Based Curriculum for Patient-Centered Communication for Medical and Nurse Practitioner Students. Faculty members Wan-Tsu Chang, MD (SOM-ED) and Veronica Quattrini, DNP, FNP-BC (SON) collaborated on this project. Simulation is a powerful tool in health professional education, and one relatively underutilized outside of critical care and anesthesia. The proposed project aims to evaluate current communication skills among medical and nurse practitioner students with simulated patients, and use a focused, multidisciplinary intervention to improve their communication skills. The pilot project will utilize a scenario of error disclosure and will involve nurse practitioner and medical students on their emergency medicine rotation. The effect of the intervention on the quality and efficiency of communication will be observed and measured using a standardized checklist. The results of this pilot will be used to guide further simulation-based interprofessional initiatives in communication in healthcare. To learn more, please contact Dr. Khoujah at firstname.lastname@example.org.
Kimberly Claeys, PharmD, BCPS (SOP) received a $5,000 seed grant for Using Gamification to enhance the Learning of Interprofessional Antimicrobial Management. Faculty contributors to this grant are: Emily Heil, PharmD, CPS AQ-ID, AAHIVP (SOP), Neha Sheth Pandit, AAIVP, BCPS (SOP), Roseann Velez, DNP, CRNP, FNP-BC, FAANP (SON), Jacqueline Bork, MD (SOM) and Kerri Thom, MD (SOM). Antimicrobial resistance is an increasing global public health threat, and appropriate and judicious use of these agents is key to mitigating this threat. Education of key principles, such as antimicrobial spectrum of activity, is inconsistent among varying health professions, and students often feel unprepared to appropriately prescribe and manage antimicrobials when they graduate. Learning antimicrobial spectrum of activity often involves rote memorization; gamification through development of a smart phone-based application is a means to standardize education and assist students in the difficult task of learning antimicrobial spectrum of activity. To learn more, please contact Dr. Claeys at email@example.com.
The selection of the three grant recipient teams was based on an evaluation of proposals that met criteria in one of two categories for collaborative work:
- Interprofessional team-based care: Care delivered by intentionally created, usually relatively small work groups in health care, who are recognized by others as well as by themselves as having a collective identity and shared responsibility for a patient or group of patients.
- Interprofessional education: "When students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes" (World Health Organization, 2010).
Teams consisting of faculty from two or more disciplines were required to propose projects that are practice or classroom focused, with educational and evaluative components employing the Core Competencies for Interprofessional Collaborative Practice: 2016 Update.
UMB launched the Center for Interprofessional Education in 2013, as a priority theme in the 2011-2016 Strategic Plan. The center continues to build interprofessional programming to support the education, scholarship, and practice of our faculty and students. Kirschling's co-directors are Heather Congdon, PharmD, BCPS, CDE, assistant dean for the School of Pharmacy at the Universities at Shady Grove, and David Mallott, MD, associate dean, medical education, at the School of Medicine.
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