Can We Learn in the Sandbox Together?: Interprofessional Case Conferences as Facilitation Tools
Abstract
Duke Medicine utilized interprofessional case conferences (ICCs) from 2008-2012 with the objective of modeling and facilitating development of teamwork skills among diverse health profession students, including physical therapy, physician assistant, medical doctor and nursing. The purpose of this publication was to describe the operational process used to develop and implement the ICCs and measure the success of the ICCs in order to shape future work. The ICCs were offered to develop skills and attitudes essential for participation in healthcare teams. Students were facilitated by faculty of different professions to conduct a comprehensive historical assessment of a standardized patient (SP), determine pertinent physical and lab assessments to undertake, and develop and share a comprehensive management plan. Cases included patient problems that were authentic and relevant to each professional student in attendance. The main barriers to implementation are outlined and the focus on the process of working together is highlighted. Evaluation showed high satisfaction rates among participants and the outcomes from these experiences are presented. The limitations of these results are discussed and recommendations for future assessment are emphasized. The ICCs demonstrated that students will come together voluntarily to learn in teams, even at a research-focused institution, and express benefit from the collaborative exercise.
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Scholars@Duke
Elizabeth Fromm Ross
My research interests lie in the area of teaching communication skills to health professionals.
Anne Lynn Derouin
Anne Derouin, DNP, APRN, CPNP, PMHS, FAANP is currently the Assistant Dean of the MSN Program and Lead Faculty for the Pediatric Behavior Mental Health specialty program at Duke University School of Nursing. She provides adolescent primary care services at Community and School-based Health Centers affiliated with Duke’s Department of Community and Family Medicine for more than two decades.
Derouin also serves on the state and national boards of the National Association of Pediatric Nurse Practitioners (NAPNAP), is considered an adolescent clinical expert, serving on Society of Adolescent Health and Medicine (SAHM) and as the co-chair for the Adolescent Special Interest Group of NAPNAP, participating in pediatric, school-based health and advanced nursing practice advocacy efforts at state and federal levels. She’s been selected for advocacy Fellowships in for several professional organizations including the School-based Health Alliance (formally National Assembly of School-based Health Centers), Nurse in Washington Internship (NIWI), Shot@Life (World Health Organization’s global vaccine efforts), and as a Faculty Policy Intensive Fellow for the American Association of Colleges of Nursing (AACN).
Dr. Derouin joined the DUSON faculty in 2011, received her BSN in 1989 from the University of Michigan, earned her MSN in 2000 and DNP in 2010, both from DUSON, and was a member of the School’s inaugural DNP cohort. She has also been a frequent guest lecturer on adolescent topics for the Community and Family Medicine and Pediatrics departments at Duke and is on the faculty of the MBS program at the School of Medicine.
Dr. Derouin has served as President of the North Carolina School Community Health Alliance. She serves on the Executive Team of the Duke-Johnson & Johnson Nurse Leadership program and the Advisory Board for the Poe Center in Raleigh, NC.
Brian Hugh Halstater
I have been at Duke since 2004 when I joined the Duke Family Medicine faculty, and in addition to seeing a patients I served as residency program director until 2014. I then stepped into the world of taking care of Duke students where I served in the Duke Health and Wellness building as the Duke Student Health medical director until 2018. I am returning to Duke Family Medicine as medical director and family physician at Duke Family Medicine - Pickens and North Duke Street clinics. I enjoy taking care of people including routine physicals, acute and chronic disease management and basic procedures. I believe that wellness, teaching and providing patient – centered collaborative care are core tenents that I strive to practice.
Jeffrey Kyle Covington
Dr. Covington is a neurologic physical therapist and 2004 graduate of the Duke DPT Program. He joined the faculty in 2007 and served as the Associate Director of Clinical Education from 2007-2014. During that time he led DPT Clinical STEPs® (Student Team Experience in Practice) course series in the first six semesters of the curriculum which places teams of students in clinical practice during their course work. The creation of this new clinical education curricular format included significant educational program planning, assessment and evaluation. In 2015, Dr. Covington completed his PhD in Educational Research and Policy Analysis at North Carolina State University. Study emphases included adult learning theory, educational program planning and assessment. In 2015 Dr. Covington was named the Duke DPT Program's Director of Assessment and Evaluation. In addition, Dr. Covington's experience as a neurologic PT is utilized in the classroom during our Foundational Examination and Neurologic Practice Management Course work. Dr. Covington's research interests in collaborative student learning, and professional development of physical therapists and their embodied use of movement in expert practice.
Victoria Susan Kaprielian
Curriculum design and evaluation
Interprofessional teamwork and education
Quality improvement in clinical care and education
Population-based care
Patricia McKelvey Dieter
Experienced medical educator and administrator with strong background in program development, evaluation, and leadership. Extensive experience in accreditation, US and international interprofessional education.
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