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Mr. Kim—Geriatric Oral Health Curriculum

Use this unfolding case to facilitate the development of a care plan for an
elderly Korean-American man with changing healthcare needs.

Audience

This curriculum is intended for health professions students and trainees. It was developed for Advanced Practice Nurse trainees, Physician Assistant students, Dentistry students, Pharmacy students, and Master’s of Social Work students.

Purpose

To increase knowledge and awareness of interprofessional practice for today’s health professionals.
To provide learners in Advanced Practice with the opportunity to take a lead role as a member of an interprofessional team while discussing an unfolding case.
To develop a patient centered plan of care for an elderly Korean-American man with a history of several chronic diseases, newly onset oral health issues, and changes in cognitive functioning.

Case Description

The Mr. Kim case centers on an elderly Korean immigrant living in an independent community-based living facility with his wife. He has several chronic diseases and sees multiple providers. He is experiencing severe dental carious lesions as a result of additive xerostomia effects from his multiple medications. This case highlights the challenges of working with non-English-speaking populations and lack of communication across providers.

Contents

Learners will be asked to identify profession-specific issues in video vignettes, where the gaps in communication and accountability occur, and strategies that would improve interprofessional practice for this patient. Specific goals pertaining to the four competency domains of Interprofessional Education Collaborative (IPEC) are highlighted throughout the session.
 
The vignettes used in the session will highlight the numerous health professions involved in Mr. Kim’s care, the lack of coordination between services, and lack of communication/accountability across professions and family that has created multiple missed opportunities for health promotion, oral hygiene care, and coordinated transitions of care.
 
Content of this case includes: case vignettes, course materials/handouts, agenda (115 minutes duration), key points for discussion, and options for debriefing. A Faculty Guide for Co-Facilitators is provided which comprises a training overview; case overview and objectives; format of content; instructions for guiding discussions and interactions among learners in healthcare professions; and key points for developing skills and knowledge. We recommend allotting 1.5-2 hours for this curriculum.

All instructions and downloadable materials are available from MedEdPORTAL at https://doi.org/10.15766/mep_2374-8265.10707. MedEdPORTAL is an open exchange of peer-reviewed health education teaching and assessment resources to promote educational scholarship and promote collaboration provided by the Association of American Medical Colleges (AAMC).

Citation

Willgerodt, M., Sonney, J., Liner, D., Barchet, L. (2018). The Power of a Team: Using Unfolding Video Cases in Interprofessional Education for Advanced Health Trainees. MedEdPORTAL Publication: https://doi.org/10.15766/mep_2374-8265.10707

Learning Objectives

The overall goal for this session is to increase the awareness and understanding of interprofessional (IP) team-based care by introducing learners in Advanced Practice to the four competency domains of Interprofessional Education Collaborative (IPEC): Values/Ethics for Interprofessional Practice; Roles/Responsibilities; Interprofessional Communication; and Teams and Teamwork. Upon completion of this activity learners should be able to:

  1. Place the interest of patients and populations at the center of care while honoring the confidentiality, dignity, privacy and unique culture and values of patients and respecting the expertise of other health care professionals (Domain 1: Values/Ethics for Interprofessional Practice, competencies #1, #2, #3, and #4).
  2. Clearly articulate the roles and responsibilities of the health care team and how they work together to provide team based care to patients, families and other health care professionals (Domain 2: Roles/Responsibilities, competencies #1, #4, and #6).
  3. Recognize how one’s own uniqueness (experience, culture, power) contributes to effective communication, conflict resolution, and positive interprofessional relationships (Domain 3: Interprofessional Communication, competency #7).
  4. Share accountability with other professions, patients, and communities for outcomes relevant to prevention and health care (Domain 4: Teams and Teamwork, competency #7).

Learn more about IPEC at https://ipecollaborative.org.

References

Reeves S, Pelone F, Harrison R, Goldman J, Zwarenstein M. Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database Syst Rev. 2017;6:CD000072. https://doi.org/10.1002/14651858.CD000072.pub3
 
Institute of Medicine. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: National Academies Press; 2015.
 
Brooten D, Youngblut JM, Hannan J, Guido-Sanz F. The impact of interprofessional collaboration on the effectiveness, significance, and future of advanced practice registered nurses. Nurs Clin North Am. 2012;47(2):283-294. https://doi.org/10.1016/j.cnur.2012.02.005
 
Barksdale DJ, Werner KE. A perfect storm or the butterfly effect: strategically innovating nurse practitioner education (with response). J Nurs Educ. 2012;51(12):665-666. https://doi.org/10.3928/01484834-20121119-04
 
Institute of Medicine. Building Health Workforce Capacity Through Community-Based Health Professional Education: Workshop Summary. Washington, DC: National Academies Press; 2015.
 
Zheng A, Macauley K, Namba J, et al. A large scale interprofessional simulation experience for medical, nursing, and pharmacy students. MedEdPORTAL. 2015;11:10018. https://doi.org/10.15766/mep_2374-8265.10018
 
Lairamore C, George-Paschal L, McCullough K, Grantham M, Head D. A case-based interprofessional education forum improves students’ perspectives on the need for collaboration, teamwork, and communication. MedEdPORTAL. 2013;9:9484. https://doi.org/10.15766/mep_2374-8265.9484
 
Wilson S, Vorvick L. Dyspnea in a hospitalized patient: using simulation to introduce interprofessional collaborative practice concepts. MedEdPORTAL. 2016;12:10488. https://doi.org/10.15766/mep_2374-8265.10488
 
Larson C, O’Brien B, Rennke S. GeriWard Falls: an interprofessional team-based curriculum on falls in the hospitalized older adult. MedEdPORTAL. 2016;12:10410. https://doi.org/10.15766/mep_2374-8265.10410
 
Haque F, Daniel M, Clay M, Vredeveld J, Santen S, House JB. The Interprofessional Clinical Experience: introduction to interprofessional education through early immersion in health care teams. MedEdPORTAL. 2017;13:10564. https://doi.org/10.15766/mep_2374-8265.10564
 
Rowland P. Core principles and values of effective team-based health care. J Interprof Care. 2014;28(1):79-80. https://doi.org/10.3109/13561820.2013.820906
 
Knowles MS. Andragogy in Action. San Francisco, CA: Jossey-Bass; 1984.
 
Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall; 1984.
 
Interprofessional Education Collaborative Expert Panel. Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC: Interprofessional Education Collaborative; 2011.
 
Dror I, Schmidt P, O’Connor L. A cognitive perspective on technology enhanced learning in medical training: great opportunities, pitfalls and challenges. Med Teach. 2011;33(4):291-296. https://doi.org/10.3109/0142159X.2011.550970
 
Willgerodt MA, Blakeney EA-R, Brock DM, Liner D, Murphy N, Zierler B. Interprofessional education and practice guide No. 4: developing and sustaining interprofessional education at an academic health center. J Interprof Care. 2015;29(5):421-425. https://doi.org/10.3109/13561820.2015.1039117

Acknowledgements

The content of this IPE Curriculum was developed by an interprofessional team of health sciences faculty and staff at the University of Washington. Support for the development of these materials was provided by: the Division of Nursing (DN), Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under grant number D09HP25029, title “Technology-Enhanced Advanced Nursing Education.” Original case developed by IPE Teaching Scholars: Donald Chi DDS, PhD, Jennifer Danielson PharmD, MBA, CDE & Mayumi Willgerodt PhD, MS/MPH, RN, supported by the Josiah Macy Jr. Foundation.

Curriculum Development Team:

  • Linda Vorvick, MD (MEDEX NW Physician Assistant Program)
  • Amy Kim, DDS (UW School of Dentistry)
  • Taryn Lindhorst, PhD, LCSW (UW School of Social Work)
  • Alvin Goo, PharmD (UW School of Pharmacy)
  • Jennifer Sonney, PHD, ARNP, PPCNP-BC (UW School of Nursing
  • Gail Johnson, DNP, ARNP (UW School of Nursing)
  • Lois Thetford, PA-C (MEDEX NW Physician Assistant Program)
  • Pamela L. Weisman (UW School of Nursing)
  • Debra Liner, Program Operations Specialist (UW School of Nursing)
  • Mayumi Willgerodt, PhD, MPH, RN (UW School of Nursing)