Page 34 - Index

Interprofessional Evidence Based Practice Course Salus University
Type of Project: Didactic Education
Description of the Project: In this evolving health care system, it is vital for health profes- sions educational programs to identify the mechanisms that shape successful collaborative teamwork. The Evidence Based Practice (EBP) course at Salus University has evolved sub- stantially since its launch in 2007 as part of the first semester core curriculum in optometry, audiology, and physician assistant studies. As Salus University continued to expand its program offerings, students in occupational therapy and speech-language pathology are now also enrolled in the EBP course. Beginning in Fall 2018, the course was retitled to the Interprofessional Evidence Based Practice (IPEBP) course.
Why the Project was Selected: The IPEBP course is a required curricular element for all students enrolled in the on-campus degree programs at Salus University: audiology, optom- etry, occupational therapy, physician assistant studies, and speech-language pathology. Beginning in 2007, an audiologist and an optometrist serve as co-course instructors. The instructors initially presented lectures in a traditional face-to-face format. There was a gradual shift to online lecture delivery mainly to accommodate logistical challenges such as sched- uling, room availability and size. After gaining a deeper understanding of interprofessional education models, small group interactive activities were incorporated into the course in 2013, which consisted of interprofessional student teams applying evidence based practice concepts to clinical scenarios. After receiving positive student feedback on the small group activity and after researching other pedagogies, flipped classroom and Team-Based Learning principles were integrated into the course in 2014.
Beginning in Fall 2016, faculty members from each of the disciplines serve in the role of interdisciplinary student team faculty advisors. Following several course instructor and faculty advisor meetings, the course was purposefully revised beginning in Fall 2017 to include a team-based project that infuses interprofessional practice competencies into a written project and oral presentation involving a patient case scenario. The project includes aspects of care involving each of the University’s disciplines. More specifically, interdisciplinary student teams are assigned a case scenario developed by the course faculty and are guided to formulate a clinical question. The student teams are then asked to critically appraise a research study that addresses their clinical question. The critical appraisal of the research and application of the results to the clinical scenario are then presented orally by all members of the team to student peers and faculty advisors.
Learning Objectives:
IPEBP Course Description: This course is taught in an interprofessional, team-based envi- ronment and utilizes a combination of in-person and online instruction. Students enrolled in this course will work through assignments culminating in an interprofessional team project and oral presentation. This course will facilitate understanding of how the available evidence based practice tools are applied in clinical training, clinical problem solving, and most impor- tantly, clinical practice.
32
ASCO IPECP Toolkit
June 2020