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Targeted Learning Level: Immersion/Development
Timeframe of the Project: The five-module project spanned throughout the 2019 Fall semester. The project was a course requirement as part of Fall Third-Year Primary Care Clinic for the OD students, and a course requirement as part of the Adult Health I course within year 2 of 3 of the BSN to DNP program.
Preparation by Faculty: The project was developed in collaboration between one faculty member from the College of Optometry who serves as the College’s IPE Coordinator, and one faculty member from the College of Nursing. The online module was developed with technology guidance from the university’s Center for Teaching and Learning. Faculty prepa- ration involved several collaborative planning and “working” meetings throughout the prior Spring and Summer semesters in order to execute the project for the Fall.
Pre-Work for Students: Students completed a “Pre-Assessment” diagnostic survey to assess self-reported knowledge and attitudes towards interprofessional teamwork and collaborative practice. The survey was then repeated after completion of the project to identify any change to self-reported knowledge/attitudes due to the project experience. Pre-work also included a brief group “Icebreaker” assignment.
Targeted ASCO Graduate Attributes: PE4, PE8, CC7, CC9, CC10, CC13 Targeted IPEC Core Competencies: RR1, RR2, RR9, TT3, CC3, CC4
Lessons Learned in Planning and Implementing this Project: Fall 2019 was the first time implementing this project. Desired modifications for Fall 2020 are based upon faculty experi- ence/reflection and student feedback, and include the following:
Ë It is important that the faculty involved in the project are also the instructors of the course(s) in which it is implemented. Otherwise, it is challenging to communicate clearly with the enrolled cohort of students, and for the purpose/requirements of the project to be appropriately conveyed.
Ë New IPE assignments must be fully integrated into a course with objectives/purpose clearly represented to minimize student perception of “busywork.”
Ë Coordination of schedules can be very difficult for students, especially when some of the involved professional programs are largely online and students are also working full-time, as was the case for the DNP students. Designating dedicated class time to work on the project (either remotely or in person) could eliminate this difficulty.
Ë While a brief “Introduction to IPE” module was included in the online case, a more formal foundational background to IPE prior to this project would be beneficial
for student buy-in and improved understanding. The goal is for this foundation to be implemented earlier in the optometric curriculum within other courses (e.g.,
Interpersonal Communications.)
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ASCO IPECP Toolkit
June 2020