Office of Interprofessional Education

MSC 11 6055
1 University of New Mexico
Albuquerque, NM 87131-0001

Physical Location:
SURGE Building (#226)
Suite 140, Room 151A (first floor)

Phone: (505) 272-1613

Curriculum for Interprofessional Education

The IPE team is avidly focused on establishing multiple pillars on which to create a sustainable educational experience to include progressive levels of Interprofessional collaborations throughout the students’ healthcare education at UNM HSC.  We invite you to consider establishing a working group of interest.  The IPE team stands ready to assist you.  Contact the IPE Office at HSC-IPE-Office@salud.unm.edu.

The IPE curriculum framework itself organizes the learning according to 3 levels of students:  Entry level, immersion and entry to practice (download IPE framework here).  An important step now is to align the various educational programs so that there is a continuum of Interprofessional opportunities appropriate for each strata of learners.

IPE Common Course Topics
The IPE team has assembled common content topics for IPE from various HSC curricula, and is now preparing to analyze the results and propose some starting points for embedding IPE within existing curricula. (Download Common Course Topics here.)

PIPES:  Points for Interprofessional Education System
PIPES provides a point system to determine how many points may be attributed for IPE within course work or activities.  IPE proposes that this system become an element of the overall umbrella whereby each HSC school/program would determine how much IPE their students should have in order to meet their accreditation standards and graduate with the developed skills for collaborative teamwork and communication. View  the PIPES presentation on YouTube (or as a pdf with transcript here).  For convenience, print these 2 slides for reference during the presentation..

Asterisks denote:  *Inactive

Patient safety and quality improvement

LoboWings Patient Safety Training

The IPE patient safety and quality working group coordinates the instruction of this UNM Hospital training program to interprofessional teams of HSC students. It is modeled after Crew Resource Management techniques similar to those used in airline safety programs. The model is based on effective, efficient teamwork designed to decrease error. No matter where you are or what part of the team that you are on, if there’s a safety issue, you need to communicate that.  It is a half-day session where students go through course content and communication exercises so everybody feels comfortable and has learned several tools to build confidence to speak up in order to protect patient safety. Implementation of this training for all hospital employees has resulted in a dramatic decrease in hospital related errors as well as improvement in employee satisfaction.  One important focus of this endeavor is to assess student attitudes toward the importance of teamwork as critical in addressing patient safety and quality.

Root Cause Analysis and Disclosure Training

An interprofessional faculty team is currently working in conjunction with hospital staff to develop training on root cause analysis and will also provide instruction on disclosure--how to deliver sensitive news to the patient and family members following a sentinel event. This training will be geared to the immersion and entry-to-practice level students.

Geriatrics

The Interprofessional Geriatric Elective course has been taught by faculty from multiple disciplines and is designed to provide the necessary tools for health care professionals to successfully assess and care for the older adult as a team. It involves the interprofessional study of the treatment of common geriatric conditions in multiple care settings and across the care continuum.

During this course students:
•    Learn from each other about the roles and responsibilities of different team members
•    Explore community support services and health literacy issues
•    Facilitate patient-centered, team-oriented care.

Teaching and learning methods include: Interprofessional case-based discussion, the use of team simulation, and development and presentation of team care plans for geriatric patients who experience a variety of important health conditions.  In addition, students observe actual healthcare teams in action and engage in service learning addressing the needs of geriatric patients. Students from programs including Medicine, Nursing, Nutrition, Pharmacy, Physician Assistant, Physical Therapy, Occupational Therapy and Social Work (in collaboration with New Mexico Highlands University and New Mexico State University).

As part of the service learning component, students are required to participate in at least one of three health fairs where they provide health counseling, education and assessments to older adults at selected area senior housing complexes. 

Ethics and professionalism*

The IPE office is eager to have an interprofessional ethics and professionalism course.  Having an opportunity to expose HSC students to our respective codes of ethics and also impart a deep and mutual respect for human dignity will benefit effective health collaborations and overall patient treatment and quality of care.  The IPE team welcomes those interested in forming an HSC task force to delineate the content for this subject.  There is already a collection of 'common IPE topics' gathered from all the HSC health disciplines (refer to the sidebar for Common IPE Topics).   

Background:  An ethics and professionalism working group formed during the summer of 2014.  They began by reviewing the Ethics Certificate Program that was offered in the past by the Institute for Ethics.  The program studied the difference between ethics and morals, and the role of the various professional ethics.  Some of the ensuing topics included:  End of life, the law, culture, spirituality, environmental ethics, and abortion, as well as regular presentations on the topic of values-based decision making.  The Institute held a seminar in ethics and values, and also collaborated with the UNM School of Law on a two credit hour course titled “Analysis of Professionalism”, where the students were educated about ethical models and then were challenged with working through several ethical dilemmas as a team.

Project ECHO--Interprofessional Chronic Complex Disease Rotation

Faculty from the UNM HSC School of Medicine, College of Pharmacy, and College of Nursing collaboratively offer a four-week interprofessional chronic complex disease rotation that includes fourth-year medical and pharmacy students, second-year nurse practitioner students, and second-year BSN students.   The rotation is offered annually in January and February. 

The rotation integrates four Project ECHO® (Extension for Community Healthcare Outcomes) weekly chronic disease clinics, http://echo.unm.edu/, and four comparable interprofessional, university-based ambulatory clinics.  The rotation includes interactive modules on social, behavioral, cultural, and contextual learning in patient care.  The students work in small groups for team work sessions and develop interprofessional patient management plans.  The faculty facilitate debriefing sessions after each learning activity/clinic and students provide reflections on interprofessional roles, team-based care, and chronic disease.

By the end of the rotation, learners will:

  • Demonstrate interprofessional team-based, patient-centered, problem solving 
  • Demonstrate interprofessional chronic disease care and management skills with two to three patients
  • Demonstrate integration of cultural fluency and social factors in team-based care of patients with chronic complex disease
  • Integrate core competencies and interprofessional goals for safe, high quality patient-centered care (Interprofessional Education Collaborative Expert Panel, 2011).

TO PARTICIPATE:

  • UNM HSC School of Medicine: Clinical Elective, CLNS 950B
  • UNM HSC College of Pharmacy: Register through the COP Experiential Education Office
  • UNM HSC College of Nursing: Contact Dr. Van Roper

COURSE FACULTY:

  • UNM HSC School of Medicine
    • Michelle Iandiorio, MD; Associate Professor, UNM Department of Internal Medicine, Division of Infectious Diseases; miandiorio@salud.unm.edu
    • Summers Kalishman, PhD; Associate Professor, UNM Department of Internal Medicine; skalishman@unm.edu
  • UNM HSC College of Pharmacy
    • Paulina Deming, PharmD; Associate Professor, Department of Pharmacy Practice, UNM College of Pharmacy; pdeming@salud.unm.edu  
    • Joe Anderson, PharmD; Associate Professor, Department of Pharmacy Practice, UNM College of Pharmacy; janderson@salud.unm.edu
  • UNM HSC College of Nursing

Community engaged*

Los Duranes IPE CEC teamWhile the IPE team works on creating a sustainable longitudinal IPE curriculum, this initiative has been placed on hold.

Background:
The IPE Community Engaged Curriculum (CEC) held in 2015-16 was an ambitious interprofessional service learning course for the entry-level learner, based on IPE competencies and community-engaged principles. The curriculum was realized over the course of 6 sessions including a kick-off on October 27, 2015 and 5 dates in Spring 2016 (February 2 and 9, March 8,
April 5 and 12). The Community Engaged working group developed the course objectives, identified the related IPE competencies, teaching activities, and assessment tools. 

Healthcare professions were represented by about 350 students made up of nursing, medicine, pharmacy, physician assistant, occupational therapy, physical therapy, and dental hygiene.  Twenty-six community center sites were identified based on existing relationships that the schools/programs had.  Students were formed into interprofessional teams with about 10-14 students in each.  Activities and exercises were designed to help students learn about team building across health professions, communication and other core IPE competencies.  About 52+ faculty volunteered and were partnered in co-facilitator teams to help facilitate small multi-disciplinary student teams whose work involved activities related to improving community-identified health priorities.  Students later developed proposals for their community’s health improvement and presented their findings and recommendations at the final session in the Student Union Building ballroom.   

Health policy*

Background:
In 2014, an initial Health Policy working group had thoughts of developing a curriculum around the concepts for understanding and navigating the health system and how to influence the health system through health policy.  Their ideas included teaching students to understand elusive elements of the health system such as--how does Medicare and Medicaid work, what happens to the hospitals and clinics, what are the policy issues across the professions.  They envisioned having the professions look at each other’s practice acts, and what the roles are related to regulations and laws, and how that might impact each other.  Quality and safety is equally important from a policy issue.  The other part of policy is developing advocacy and helping students present advocacy positions depending on who their audience is—how would you advocate to a legislature, to a newspaper, to your dean, to the hospital, etc. depending on the issue.  Teamwork and communication then is really important, and another competency is data collection in order to provide accurate research.