Interprofessional Education

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Organization Type: 
Educational Institution
Program Type: 
Standing Program
Education Level: 
Educational Elements: 
Self Reflection Activities
Other Element(s): 
experiential with contact with simulated patient (an actor playing the role of patient)
Program Description: 

During the summer of 2013, the University of Missouri – St. Louis  piloted an interprofessional education program, which included a half day training simulation that taught students in the health professions to work together as a team through the use of actors as simulated patients.

The ability to collaborate on a case and interact in a team conference situation is an important interdisciplinary competency (i.e., where professionals from different disciplines present their views of a case and work together towards a unified care or treatment plan).

A team case exercise has been developed which will include two actors: one to play a 70 year-old man with uncontrolled diabetes, and the other is to play the daughter who accompanies him to his medical appointments. 

Students are grouped into teams representing optometry, nursing, social work, and gerontology.  Each team views an interactive simulation that allows team members to ask questions; following this simulation, the team drafts up a care plan for the patient. 

If this program proves successful, the team exercise could then be the first offering in an eventual menu of training exercises. In addition, overlapping courses in these four disciplines (optometry, nursing, social work, gerontology) have been identified. The program hopes to begin integrating students from various disciplines into these courses so that they interact in a more natural environment as well as in the planned simulation exercise.

Targeted Professions
Nurse Practitioners
Registered Nurses
Social Work: 
Psychiatric social work
Medical social work
Gerontologists and Optometrists
Self-Reported Competencies
PCPCC’s Education and Training Task Force identified 16 interprofessional training competencies critical for preparing health professionals for practicing in team-based, coordinated care models such as patient-centered medical homes. Listed below are the self-reported competencies that this program has achieved, which have been organized by the five core features of a medical home as defined by the Agency for Healthcare Research and Quality
Patient-Centered Care Competencies: 
Development of effective, caring relationships with patients
Patient-centered care planning, including collaborative decision-making and patient self-management
Comprehensive Care Competencies: 
Assessment of biopsychosocial needs across the lifespan
Risk identification
Coordinated Care Competencies: 
Interprofessionalism & interdisciplinary team collaboration
Quality Care & Safety Competencies: 
Evidence-based practice
Last updated November 15, 2013

* Please note: Information contained in this database is self-reported by representatives from each program. It does not represent an exhaustive list of education and training programs and inclusion does not constitute an endorsement from the PCPCC.


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