IPE 6000
COURSE SYLLABUS
Team Training in Health Care I
Interprofessional Practice & Education (IPE) 6000
1 Credit Hour
Fall 2019
Course Time and Location:
Program-Specific Introductory Presentations – Required 1-hour contact time (Various locations):
Dental Medicine – Monday, August 12, 2019; 2:00 – 3:00 PM; HEC/Classroom B
Graduate Nursing – Wednesday, September 4, 2019; 3:00 – 4:00 PM; TBD
Optometry – Wednesday, September 11, 2019; 9:00 – 10:00 AM; HEC/Classroom E
Osteopathic Medicine – Friday, September 6, 2019; 2:00 – 3:00 PM; HEC/Lecture Hall 2
Pharmacy – Tuesday, August 13, 2019; 3:00 – 4:00 PM; HPC/Classroom 3
Physical Therapy – Friday, September 6, 2019; 11:00 – 12:00 PM; URC/Cooper Hall
Podiatric Medicine – Friday, September 6, 2019; 2:00 – 3:00 PM; HEC/Lecture Hall 2
Veterinary Medicine – Monday, September 9, 2019; 11:00 – 12:00 PM; VCC/Johnston Classroom
The mandatory live session is on December 4, 2019 from 3:00 – 4:50 PM (2-hours contact time).
The majority of the course is presented online, asynchronously (12-15 hours contact time).
Office Hours: Always welcome by request
Course Administrators and Personnel:
Course Director: Dr. John Tegzes
Office Location: DOC 129
Contact number: 909-469-5652
E mail address: jtegzes@westernu.edu
Additional Course Instructors:
Dr. Josh Matacotta
jmatacotta@westernu.edu
Ms. Courtney Saenz
csaenz@westernu.edu
Dr. David Dickter
ddickter@westernu.edu
Mr. Eric Lugo
elugo@westernu.edu
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2019-2020
IPE 6000
COURSE SYLLABUS
2019-2020
IPE Liaisons:
CDM
Dr. Jenny Tjahjono
jtjahjono@westernu.edu
CO
Dr. Raymond Maeda
rmaeda@westernu.edu
CPM
Dr. David Shofler
dschlofer@westernu.edu
CGN
Dr. Gwen Orozco
gorozco@westernu.edu
Dr. Valerie Quan
valeriequan@westernu.
edu
COP
Dr. Benjamin Malcolm
bmalcolm@westernu.ed
u
COMP
Dr. Raj Kandpal
rkandpal@westernu.edu
Dr. Ying Huang
yhuang@westernu.edu
Dr. Susan Mackintosh
smackintosh@westernu.edu
CVM
Dr. Beth Boynton
bboynton@wester
nu.edu
Dr. Malika Kachani
mkachani@wester
nu.edu
CHS-PT
Dr. Lindsey Liggan
lliggan@westernu.
edu
Course Description:
IPE 6000 will continue to build upon the knowledge from the IPE 5000 series and will expand upon that knowledge and require
the student to learn and apply advanced tools and strategies that are crucial to develop a collaborative health care team. The
majority of the course is delivered on-line with students engaging in a large-scale tabletop activity where they apply team tools
necessary to solve health care challenges.
Learning Objectives:
The IPE program is designed to provide health professional students with the skills that will promote patient-centered care
and collaboration. It is critical to quality care and patient safety that health care providers recognize the roles and
responsibilities of various professions. As students progress through the IPE curriculum, they are provided opportunities
to work in interprofessional teams in order to explore the interconnected nature of patient care and diseases that affect
both humans and animals. These collaboration-focused learning activities are designed to produce a new type of health
care professional, suited to the new realities of healthcare practice. Both patients and clinicians will benefit from a collaborative
health care environment where providers, patients, clients, and communities work together to improve safety and
outcomes, and to promote wellness in communities.
In 2011, the Interprofessional Education Collaborative (IPEC) established competency domains to guide interprofessional
learning (IPEC, 2011.) They defined four competency domains for interprofessional learning, and the course objectives for IPE
6000 are characterized by those domains.
By the end of this course, the student will:
Course Learning Objectives:
Describe the importance of team training
in health care.
IPEC COMPETENCY
DOMAIN:
OUTCOME
ASSESSMENT METHOD(S)
I – introduced
D – developed
M – mastered
N/A – not
applicable
WE – written
exam/quiz
OE – oral exam
SD – skill
demonstration
PR – presentation
P – project
A – assignment
EE – expert/facilitator
evaluation
PE – peer evaluation
SE – self evaluation
R – reflection
O – other (specify)
Values/Ethics
Teams and Teamwork
D
WE
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IPE 6000
COURSE SYLLABUS
2019-2020
List how, when, and why to use select
TeamSTEPPS skills:
•
Team structure
•
Situation monitoring
•
Leadership
•
Mutual support
•
Communication
Interact collaboratively within a team.
Teams and Teamwork
Communication
Roles/Responsibilities
Values/Ethics
D
SD, PE, WE
Roles/Responsibilities
Communication
Teams and Teamwork
D
SD, PE
Appraise the performance of team
members.
Analyze how to improve with the Institute
for Healthcare Improvement ‘Model of
Improvement’.
Test and measure changes with the
Institute for Healthcare Improvement
‘PDSA’.
Define a culture of safety and discuss the
features of a strong safety culture.
Identify four behaviors anyone can use to
promote teamwork, communication, and a
culture of safety.
Teams and Teamwork
Communication
Values/Ethics
Teams and Teamwork
D
SD, PE
D
WE
Values/Ethics
Teams and Teamwork
D
WE
Teams and Teamwork
Values/Ethics
Teams and Teamwork
Communication
Roles/Responsibilities
Values/Ethics
D
WE
D
WE
Methods of Instruction/Learning Strategies/Mode of Delivery:
This IPE course introduces the concepts and competencies involved in collaborative care through:
Large group presentations and small team, facilitated discussions
Independent self-study – readings from textbook, scientific literature, completion of Institute for Healthcare Improvement
online modules, and TeamSTEPPS online modules.
The course utilizes Blackboard as the learning management system and ExamSoft for assessment.
Texts/Media/Equipment:
The core content of this course is from the Institute for Healthcare Improvement (IHI) and TeamSTEPPS. TeamSTEPPS is an
evidence-based communication toolkit to improve performance across the health care delivery system. Access to the IHI
modules is through the portal and password you created for IPE 5000/5100. TeamSTEPPS is an open-source online resource,
and the link to modules is below. Please navigate through the TeamSTEPPS Foundational Instructional Modules at your own
pace, and complete modules 1 through 7. There are additional modules and resources within the website that you may also
peruse based on your own interests and future practice setting.
Institute for Healthcare Improvement Modules (www.ihi.org):
Improvement Capability
QI 102: How to Improve with the Model for Improvement (1.5 hours)
Lesson 1: An Overview of the Model for Improvement
Lesson 2: Setting an Aim
Lesson 3: Choosing Measures
Lesson 4: Developing Changes
Lesson 5: Testing Changes
QI 103: Testing and Measuring Changes with PDSA Cycles (1.25 hours)
Lesson 1: How to Define Measures and Collect Data
Lesson 2: How to Use Data for Improvement
Lesson 3: How to Build Your Degree of Belief over Time
Patient Safety
PS 104: Teamwork and Communication in a Culture of Safety (1.25 hours)
Lesson 1: Why Are Teamwork and Communication Important?
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IPE 6000
COURSE SYLLABUS
2019-2020
Lesson 2: How Can You Contribute to a Culture of Safety?
Lesson 3: Basic Tools and Techniques for Effective Communication
TeamSTEPPS 2.0 Fundamentals Instructional Modules
(https://www.ahrq.gov/teamstepps/instructor/fundamentals/index.html):
Module 1: Introduction
Module 2: Team Structure
Module 3: Communication
Module 4: Leading Teams
Module 5: Situation Monitoring
Module 6: Mutual Support
Module 7: Pulling It All Together
Grading and Evaluation:
There are a total of 320 points that can be achieved in the course. Points are allocated as such:
Activity
Possible Points
Total Points Available
Comments
Attendance at ProgramSpecific Introductory Session
10 points
10 points
Earned and recorded for
each individual student
Attendance and Participation
during the mandatory
classroom activity on Dec. 4
100 points
100 points
Earned and recorded for
each individual student
IHI Lessons/Modules
completed successfully
online
10 points each
110 points
Earned and recorded for
each individual student
Final Exam
100 points
100 points
Taken and recorded for each
individual student; will be
delivered using ExamSoft.
Attendance at the course introduction and the Dec. 4 session is required. When an absence is unavoidable, attendance at a
make-up session is required. The points allocated for the original session that was missed can only be made up at a maximum
of 50%. For instance, if a student is absent from a large classroom session where attendance earns 10 points, attendance at
the make-up session will earn a maximum of 5 points.
Final Exam:
The final exam will be delivered using ExamSoft software and may be taken anytime once all IHI and TeamSTEPPS modules
have been completed. A threshold score of 80% is required. You can take the exam up to three times until a score of at least
80% is achieved.
Course Grading:
A total course score of 70% or higher will result in a semester grade of Credit.
A total course score of less than 70% will result in a semester grade of No Credit.
For purposes of calculating the course grade, decimals will be rounded to the nearest tenth. For instance, a final course score
of 69.5% would be rounded up to 70, while a final course score of 69.4% would be rounded down to 69.
Course Evaluation – All students must complete a course evaluation upon completion of this course. These evaluations are
administered in the form of surveys and are conducted to gather student opinion and perception of course delivery and
content, and faculty, liaison, and/or course leader performance. The goal of this data is to improve instruction throughout the
curricula, and survey outcomes assessment, an integral aspect of the University’s internal review and accreditation process.
Since this is a ‘threshold’ requirement, meaning, a student has not formally completed a course until his/her survey obligations
are met, it is expected that each student will complete these surveys as scheduled. These evaluations are distributed by email,
with links to the electronic survey.
Course Policies and Procedures: (Attendance/Dress Code etc. – specific to course)
Course involvement – Attendance and participation is mandatory to optimize the educational experience of all students.
Students are expected to attend and participate in all scheduled class sessions. In the event of illness, or an emergency
situation that limits attendance at a scheduled session, the student should contact their IPE liaison (see list on first page) and
the IPE department as soon as possible.
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IPE 6000
COURSE SYLLABUS
2019-2020
An absence request form must be completed and submitted to IPE@westernu.edu for approval signatures prior to any
anticipated absences or as soon as possible after an unexpected absence. Final approval of the absence will only be given after
the student commits to a specific make-up session. Make-up sessions are offered after approval by the course director.
Academic integrity and professional behavior – Professional behavior is conducive to learning and is expected of all
course participants. Professional behavior includes, but is not limited to, tolerance of others’ beliefs and opinions, arriving on
time for engagements and being prepared and appropriately dressed. All students are expected to adhere to WesternU’s
Standards of Academic Integrity, Professionalism and Student Conduct, as detailed in the University catalog.
https://www.westernu.edu/media/registrar/general.pdf
Professional Standards & Copyright Policy:
Copies of documents used in this course were made available under Section 107 of the Copyright Act of 1976, the Fair Use
Statute. This material has been made available solely for use in this class and the material may not be further distributed to
any person outside the class, whether by copying or by transmission in electronic or paper form. If Fair Use does not apply,
copyright permission to reproduce these documents has been applied for or granted through the Copyright Clearance Center or
the copyright owner.
The materials posted on this course are only for the use of students enrolled in this course for purposes associated with this
course and may not be retained or further disseminated.
IPE Program Learning Outcomes:
I
D
M
N/A
Is it
assessed?
How is it assessed?
Demonstrate an understanding of the roles and
responsibilities of other health professionals
X
Y
WE
Demonstrate an understanding that each healthcare
profession and practitioner possesses unique skills and
perspectives that can improve the quality and safety of
healthcare across professions and across species
X
Y
WE
Provide and promote a team approach to patient care
and health care management
X
Y
WE
I = Introduced; D = Developed; M = Mastered; N/A = not applicable
Institutional Learning Outcomes:
I
Critical Thinking
D
M
X
Discipline Clinical Competence
N/A
Is it
assessed?
How is it assessed?
Y
WE
N
Interpersonal Communication Skills
X
Y
WE
Collaboration Skills
X
Y
WE
Ethical and Moral Decision Making Skills
N
Life-long Learning Skills
N
Evidence-based Practice
X
Y
Humanistic Practice
N
I = Introduced; D = Developed; M = Mastered; N/A = not applicable
WE – written exam/quiz
OE – oral exam
SD – skill demonstration
5
WE
IPE 6000
COURSE SYLLABUS
PR – presentation
P – project
A – assignment
EE – expert/facilitator evaluation
PE – peer evaluation
SE – self evaluation
R – reflection
O – other (specify)
Appendices:
A.
B.
Institute for Healthcare Improvement, Open School, Login Instructions
TeamSTEPPS 2.0
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2019-2020