Introducing Interprofessional Team Skills Through Interprofessional Leadership Curriculum

Introducing Interprofessional Team Skills Through Interprofessional Leadership Curriculum Kristen Rundell, MD; Ericka Bruce, MEd; T. Scott Graham Ph. D; Allison Macerollo, MD

Disclosures • No disclosures

Objectives for Today 1. Discuss the importance of interprofessional leadership and team building skills 2. Define the barriers of incorporating an interprofessional leadership curriculum 3. List options to overcome barriers of interprofessional curriculum.

Why is Interprofessional Education in Leadership important? • Success of Patient-Centered Medical Home based on team-based care • Need to train interprofessional teams • Leadership skills are important for all team members to be successful – – – Leading self Leading teams Leading the organization Leading in a global society Leadership derailers

How We Started This Process 1. HRSA grant 2. Integrated into existing interprofessional course 3. Recruiting students through our professional partners • College of Medicine • College of Nursing • College of Pharmacy • College of Social Work • School of Health & Rehabilitation Sciences • Physical Therapy • Dietetics

SAMPLE INTERPROFESSIONAL SESSION 0 -0: 10 Building Bridges with another from a different healthcare focus area 0: 10 -0: 30 Emotional Intelligence (EQ) overview plus assessment 0: 30 -0: 45 Emotional Intelligence application to their careers – small interprofessional group sharing 0: 45 -1: 10 Assertiveness or Optimism experiential activity + debrief 1: 10 -1: 20 Break – (talk to others, no texting or use of smart phones during break or class, unless vital) 1: 20 -1: 45 Team building – building a tower as a team, with Tinker. Toys T 5 – Tinker Toy Team Tower Tournament 1: 45 -1: 55 Connect that activity to working in an Interprofessional Healthcare Team 1: 55 -2: 00 Outside-of-class activity – EQ feedback from at least three others

Evaluation 1. Program evaluation provides for ongoing feedback from students at the end of the course each semester 2. Standardized interprofessional tool yearly for up to 5 years 3. General feedback from students is that they have a greater understanding and appreciation of the role of all professions in caring for patients and application of leadership competencies to complex healthcare challenges

Barriers to Interprofessional Education Barriers – Unaligned academic calendars – Course credit – Course schedule – Evaluation Overcoming Barriers § § Alignment of University calendar Interprofessional Health Care Certificate Incorporation into existing curriculum Web based curriculum to reach students § Using process evaluation data to make course improvements § Panel speakers

Sustainability • Interprofessional leadership curriculum requires ongoing support and recruiting from faculty and direct project management support • Communicating and recruiting regularly from multiple disciplines across many departments and colleges is key

Questions? Allison Macerollo, MD (allison. macerollo@osumc. edu) Kristen Rundell, MD (kristen. rundell@osumc. edu) Scott Graham, Ph. D (scott. graham@osumc. edu) Ericka Bruce, MSEd (ericka. bruce@osumc. edu)

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