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IPEBP Course Learning Objectives:
Ë Define evidence based practice
Ë Evaluate available evidence for accuracy and precision
Ë Apply evidence based principles in the context of clinical decision making Ë Demonstrate team-based learning in an interprofessional environment
Ë Collaborate as a member of an interprofessional team on a group project
Targeted Participants:
Ë Students enrolled in audiology, optometry, physician assistant studies, and speech-language pathology: Fall Semester of the First year
Ë Students enrolled in occupational therapy: Fall Semester of the Second Year Targeted Learning Level: Exposure / Introduction and Immersion / Development Timeframe of the Project: 1 credit course, Fall semester
Preparation by Faculty: The course co-coordinators have attended workshops on how to teach EBP at Duke University (2011 and 2012) and McMaster University (2014 and 2018). The IPEBP course syllabus recently underwent program level as well as University level review and was approved by all relevant committees.
The IPEBP instructors and faculty advisors meet regularly during the course offering as well as quarterly throughout the year. The faculty advisors represent the professions of all the student cohorts enrolled in the course. All faculty advisors have administrative as well as faculty responsibilities; therefore, they are well-positioned to understand the accreditation require- ments relative to EBP and IPE for their respective programs.
Pre-Work for Students: Individual and team readiness assurance testing (iRAT and tRAT; Michaelsen) is conducted in class. Students complete and submit the Modified Readiness for Interprofessional Learning Scale (RIPLS) Questionnaire as pre- and post-course work.
Targeted ASCO Graduate Attributes: PE2, PE3, PE8, CC7, CC10, CC13
Targeted IPEC Core Competencies: VE5, VE7, VE9, RR4, RR5, RR6, RR9, RR10, CC3, CC4,
TT1, TT4, TT6
Lessons Learned in Planning and Implementing this Project: Prior to recent offerings of the IPEBP course, students at Salus were limited in their exposure to the other on-campus professions and provided consistent feedback on course evaluations that the course was lacking in integrating the professions. Students and faculty have provided positive feedback on the highly structured team-based learning that has been integrated into the course through the small group interprofessional clinically-oriented projects. A positive trend has been noted in student learning outcomes as well as student perceptions of the interpro- fessional collaboration fostered by the course. The evidence based clinical project was
June 2020 ASCO IPECP Toolkit
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