T1 #meded This is a question I want to know what others do. We have these big event days that almost make #IPE seem artificially important. Nothing truly authentic.
T1: tricky subject, because it’s good #interprofessional PRACTICE we’re interested in, and not certain that just putting students together in a classroom or even on the wards can get us there. #meded#ipe
T1: A new feature at UNC is that dental faculty and students are teaching medical students the oral exam, and med students have an opportunity to visit dental clinics and work with dental studnets at pts. #meded
T1: empathy and team based curriculum helps. Our medical students spend time accompanying patients and reflecting as they navigate through teammates/roles: nursing, lab/pharmacy professionals, Med assistants, receptionists. #meded
T1 #meded I completely agree. How do we get beyond that when the schools are focused on training their professions? Sometimes #IPE can seem like another add on to a bloated curriculum.
T1: The easier part with full participation was getting dental faculty/students to visit the med student physical exam course. The harder part with only partial participation was having our students visit dental clinics due to schedules and capacity. #meded
Ultimately, #IPE and IPEP is all about power, IMO... reducing power differentials in clinical practice empowers everyone and actually leads to more overall power in the system. Power is not a zero-sum game, but it does require a paradigm shift for MDs to share. #meded
T1 #meded Now we're talking....what do you say to people who remark the ultimate responsibility lies with the physician? Shouldn't that automatically imply they hold the power?
All members of the team (including the patient) should participate in, be invested in, and feel responsibility for decisions that get made. True shared decision making. Takes high degrees of trust. #meded#ipe
T1 #meded Agree with the value of longitudinal curricula and must be embedded in clinical learning. However, all this is anecdotal - does anyone have solid outcomes data on how IPE teams of students impact patient outcomes?
T1 #meded meaningful inclusion of IPE focuses@on Colloborative Care. Start by looking where #HPE learners are co-located and bring them together around the patient’s care not an IPE objective. Focus on patient. It works @AuroraMedEd@macyfoundation@TheCgea
T1: The med students learn what to do in a primary care environment (screen counsel, refer). The reciprocal activity is in development... the dental faculty would like their students to learn more about taking a social history and doing other aspects of the physical exam. #meded
Excellent talk by Kira Feldman & Pier Bryden at Toronto Medical Historical Club on importance of health history in #meded - important work developing historical vignettes for curriculum @uoftmedicine@Royal_College@eweidenh
T2 - IPE incorporation for us kind of starts with involving the medical student in actual functional interdisciplinary processes, meetings, committees, etc. unfortunately we don’t have a robust array of non-provider training programs, so they gotta see the real thing. #meded
T2: include lots of breaks. If you believe that inter professional practice takes trust, then students can do this work with social chit chat during the breaks. #meded
T2 #meded Hi Anne! As we've discussed before in person, the struggle of how to help students learn about each other before they know their own roles is difficult. When and how do you first introduce IPE?
T2 #meded Is our definition of #IPE too restrictive by defining it as students involved? Since health care professionals are lifelong learners, aren't we continuous students? It seems rigid adherence to this definition limits authentic patient care activities.
My dream hospital: no cafeteria. Only place to eat and take breaks are intimate break rooms on the wards that docs, nurses, redo therapists, etc have to share (and hopefully talk to each other) during down time. #meded
T2 #meded This is what I continually hear. Practice is still siloed with nurses doing their thing, docs doing theirs. Even tho they care for the patients, there is not true interprofessional practice. How can we train #medstudents then?
We begin in year 1 - 1 event per semester for first 2 years. Have been doing this for 5 years and had worked well. Need to prep your own students before going into event. Even learning about each other’s curriculum is helpful. #Meded@RachelSalasMD
T3: great question. The answer may he to show by example various leadership qualities and explore ways to promote good qualities. Actively listening is vital #MedEd
T3- oh goodness that’s a deep one. I suppose you’re asking about traits versus being thrust into a position, and it’s one of the strong points of the persistent apprenticeship model in #meded...allows for safe trial/error for the latter and the time for complexity of the former.
T2: this year held 4 events with 3rd yr pharmacy students and FNP students. 1st-assumptions and team building, 2 simulations that build on one another, 4th event wrap up. Worked well with Dr Jennifer Trautman at Hopkins SON #meded@RachelSalasMD
Honestly, if I knew how to develop a scratch and sniff I would totally invent one for the range of normal for vaginal scents because people don’t know and the “hygiene” mega industry has fucked it all up (and many men too). I’d hand the cards out to every girl and boy in sex ed
Great TED talk on leadership in the music world with important lessons for interprof practice - teams are harmonious when all are part of the story creation.
https://t.co/Qra9WGS5SD#meded
T3 #meded How do you address potential attitudinal issues? Some #IPE research I've done here showed one profession's attitudes declined in year 2....didn't matter that a common goal was present.
One demo or simulation about leadership vs leading may be exemplified in the role of the leader in a code. Isn’t the person performing chest compressions. #meded
As a med student, the residents I think of most highly & appreciate are the ones willing to spend even a few mins helping me out; such residents tend to support not only ever member of their team like me, but are exceptional team leaders all around. #MedEd
T3 : coaching someone to 'lead' a team is to promote observation and strengthening of non hierarchical interprofessional team dynamic, leadership on one's own is to set and mold that dynamic. @IMPACcT_IPE#MedEd#ipe
“Power without love is reckless and abusive, and love without power is sentimental and anemic. Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against love.” - MLK
#meded#IPE
#meded Final Thoughts: #IPE is truly an important goal. We really need to demonstrate the value of interprofessional practice as @debsimpson3 noted because it's about the patients.
Thanks to Drs Robin Kennie and Chuck Su, and all the local doctors who were willing to chat about #meded opportunities in Kemptville Ontario. It’s great to hear about what works (and doesn’t) for #Ruralfamilymed Faculty #ermep Rural docs rock!
