|Interprofessional Interdisciplinary (IP/ID) Grant Winners|
Interprofessional Education at MUSC: Community Aid, Relief, Education and Support (CARES) Clinic. Wanda Gonsalves, Patty Coker-Bolt, Kit Simpson, Sara Kraft, Gretchen Seif
The Community Aid, Relief, Education and Support Clinic (CARES) clinic is an example of an existing MUSC interprofessional learning experience where students from multiple disciplines and colleges work together to learn from each other while serving the community. Since 2005, this service learning experience has enhanced the preclinical experience of medical, occupational therapy (OT), physical therapy (PT), pharmacy, and physician assistant (PA) students while providing much needed health care to the uninsured population in the Tricounty (Berkley, Charleston, Dorchester) areas and beyond. In this study, we will examine the learning outcomes of OT, PT, PA, medicine, and pharmacy students that participate in the CARES clinic program via survey assesment. Additionally, we will examine the economic impact of an interprofessional student run free medical clinic for unfunded patients. Results will be used to asses the impact of the CARES program on the Charleston community and to grow and expand this program.
Single Ventricle Interstage Growth Monitoring. Sinai Zyblewski, Frances Woodard, Kristi Fogg, RD
The overall goal of this proposal is to address a widespread health problem amongst cardiac infants with single ventricle physiology – interstage growth failure – through an interprofessional collaboration between a pediatric cardiologist, nurse practitioner, and registered dietician. For infants born with a functionally single ventricle heart, treatment requires 3 staged surgeries over the first 4 years of life, the Norwood operation in the newborn period, the Bidirectional Glenn operation at approximately 6 months of age, and the Fontan operation at 3-4 years of age. The period between the Norwood and Bidirectional Glenn operations, referred to as the interstage, is an extremely vulnerable time with a significant incidence of growth impairment, re-hospitalizations, myocardial dysfunction, and death. We will develop an interprofessional collaboration to reduce interstage growth failure in cardiac infants with single ventricle physiology. First we will implement an interstage growth surveillance program, then study its efficacy by measuring the change in weight-for-age z-score from hospital discharge after the Norwood operation to performance of the Bidirectional Glenn operation. Through this program, we hope to reduce interstage growth failure in cardiac infants with single ventricle physiology.
Teaching and Evaluating Interprofessional Teamwork and Communication Skills to Health Professions’ Students in a Simulated Clinical Environment.
Sara Shrader, Donna Kern, April Vargas
The objective of this project is to develop a curricular model to teach students’ interprofessional teamwork and communication skills for use in a clinical setting and evaluate its effectiveness on improving team skills. This four step curricular model will (1) create and have students participate in an interactive IP teamwork/communication workshop (2) develop peer assessment of communication and teamwork (PACT) tool (3) complete a video recorded simulation #1 for application of IP teamwork/communication skills followed by team self-assessment of simulation #1 using the PACT tool (4) simulation #2 for application of IP teamwork/communication skills. The results of this project will serve as baseline data to obtain external funding for further research on IP teamwork and clinical outcomes in health professions’ students.
Improving Interprofessional Communication, Collaboration, and Family-Centered Care in the Medical Intensive Care Unit.
Dee Ford, Andrea Homan, Ramita Bonadonna, Terry Wilson
The Medical Intensive Care Unit (MICU) at MUSC contains an environment that integrates advanced medical technology with the lives of patients during the most profound biophysical threats to life possible. Through a combination of clinician education, family-centered brochures, MICU IP team huddles, and structured family meetings, this project aims to improve clinicians’ communication skills among patients with advanced illnesses in this unit. It will utilize a pre/post design, and consists of three stages: 1) a baseline pre-evaluation; 2) an intervention including clinician education, a family educational pamphlet, and a standardized approach to clinician-family communication; and 3) a post-evaluation of our intervention. We predict this method will improve the timeliness and quality of communication reported by families of MICU patients receiving invasive mechanical ventilation for ≥ 3 days.