C3 Goals

Students will:

1. acquire teamwork competencies

2. acquire knowledge, values and beliefs of health professions different from their own profession

3. apply their teamwork competencies in a collaborative interprofessional learning context

4. demonstrate their teamwork competencies in a collaborative interprofessional health care delivery or translational research context

C3 Conceptual Framework

Putting the Plan into Action

Associate Provost for Education and Student Life

C3 Advisory Council (Dean’s Council) C3 Director

Domain Leaders

Domain Committees

C3 Implementation CommitteeDomain Leaders

Assessment Team MembersCollege RepresentativesStudent Representatives

External Advisory Board

Student Advisory Board

What Has Occurred to Date?

• “Housekeeping tasks” initiated (inventorying common clinical skills, academic program structure, etc.)

• Team competencies determined

• Team skills curricular handbook drafted

What Has Occurred to Date?

• 3rd annual Interprofessional Day

• Presidential Scholars program

• SCRIPT

• Interprofessional Case Competition (CLARION)

• CARES Clinic

What Has Occurred to Date?

• Junior Doctors of Health

• “Hospital lab” experience for COP and CON students

• “Cholesterol Screening” for COM and CON students

• Student Interprofessional Society (SIPS)

• New Electives – CAE offerings

Interprofessional Service Learning Project (ISLP), Junior Doctors of Health

• Goal: “to provide health professions students with collaborative,

interprofessional learning experiences designed to increase their knowledge and

skills in health promotion/disease prevention.”

• Focus: childhood obesity prevention

• Student Team:

• Health Professions Student Coordinator (AHEC)• Junior Doctors of Health Director (MUSC faculty)

•Physician AssistantPhysician Assistant•Health AdministrationHealth Administration

•Medical (Fam Med)Medical (Fam Med)•PharmacyPharmacy

C3 Website

www.musc.edu/c3

Agendas and Minutes available for users (user ID, password protected) under each domain and implementation committee link

Curricular Domain

Curricular Domain

• Focus for Year 1 on development and assessment of team competencies

– Monthly meetings of committee– Task group meetings in between– Learn from, with, and about each other– Keep a campus wide perspective– Embrace IPE concepts– Recognize implementation realities– Support pilot initiatives

Curricular DomainProgress to date

Strategy Current status

Take inventory of existing IPE activities in current academic programs across campus

IPE survey of academic courses completed (Jim Zoller)Response rate: n=125Initial data analysis shows wide variation in classes, clinic, and communityWritten report ready by end of semester

Develop educational modules to help faculty teaching team skills faculty

Module for teaching teamwork under development (Amy Blue)Includes learning activities, assessment tools, references

Assess the temporal structure of existing academic programs across campus

Map of academic program structures across time completed

Explore possibilities for IPE courses and IPE certificate on campus

Preliminary guidelines established for approving IPE courses for credit

Extracurricular Domain

Extracurricular Domain

• Overall Goal Year 1 To build students team skills in the settings defined as

extracurricular, using the C3 Team Competencies.

• Sub goals– To engage students in developing our strategies– To conduct an inventory of student organizations

current practices and needs regarding team development

– Educate and train student services staff and committee members on use of team competencies

– Enhance team training in existing programs while creating new opportunities

Extracurricular DomainAccomplishments

• Inventory completed and responses received

• 5 student groups (2 university and 3 college) interested in team training pilot

• Pilot program initiated with post IP day volunteers

To be done

• Training on team skills

• Pilot training with student groups

• Assessment/evaluation plan developed for pilot projects

Faculty Development Domain

Faculty Development Domain

• Year One Goals

– Identify faculty competencies

– Identify faculty

– Assess current expertise

– Design/implement model program

Faculty Development Domain

• To date…

– Literature review– Interviews– Surveys– Phone conference– Developed one possible model

program– Panel discussion

Healthcare Simulation(TALUS)

• Established a domain committee charged with advancing, assessing and tracking Interprofessional Simulation Education (IPSE)

TALUS—”Teaching and Learning Using Simulation”

• Created a matrix of common “core” content/skill areas for multiple professions

• Matched these skills with the inventory of simulation technology available

• Piloted the first Interprofessional Skills Simulation Workshop with 30 nursing, PA and medical students

Healthcare Simulation (TALUS) Accomplishments

Healthcare Simulation (TALUS)Next Steps

• Work with the Simulation Center (opens in June) to– inventory existing activities where

interprofessional learning could enhance simulation

– create shared, interprofessional courses using simulation

• Align with centers who share similar goals

- Center for Patient Safety - Center for Medication Safety

Assessment

Assessment Activities

• Baseline data being collected regarding incoming and graduating student, and faculty/staff attitudes toward interprofessional collaboration:

– Readiness for Interprofessional Learning (RIPLS)

– Interdisciplinary Education Perception Scale (IEPS)

Assessment Activities

• Team skills evaluation instrument

• Collecting C3 documentary record– Preliminary to analysis of

communication strategies employed to promote collaboration across healthcare disciplines

Small Group Work