Interprofessional Learning in HealthCare (IPLH)
Dates: Session 1, Tuesday, October 1, 2013
Session 2, Tuesday, November 26, 2013
Session 3, Tuesday, January 14, 2014
Times: All sessions will be from 1:00pm-4:00pm
Location: J Wayne Reitz Union Museum Rd. Gainesville, Florida 32611
Grand Ballroom and Rion Ballrooms (2nd Floor)
Organization: Each session shall consist of two components, a self-study activity, to be completed prior
to the session date and activities that will be completed individually and as a group during each of the
three interactive sessions. You will receive an email notification prior to each session which will detail
the self-study assignment and provide information about your team and ballroom assignment.
IPLH Contact Information:
Erik Black, PhD
Assistant Professor of Pediatrics and Educational Technology
University of Florida College of Medicine
UF HSC Office of Interprofessional Education
ewblack@ufl.edu
Attendance is mandatory for all three sessions!
If you are unable to attend a session please contact Dr. Erik Black, ewblack@peds.ufl.edu to
schedule a make-up.
Students with disabilities are encouraged to register with the Office for Student Services to determine the
appropriate classroom accommodations. For students with print related disabilities, this publication is
available in alternate format. For students with hearing disabilities trying to contact an office that does not
list a TDD, please contact the Florida Relay Service at (1-800-955-8771 TDD).
Session 1: October 1, 2013
Interprofessional learning in patient safety and quality: Barriers for healthcare quality
Purpose
Students from multiple health colleges will review barriers to health care quality in ambulatory care.
They will prioritize shortcomings in healthcare delivery and discuss approaches to improve health care
quality and public health while developing an appreciation for the complexity of healthcare delivery and
impediments to quality health care.
Objectives
1. Given a problem scenario, individuals will collaborate as an interdisciplinary team to identify and
examine causes that contributed to the etiology of medical error;
2. Teams will collaborate to analyze, evaluate and report risks to patient safety within a specific
scenario;
3. Teams will collaboratively appraise and justify approaches to preventing systemic errors associated
with a specific scenario.
Conceptual Background
This team-based learning experience was designed and implemented as a component of a large, required
longitudinal interdisciplinary learning activity for first and second year students at a large Southeastern
US Academic Health Science Center. Team-based learning was adopted as an instructional methods
based on its ability to promote discourse and involvement and to accommodate the limited number of
faculty facilitators at our disposal. More information on team-based learning can be found via the TeamBased Learning Collaborative (http://www.teambasedlearning.org).
Learner Preparation
Prior to engagement in this activity, learners should be provided the following matierals. Due to
limitations associated with copyright, users must access the Sarkar et al. and Kohn et al. articles via their
institution’s library system. The introduction to atrial fibrillation is included within this document as
Appendix A. It is required that students read only the executive summary of Kohn et al. It should be
suggested that students may benefit from the entire document. You will receive an email notification
prior to each session which will detail the self-study assignment and provide information about
your team and ballroom assignment.
1. Sarkar U, Wachter RM, Schroeder SA, Schillinger D. Refocusing the Lens: Patient Safety in
Ambulatory Chronic Disease Care. Joint Commission Journal on Quality and Patient Safety.
2009;35(7):377–83.
2. Kohn LT, Corrigan J, Donaldson MS. To err is human: building a safer health system. Vol. 6.,
Joseph Henry Press, 2000.
3. Introduction to Atrial Fibrillation
If you are unable to attend a session please contact Dr. Erik Black, ewblack@peds.ufl.edu to
schedule a make-up.
Interprofessional Learning Day (October 1, 2013):
Process:
Teams of 7 students will apply content learned from the individual learning activity to a problem
scenario. Each student team will identify barriers to quality, prioritize contributing factors, and develop
an action plan to improve the targeted problem.
Group Learning Activities:
1. Students will participate as member of a 7-person interdisciplinary group.
2. The session will begin with an Individual Readiness Assessment Test (IRAT) and a Group
Readiness Assessment Test (GRAT). The IRAT will measure how well students prepared for the
session as individuals. The GRAT helps the student group learn how team collaboration can
increase the collective knowledge among team members
3. Faculty facilitators will then guide student groups in evaluating a problem scenario.
Assessment:
1. IRAT score,
2. a GRAT score,
3. a peer evaluation, to be done after three sessions are completed
Schedule:
1. Welcome, overview of objectives, TBL and agenda
2. Individual Readiness Assurance Test
3. Group Readiness Assurance Test
4. Discussion of appeals process
5. Introduce application activity (read case)
6. Application activity question one
7. Discuss question one
8. Application activity questions two and three
9. Discuss questions two and three
10. Application activity questions four and five
11. Discuss questions four and five
12. Application activity question six
13. Discuss question six
14. Summary, review of objectives, open question and answer
15. Reminder about 2nd session, expectations, IRAT, GRAT,
pre-reading.
Session 2: November 26, 2013
Interprofessional learning in clinical ethics
Purpose
After preparatory readings, health professions students from multiple health colleges will actively engage
in inter-professional dialogue about ethical codes and bioethical principles from across the health
professions, apply these codes/principles to historical and present-day ethical dilemmas, and experience
inter-professional teamwork in resolving ethical dilemmas.
Objectives
1. Given a problem scenario, individuals will work in teams to analyze ethical breaches of the healthcare
professionals involved in the historical Tuskegee Experiment.
2. Individuals will work in teams to apply bioethical principles to the Tuskegee Experiment.
3. Individuals will work in teams to collaboratively analyze a present-day ethical dilemma in a clinical
setting.
4. Individuals will work in team to develop an organizational approach for resolving ethical dilemmas.
Conceptual Background
This team-based learning experience was designed and implemented as a component of a large, required
longitudinal interprofessional learning activity for first and second year health professional students at a
large Southeastern US Academic Health Science Center. Team-based learning was adopted as an
instructional methods based on its ability to promote discourse and involvement and to accommodate the
limited number of faculty facilitators at our disposal. More information on team-based learning can be
found via the Team-Based Learning Collaborative (http://www.teambasedlearning.org).
Learner Preparation
Prior to engagement in this activity, learners should be provided the following materials. Due to
limitations associated with copyright, users must access the Brandt, Emanuel et al., McCormick, Moulton
and King and Nelson articles via their institution’s library system. You will receive an email
notification prior to each session which will detail the self-study assignment and provide
information about your team and ballroom assignment.
Professional Codes of Ethics Crosswalk
Brandt, A.M. (1978). Racism and research: The case of the Tuskegee syphilis study. Hastings Center
Report, 8(6), 21-29.
Emanuel, EJ, Wendler, D., & Grady, C. (2000). What makes clinical research ethical? JAMA,
283(20), 2701-11.
McCormick, T.R. (1999). Ethics in medicine: Ethical principles.
http://depts.washington.edu/bioethx/tools/princpl.html
Moulton, B. & King, J. S. (Spring 2010). Aligning ethics with medical decision-making: The quest
for informed patient choice. Journal of Law, Medicine & Ethics, 38(1), 85-97.
Nelson, W.A. (2005). An organizational ethics decision-making process. Healthcare Executive, 20(4),
8-14.
If you are unable to attend a session please contact Dr. Erik Black, ewblack@peds.ufl.edu to
schedule a make-up.
Interprofessional Learning Day (November 26, 2013):
Process:
Teams of 7 students will apply content learned from the individual learning activity to a problem
scenario. Each student team will identify barriers to quality, prioritize contributing factors, and develop
an action plan to improve the targeted problem.
Group Learning Activities:
1. Students will participate as member of a 7-person interdisciplinary group.
2. The session will begin with an Individual Readiness Assessment Test (IRAT) and a Group
Readiness Assessment Test (GRAT). The IRAT will measure how well students prepared for the
session as individuals. The GRAT helps the student group learn how team collaboration can
increase the collective knowledge among team members
3. Faculty facilitators will then guide student groups in evaluating a problem scenario.
Assessment:
1. IRAT score,
2. a GRAT score,
3. a peer evaluation, to be done after three sessions are completed
Schedule:
1. Welcome, overview of objectives, TBL and agenda
2. Individual Readiness Assurance Test
3. Team Readiness Assurance Test
4. Discuss appeals process
5. “Name The Teams” Exercise (optional)
6. Introduce application exercise
7. Application Exercise Part 1 (Questions 1-4)
8. Discuss Questions 1-4
9. Application Exercise Part 2 (Questions 5-6)
10. Discuss Questions 5-6
11. Application Exercise Part 3 (Question 7)
12. Discuss Question 7
13. Summary, review of objectives, open question and
answer
Session 3: January 26, 2013
Interprofessional learning in health systems and inequalities
Purpose
After preparatory readings, health professions students from multiple health colleges will actively engage
in inter-professional dialogue and experience interprofessional teamwork while engaging in activities
related to health systems and inequalities.
Objectives
1. Given a problem scenario, individuals will collaborate as an interdisciplinary team to identify
and examine the social and health system-level factors that affect health care across facilities;
2. Teams will collaborate to analyze, evaluate and report how insurance status and cost
influence access to, quantity of and quality of care
3. Team members will interact with one another with confidence, clarity, and respect, working
to ensure common understanding of both strengths and weaknesses in healthcare delivery.
4. Teams will collaboratively appraise and justify approaches appropriate to the specific care
situation, in patient-centered problem solving.
Conceptual Background
This team-based learning experience was designed and implemented as a component of a large, required
longitudinal interdisciplinary learning activity for first and second year health professional students at a
large Southeastern US Academic Health Science Center. Team-based learning was adopted as an
instructional methods based on its ability to promote discourse and involvement and to accommodate the
limited number of faculty facilitators at our disposal. More information on team-based learning can be
found via the Team-Based Learning Collaborative (http://www.teambasedlearning.org).
Learner Preparation
Prior to engagement in this activity, learners should be provided the following materials. Due to
limitations associated with copyright, users must access the articles via their institution’s library system.
You will receive an email notification prior to each session which will detail the self-study
assignment and provide information about your team and ballroom assignment.
1. Yeboah-Kornag, A., Kleppinger, A., Fortinsky, R.H. (2011). Racial and ethic group variations in
service use in a national sample of home health care patients with type 2 diabetes mellitus.
Journal of the American Geriatics Society, 59(6): 1123-1169. ABSTRACT ONLY.
2. Fitzner, K., Dietz, D. A., & Moy, E. (2011). How innovative treatment models and data use are
improving diabetes care among older African American adults. Population Health Management,
14(3), 143-155. ABSTRACT ONLY.
3. Gaskin, D. J., Dinwiddie, G. Y., Chan, K. S., & McCleary, R. (2012). Residential segregation and
disparities in health care services utilization. Medical Care Research and Review, 69(2), 158-175.
ABSTRACT ONLY.
4. Adler, N., Bush, N. R., & Pantell, M. S. (2012). Rigor, vigor, and the study of health disparities.
Proceedings of the National Academy of Sciences, 109(Supplement 2), 17154-17159.
ABSTRACT ONLY.
5. Betancourt, J. R., Green, A. R., Carrillo, J. E., & Ananeh-Firempong, O. (2003). Defining cultural
competence: a practical framework for addressing racial/ethnic disparities in health and health
care. Public health reports, 118(4), 293. ABSTRACT ONLY.
6. Rosenthal, T. C. (2008). The medical home: growing evidence to support a new approach to
primary care. The Journal of the American Board of Family Medicine, 21(5), 427-440.
7. Chin, M. H., Clarke, A. R., Nocon, R. S., Casey, A. A., & Keesecker, N. M. (2012). A roadmap
and best practices for organizations to reduce racial and ethnic disparities in health care. Journal
of general internal medicine, 27(8), 992-1000.
8. Nelson, A. (2002). Unequal treatment: confronting racial and ethnic disparities in health care.
Journal of the National Medical Association, 94(8), 666.
If you are unable to attend a session please contact Dr. Erik Black, ewblack@peds.ufl.edu to
schedule a make-up.
Interprofessional Learning Day (January 14, 2014):
Process:
Teams of 7 students will apply content learned from the individual learning activity to a problem
scenario. Each student team will identify barriers to quality, prioritize contributing factors, and develop
an action plan to improve the targeted problem.
Group Learning Activities:
1. Students will participate as member of a 7-person interdisciplinary group.
2. The session will begin with an Individual Readiness Assessment Test (IRAT) and a Group
Readiness Assessment Test (GRAT). The IRAT will measure how well students prepared for the
session as individuals. The GRAT helps the student group learn how team collaboration can
increase the collective knowledge among team members
3. Faculty facilitators will then guide student groups in evaluating a problem scenario.
Assessment:
1. IRAT score,
2. a GRAT score,
3. a peer evaluation, to be done after three sessions are completed
Schedule:
1. Welcome, overview of objectives, TBL and agenda
2. Individual Readiness Assurance Test
3. Team Readiness Assurance Test
4. Discuss appeals process
5. “Name The Teams” Exercise (optional)
6. Introduce application exercise
7. Application Exercise Part 1 (Questions 1-2)
8. Discuss Questions 1-2
9. Application Exercise Part 2 (Questions 3-4)
10. Discuss Questions 3-4
11. Application Exercise Part 3 (Question 5)
12. Discuss Question 5
13. Summary, review of objectives, open question and
answer