HEALTH PROFESSIONS STUDENTS LEARNING ABOUT, WITH AND FROM EACH OTHER THROUGH INTERPROFESSIONAL STUDENT HEALTH CARE TEAMS: USING AN INNOVATIVE SENIOR MENTOR PROGRAM TO ADDRESS IPE COMPETENCIES

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2013-04-12

Authors

Pitts, Yolanda

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Purpose: All health professions schools are facing the challenge to integrate both recommended geriatric and IPE competencies into their curriculums. Creating meaningful activities that fit current curriculum offerings and allow students to move beyond declarative knowledge to procedural knowledge are often difficult to create early in any health profession school. Varying schedules, curricular timing, and a history of training as independent professions can create challenges to the process. Innovative and dynamic learning experiences that meet both geriatrics and interprofessional competencies in a meaningful way must be established. IPE SAGE was piloted to provide a unique learning environment to increase student opportunity for early exposure to older adults and issues of geriatrics through IPE team based learning. Methods: The IPE SAGE program piloted in the fall 2012, created teams which include a 1st year medical student with a 1st year PA & PT student, & teams which include a 1st year medical student with a PA student. Teams made 8 home visits over a two year period. Visits consisted of an assignment integrating geriatric & IPE competencies associated with attitudes, knowledge, & skills. IPE SAGE assignments allow students the opportunity to practice and demonstrate competency in basic clinical skills, client interviewing, physical exam skills, home safety, cognitive assessments, & advanced care planning. Students completed assignments within the context of a health care team practicing team development, leadership, & communication. Students submit their assignments to faculty mentors who grade their assignments & give feedback to the students. Senior mentors also evaluate the student teams. Results: 31 geriatrics competency areas related to knowledge, attitudes, & skills are addressed along with IPE competencies in four domains: values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork are addressed through the IPE SAGE program. Students who fail to demonstrate competency are identified for remediation of the assignment. Student survey data & senior mentor evaluation data are reported. Conclusions: 1st year medical students, PA & PT students are experiencing increased competency based geriatrics & IPE training through health care teams participation in the SAGE senior mentor program. 78 1st year medical, 78 PA, & 41 PT students were impacted by the IPE SAGE Program.

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