LifeWings comes to Maine to offer TeamSTEPPS trainings in Bangor, Portland, and Biddeford in September

September 6th, 2016 by healthinnovation

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In September the University of New England’s Center for Health Innovation is parterning with LifeWings to offer TeamSTEPPS trainings in Bangor, Portland, and Biddeford. The LifeWings TeamSTEPPS training is an evidence-based framework to optimize team performance across the health care delivery system. It’s based on team structure and has four teachable-learnable skills: Communication, Leadership, Situation Monitoring, and Mutual Support. The interactive LifeWings TeamSTEPPS training will address the U.S. and Canadian IPEC competencies.

On Wednesday, September 14th, the training will be held in Bangor at the Spectacular Event Center from 12:00 pm – 4:00 pm, light food and refreshments will be served from 11:00 am – 12:00 pm. The training will offer students, faculty, and clinical affiliates in the Bangor area an opportunity to earn a Team Strategies and & Tools to Enhance Performance & Patient Safety (TeamSTEPPS) certification and providers will also be eligible to receive CME credits. To register for the Bangor training please e-mail Ian Imbert at iimbert@une.edu.

On Friday, September 16th, there will be two separate training’s, one on each of UNE’s campuses. The first training will occur Friday morning from 7:45am-12:00 pm on the Portland Campus in the Finley Recreation Center, registration and light breakfast to start at 7:00 am. The second training will be from 1:15 pm-5:30 pm on the Biddeford Campus in Leonard Hall, light lunch to start at 12:30 pm. The training will offer students, faculty, and clinical affiliates an opportunity to earn a Team Strategies and & Tools to Enhance Performance & Patient Safety (TeamSTEPPS) certification. To register for the Portland event, sign up here. The Biddeford event is full.

LifeWings is a small team of healthcare professionals, military pilots, and healthcare risk managers who have come together to create a sustainable culture of quality. The LifeWings company guarantees that its initiatives will produce measurable outcomes such as creating better teams and teamwork; reducing errors, rework and waste; improving efficiency and reliability; and creating better care and outcomes. The LifeWings team consists of seven different educators who train more than 13,000 healthcare professionals each year at over 150 hospitals worldwide.
Jeff Hill is a LifeWings educator and will be performing the TeamSTEPPS training at the University of New England in September. He brings 30 years of experience in aviation leadership and safety processes to his 15 years of experience as a TeamSTEPPS Master Trainer in healthcare. Prior to joining LifeWings, Jeff was the associate director responsible for TeamSTEPPS trainings at Vanderbilt where he developed safety tools and educational curricula supporting patient safety through teamwork and communication. Jeff has given national presentations at Partners Healthcare, The Joint Commission, and the National Patient Safety Foundation.

The Center for Health Innovation is providing the TeamSTEPPS training to meet the objectives of the four-year $600,000 Josiah Macy Jr. Foundation grant it received last year and the five-year $2.5 million grant that it received in conjunction with PCHC in July of 2016 from the Health Resources Service Administration. One of the main goals of the grant is to transform the primary care workforce in rural and underserved Maine and improve health outcomes. The training will provide the necessary tools for UNE’s graduate healthcare students and area providers to have a basic understanding of and exposure to team-based care. It will also encourage students to work interprofessionally before venturing into their professional careers.

For more information on the attending one of the upcoming TeamSTEPPS events in Bangor, Portland, or Biddeford please contact Ian Imbert, MPH, Project Coordinator for interprofessional practice and education at iimbert@une.edu.

New program will train UNE medical students to treat underserved populations

September 6th, 2016 by healthinnovation
Jane Carreiro, D.O., Dean, UNE College of Osteopathic Medicine, speaks at the CUP Scholar Kickoff Event

Jane Carreiro, D.O., Dean, UNE College of Osteopathic Medicine, speaks at the CUP Scholar Kickoff Event on August 31st 2016

The University of New England’s College of Osteopathic Medicine (COM) and Center for Excellence in Health Innovation launched the Care for the Underserved Pathway (CUP) on August 31, 2016. The inaugural class of 13 second year medical students, from the Class of 2019, will participate in interprofessional learning activities focused in the care for the underserved that provides the competencies to provide team-based quality care for vulnerable patients and underserved locations in rural and urban Maine and beyond.

Katie Saunders, one of the CUP Scholars and a graduate of Cheverus High School, described how her volunteer trips to the Dominican Republic that started while she was in high school have inspired her to be a physician for the underserved. As a pilot who has traveled widely across her home state of Maine and seen the need here, she remarked, “I want to both see patients and help Maine communities be healthier.”

Jane Carreiro, D.O., dean of COM, addressed the inaugural class of CUP Scholars by sharing how her own experiences with a rural physician mentor early in medical school inspired her to work with underserved populations. “My desire is that CUP will also provide you similarly inspiring experiences and mentors as well as competencies in interprofessional team-based care and public health to help you along your own career path to serve those less fortunate.”

Dora Anne Mills, M.D., M.P.H., F.A.A.P., director of the Center for Health Innovation, discussed the variety of service learning activities offered to the students that include influenza vaccine clinics in homeless shelters and veterans clinics, one-week rural immersions, nutrition education among low-income Mainers, and the opportunities for clerkships in a variety of underserved urban, rural, and international locations. “All of these and other activities are provided interprofessionally, meaning alongside students from other professions such as dental medicine, pharmacy, social work, nursing, and physician assistant as well as with the patient as a member of the team, since that is how health care is most effectively delivered – as a team. My hope is that by UNE providing these opportunities for our students, not only will our communities benefit from their service, but even more of our students will choose careers in underserved locations.”

Carreiro and Mills and the 13 CUP Scholars were joined by faculty and administrators from COM and staff from the Center for Health Innovation as well as by leaders from the CUP collaborating organizations of UNE’s Interprofessional Education Collaborative (IPEC) and the Area Health Education Center (AHEC). Shelley Cohen-Konrad, Ph.D., L.C.S.W., F.N.A.P., of UNE’s Interprofessional Education Collaborative (IPEC) discussed the campus-based activities sponsored by IPEC that are available to the scholars, including interprofessional mini-grants focused on the underserved. MaryFrances Smith from AHEC described the variety of rural community health rotations that are sponsored by AHEC and are part of the CUP Scholars Program.

The inaugural CUP Scholars, from the UNE COM Class of 2019 are: Nancy Bobrysh, Sara Capobianco, Jenny (Chen Chun) Chiang, Marissa Guzzardo, Tyler Haddad, Jessica Harnisch, Sarah Horton, Frank Jackson, Annie Liu, Katherine Saunders, Eleanor Teoh, Tahlia Wolfgang, and Samuel Wood. CUP Scholars from the COM Class of 2020 are expected to be selected in January.

 

CUP Scholars Class of 2019

UNE CUP scholars class of 2019 and mentors (L to R) Dr. Cynthia Roberts, Eleanor Teoh, Nancy Bobrysh, Katherine Saunders, Jessica Harnisch, Marissa Guzzardo, Sara Capobianco, Annie Liu, Jenny (Chen Chun) Chiang, Tahlia Wolfgang, Dr. Stacey Thieme, Samuel Wood, Frank Jackson, Tyler Haddad, Sarah Horton, Dr. Dora Anne Mills

Overview of UNE Care of the Underserved Pathway
UNE’s College of Osteopathic Medicine (COM) and the Center for Excellence in Health Innovation (the Center) have jointly developed and launched the Care for the Underserved Pathway (CUP). This program is implemented in collaboration with UNE’s Area Health Education Center (AHEC) and the Interprofessional Education Collaborative (IPEC).

The four-year Care of the Underserved Pathway (CUP) coordinates current and planned offerings in underserved care and combines them into a comprehensive pathway designed to ensure that rising physicians will provide quality care for underserved patients in Maine and beyond.

CUP provides qualified and interested UNE College of Osteopathic Medicine (COM) students interprofessional (team-based) knowledge, skills, and attitudes needed to care for underserved patients as well as recognizes students for their accomplishments, and encourages them to seek future positions in the care of the underserved. Faculty involved in CUP supplement the curriculum by serving as positive role models and mentors to future health professionals providing care to underserved patients.

CUP Goals:

  • Provide CUP Scholars with hands-on on-campus, clinical, and service-based interprofessional learning opportunities, including in a variety of underserved rural, urban, and/or international locations;
  • Encourage students to obtain residency training in a program and plan for future practice that emphasizes the care for underserved patients.

CUP Learning Activities

To qualify for the honors distinction in the Care for the Underserved Pathway, students participate in a combination of the following

  • CUP Scholars monthly meetings;
  • The Interprofessional Team Immersion (IPTI) for one semester;
  • Rural Health Immersion (one week during March break or end of May, both with some pre-work);
  • TeamSTEPPS certification;
  • Influenza Vaccine Clinic with influenza online module (fall 2016);
  • Public Health Emergency Preparedness with online module (fall 2016 with exercise the morning of October 19);
  • Public Health Module (anticipated for spring 2017) each module counts as one);
  • Nutrition Education Among Vulnerable Populations (SNAP-Ed) or similar community-based public health activity;
  • Clinical Interprofessional Clerkship (a type of Enhanced Community Health Rotation);
  • Community Health Clerkship (a type of Enhanced Community Health Rotation);
  • International Cultural Immersion;
  • IPE Mini-Grant Project;
  • IPEC Anchor Events; and/or
  • Annual Maine Public Health Association conference.

CUP Competencies will include the following as they apply to caring for underserved populations (see sources for and details of these competencies at end of this document):

  1. Values/Ethics for Interprofessional Practice. CUP Scholars will demonstrate the ability to assert values and ethics of interprofessional practice by placing the interests, dignity, and respect of patients at the center of health care delivery, and embracing the cultural diversity and differences of health care teams.
  2. Roles/Responsibilities. CUP Scholars will demonstrate the ability to leverage the unique roles and responsibilities of interprofessional partners to appropriately assess and address the health care needs of patients and populations served.
  3. Interprofessional Communication. CUP Scholars will demonstrate the skills to communicate with patients, families, communities, and professionals in health and other fields to support a team approach to promoting and maintaining health as well as preventing and treating disease and disability.
  4. Team and Teamwork. CUP Scholars will perform effectively in various team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable.
  5. Collaborative Leadership. CUP Scholars will possess the skills to work together with all participants, including patients/clients/families, to formulate, implement and evaluate care/services to enhance health outcomes.
  6. Interprofessional Conflict Resolution. CUP Scholars will demonstrate the skills to actively engage self and others, including the patient/client/family, in dealing effectively with interprofessional conflict.
  7. Public Health. CUP Scholars will understand and integrate population health principles and implications (e.g., the social determinants of health) for individual patients, clinical practices, and the community in order to improve health and reduce health disparities as well as to contribute to the public health systems in which they practice.

 

For more information on UNE’s CUP please contact healthinnovation@une.edu or 207-221-4625

Interprofessional Team Immersion for Health Professions Students: Making it real

September 6th, 2016 by healthinnovation

For three years, the UNE Interprofessional Education Collaborative (IPEC), has offered a highly interactive extra-curricular program called the Interprofessional Team Immersion (IPTI). Seats in IPTI are limited to 6 selected students from each of 8 different health professions programs across the University. IPTI is a developmental, longitudinal, and sustainable curricular resource that was designed in response to consistent student survey feedback requesting small, interactive, cross-professional learning experiences.

An interprofessional team of faculty develop the IPTI cases which are focused on learning objectives that align with behaviors identified in the Core Competencies for Interprofessional Practice (2016), and aim to increase students’ understanding of each other’s roles and responsibilities, hone teamwork principles, refine communication skills for contextualized person-centered practice, and present their knowledge in a collective project. Instructional formats include a team-building exercise, case-based learning, and simulation. Cases have included opportunities for students to engage in difficult conversations around disability and sexuality (see the video below), and falls prevention with a Vietnam era veteran. Future sessions will tackle complex elements of addiction and mental illness.

Pre- and post-session evaluation measures students’ perceptual and behavioral changes; rapid cycle program evaluation uses student feedback to continuously improve the quality of the learning experience. Program evaluation feedback reinforced the efficacy of small group, interactive learning and full faculty engagement in IPE learning activities (see the faculty and student feedback video below). Overall students have found IPTI to increase their knowledge of other professions, build confidence in their team skills, and provide a basis for working collaboratively in their future workplace settings.

 

For more information about the interprofessional team immersion (IPTI) or any other on-campus IPE events please contact ipec@une.edu.

UNE, Clinical Partners EMMC & PCHC Attend NCIPE Summit

September 6th, 2016 by healthinnovation

NCIPE photo

In late August 2016, staff from UNE’s Center for Excellence in Health Innovation and Interprofessional Education Collaborative (IPEC), as well as clinical partners from Eastern Maine Medical Center (EMMC) and Penobscot Community Health Care (PCHC), attended the National Center for Interprofessional Practice and Education’s Summit on the Future of IPE in Minneapolis, Minnesota.

As a designated a member of the National Center’s Nexus Innovation Network, UNE and its Bangor-area clinical partners were pleased to learn about current developments in clinical interprofessional practice across the US, and to share Maine’s own lessons learned regarding IPE. Workshops and sessions addressed such diverse topics as IPE facilitation skills building for faculty and clinical preceptors; snapshots of new clinical interprofessional care models supporting underserved urban and rural populations; the growing evidence base for IPE that is resulting from current evaluation efforts; and the critical role of interprofessional practice in addressing the challenges and opportunities presented by the current health care policy and payment reform environment.

George Case, FNP from PCHC felt that as a newcomer to IPE, the Summit was extremely helpful in familiarizing him with IPE concepts and models, and greatly enhanced his comfort in precepting interprofessional student teams at PCHC. Frank Bailey, IPE facilitator at EMMC, stated that “There was so much meat [in each session]…one of the best conferences I’ve been to in years.” Felix Hernandez MD, EMMC’s Director of Medical Education, also appreciated the Summit as “the best meeting I have attended in 20 years. Particularly noteworthy was the workshop on assessment of ‘teamness’”.

Stacey Thieme, DO of UNE’s College of Osteopathic Medicine observed that “For forty years the IPE movement has been evolving. Now, with the newest changes in the healthcare system, IPE is getting attention and momentum in schools, hospitals, and clinics. I was quite surprised by the interest and participation around the country from varied health disciplines. I found it reassuring to see that University faculty have similar logistical problems both on campus and in the clinics. Collaborating with folks from other institutions was exhilarating.”   Shelley Cohen-Konrad, Director of UNE’s IPEC, stated that “Perhaps the most compelling statement I heard over the three-day conference came from Dr. Madeline Schmitt, a founding member of the National IPEC Panel and professor emeritus at the University of Rochester who said ‘if we don’t deal with culture we can’t move on’. This means aligning clinical realities and health education and also recognizing that institutions, not individuals, must embrace interprofessional team-based models of care and leadership.”

Ruth Dufresne, S.M. of UNE’s Center for Excellence in Health Innovation noted that “the Summit was chock-full of resources for IPECP. It was great to hear what others are doing in IPECP and to share all the great things that Maine is doing. I’m looking forward to going back next year – we are going to have so much more to share.”

In continuing to gather data regarding clinical IPE processes and outcomes from its primary care partners, UNE expects to contribute significantly to the evidence base needed to advance IPE in Maine and nationally.

For more information about the Nexus Innovation Network and its clinical IPE projects, please visit https://nexusipe.org/advancing/nexus-innovations-network . For more information about the Center for Health Innovation contact healthinnovation@une.edu or 207-221-4625.