Wise H1, Annan-Coultas D2, Mauldin M2, Brown D3, Jeff B2
1Medical University of South Carolina, Health Professions, Division of Physical Therapy and the Office of Interprofessional Initiatives, Charleston, United States, 2Medical University of South Carolina, Office of Interprofessional Initiatives, Charleston, United States, 3Medical University of South Carolina, Health Professions, Division of Physical Therapy, Charleston, United States
Background: Having well-prepared faculty to lead and teach in interprofessional (IP) initiatives is recognized across health professions programs as integral to success. Although specific descriptions of faculty development programs designed to advance IP education and collaborative practice are limited, a recent review article identified 17 studies that yielded five characteristics of effective programs: institutional support, objectives and outcomes based on IP core principles, IP group facilitation skill training, design flexibility, and assessment strategy (Ratka, Zorek, & Meyer, 2017).
Purpose: This report describes Team Up for Better Teaching (Team Up), an institution-wide program at the Medical University of South Carolina (MUSC). Team Up is designed to promote IP education, collaborative practice and research and incorporates the five characteristics associated with a successful IP faculty development program.
Methods: Team Up was launched in the fall of 2017 after nine months of planning by a committee comprised of clinical educators from the hospital and academic faculty representing the six MUSC colleges: Graduate Science, Dental Medicine, Health Professions, Medicine, Nursing, and Pharmacy. Interested educators applied to the program and provided a letter of support from their Department Chair or Administrator. Agreement to serve on the planning committee for the next Team Up cohort was a requirement for application.
Participants met weekly over the fall semester for 50-minute sessions based on advanced teaching methods, technologies, and IP skill-development as well as instruction and practice in teamwork strategies and principles. Program objectives were based on the Core Competencies for Collaborative Practice developed by the Interprofessional Education Collaborative (2016). A teach-back assignment based on the key principles and strategies of TeamSTEPPS®, an evidence-based teamwork system aimed at optimizing patient outcomes by improving communication and teamwork skills, provided the framework for achievement of program objectives. Diverse teaching strategies included the use of the flipped classroom, role playing activities, instructional technology including an audience response system and computer games designed to improve group communication, and debriefing at the Simulation Center. Additionally, each participant presented an applied project proposal and received feedback from the other participants and faculty.
Results: Nineteen participants comprised the first cohort and collectively demonstrated diverse enterprise-wide IP representation. Course evaluations indicate a significant change in perception of proficiency to role model and advocate for IP activities; teach in an IP setting;
articulate the value of IP activities; and apply knowledge of their professional role and roles of others for effective IP collaboration. Thirteen participants had never facilitated an IP activity prior to Team Up but five signed up facilitate a 2018 IP activity. Ten applied projects were developed and three participants indicated that they intended to apply for intramural funding.
Conclusion(s): Results from an initial implementation of the Team Up program indicate significant increases in perception of proficiency related to IP competencies and increased faculty participation in university IP activities.
Implications: This program adds to existing though limited literature that describes specific characteristics of IP faculty development programs and may serve as an exemplary model for other academic institutions to help build capacity to meet their IP needs.
Keywords: Interprofessional Education, Faculty Development, Collaborative Practice
Funding acknowledgements: None
Purpose: This report describes Team Up for Better Teaching (Team Up), an institution-wide program at the Medical University of South Carolina (MUSC). Team Up is designed to promote IP education, collaborative practice and research and incorporates the five characteristics associated with a successful IP faculty development program.
Methods: Team Up was launched in the fall of 2017 after nine months of planning by a committee comprised of clinical educators from the hospital and academic faculty representing the six MUSC colleges: Graduate Science, Dental Medicine, Health Professions, Medicine, Nursing, and Pharmacy. Interested educators applied to the program and provided a letter of support from their Department Chair or Administrator. Agreement to serve on the planning committee for the next Team Up cohort was a requirement for application.
Participants met weekly over the fall semester for 50-minute sessions based on advanced teaching methods, technologies, and IP skill-development as well as instruction and practice in teamwork strategies and principles. Program objectives were based on the Core Competencies for Collaborative Practice developed by the Interprofessional Education Collaborative (2016). A teach-back assignment based on the key principles and strategies of TeamSTEPPS®, an evidence-based teamwork system aimed at optimizing patient outcomes by improving communication and teamwork skills, provided the framework for achievement of program objectives. Diverse teaching strategies included the use of the flipped classroom, role playing activities, instructional technology including an audience response system and computer games designed to improve group communication, and debriefing at the Simulation Center. Additionally, each participant presented an applied project proposal and received feedback from the other participants and faculty.
Results: Nineteen participants comprised the first cohort and collectively demonstrated diverse enterprise-wide IP representation. Course evaluations indicate a significant change in perception of proficiency to role model and advocate for IP activities; teach in an IP setting;
articulate the value of IP activities; and apply knowledge of their professional role and roles of others for effective IP collaboration. Thirteen participants had never facilitated an IP activity prior to Team Up but five signed up facilitate a 2018 IP activity. Ten applied projects were developed and three participants indicated that they intended to apply for intramural funding.
Conclusion(s): Results from an initial implementation of the Team Up program indicate significant increases in perception of proficiency related to IP competencies and increased faculty participation in university IP activities.
Implications: This program adds to existing though limited literature that describes specific characteristics of IP faculty development programs and may serve as an exemplary model for other academic institutions to help build capacity to meet their IP needs.
Keywords: Interprofessional Education, Faculty Development, Collaborative Practice
Funding acknowledgements: None
Topic: Education: methods of teaching & learning; Education: methods of teaching & learning
Ethics approval required: No
Institution: Medical University of South Carolina
Ethics committee: IRB
Reason not required: Voluntary participation in innovative faculty development program with anonymous survey.
All authors, affiliations and abstracts have been published as submitted.
