This document describes a study that evaluated the impact of an interprofessional ambulatory care rotation on student communication and teamwork skills. Students from medicine, pharmacy, nursing and other health professions participated in the rotation at the Interprofessional Teaching Clinic (IPTC). As part of the rotation, students completed an interprofessional standardized patient encounter called the Jack Newman case before and after exposure to additional interprofessional education sessions. The study found that student teams scored significantly higher on evaluations of interprofessional teamwork, patient encounters, and care planning after participating in the additional educational sessions and working together at the IPTC. The results suggest that interprofessional education can improve students' skills in collaborating as members of healthcare teams.

1. • Jack Newman is a 54 y/o M who presents to establish primary care with acute complaint of polyuria and
polydipsia.
• History of HTN, Hyperlipidemia, Type 2 Diabetes, Smoking and Obesity
• Visit #1 – before exposure to IPTC
• Prioritize problem list and address self-care
• Hidden problem – Literacy
• Visit #2 – after exposure to IPTC
• Identify discrepancies in self-reported data and medication reconciliation
• Hidden problem – Access to medications
Impact of an interprofessional ambulatory care APPE rotation on student
behaviors related to interprofessional communication and teamwork.
Linda Chestnut PharmD Candidate 2016; Jana K. Zaudke MD, MA; Sarah Shrader PharmD
• In the spring of 2011, the American Association of Colleges of Pharmacy joined five other national health
professions associations in recommending interprofessional competencies . 1
• The WHO defines IPE: “When students from two or more professions learn about, from and with each
other to enable effective collaboration and improve health outcomes.”
• Proponents claim that we can transform our health care system if we move to a training model that values
a team approach and places the patient central to health care delivery.
• To design an Interprofessional Standardized Patient Encounter for the outpatient primary
care setting and deliver it using and interprofessional teaching objective structured clinical
experience (iTOSCE) format.
• To integrate the iTOSCE into the educational curriculum of the interprofessional
ambulatory care APPE rotation.
• To measure Interprofessional Communication and Team-Based Care using the iTOSCE
before and after the exposure to the educational curriculum (Studio Pop) during rotation.
• In the fall of 2011, the Interprofessional Teaching Clinic (IPTC) was established in
partnership with Schools of Medicine, Nursing, Pharmacy, and Health Professions.
• Patient care is provided by interprofessional teams – third year Medicine, fourth year
Nursing, and fourth year Pharmacy students.
• Occupational Therapy (OT), Physical Therapy (PT) and Health Information
Management (HIM) students rotate through IPTC one-half day a week.
• Psychology interns from KU-Lawrence campus rotate through IPTC three half-days a
week.
• Law students from KU-Lawrence are available by consult through the KU Medical-
Legal Partnership.
• Interprofessional student teams exposed to IPTC had higher iTOSCE scores at
Visit #2 (post-IPTC) compared to Visit #1 (pre-IPTC)
CONCLUSIONS
JACK NEWMAN:
THE INTERPROFESSIONAL STANDARDIZED PATIENT
BACKGROUND
PURPOSE
THE INTERPROFESSIONAL
TEACHING CLINIC
• During AY 2014-2015, a total of 64 students participated in this simulation with an 87% completion rate for the
iTOSCE at Visit #1 (pre-IPTC) and Visit #2 (post-IPTC).
• Medicine = 20 students
• Pharmacy = 36 students
• Nursing = 8 students
• During AY 2014-2015, a total of 4 interprofessional faculty members participated with a 97% completion rate.
• Pre and Post IPTC rotation scores were compared by looking at faculty scores and then independently looking at
student scores. This was done using unpaired t-test statistical analysis.
• This process was approved as exempt research by the institutional review board
• Interprofessional student teams were scored significantly higher on the iTOSCE by faculty and student evaluators
(p=.005, and p=.0005, respectively) at Visit #2 (post-IPTC) than Visit #1 (pre-IPTC).
• Faculty – 1.75 > 1.45; t(14) = 3.30, p = .005
• Students – 1.84 > 1.71; t(39) = 4.21, p = .0005
1.Interprofessional Education Collaborative Expert Panel (2011). Core competencies for interprofessional collaborative
practice: Report of an expert panel. Washington, DC: Interprofessional Education Collaborative.
2. Shrader S, Kern D, Zoler J, Blue A. Interprofessional teamwork skills as predictors of clinical
outcomes in a simulated healthcare setting. J Allied Health. 2013 Spring ;42(1):e1-6.
REFERENCES
Figure 1. Hallin K, Henriksson P, Dalén N, Kiesling A. Effects of “interprofessional education on
patient perceived quality of care.” Medical Teacher. 2001; 33, 22-26.
• Interprofessional Teaching Objective Structured Clinical
Experience (iTOSCE) rubric.2
• 3 subscales adjusted for outpatient primary care
• Interprofessional Teamwork
• Patient Encounter
• Collaborative Patient Care Plan
• We added the IP Patient-Centered Communication
questions using the ‘4 Habits’ model.
EVALUATION TOOL
iTOSCE
I
In the second half of the event, the groups switch places, and Groups #1 and #3
observe #2 and #4.
Groups #2 and #4 get a chance to ‘do over’ the case.
EVENT TIMELINE
RESULTS
• Studio Pop is a necessary educational adjunct to IPTC.
• IPE curricula transform education and practice simultaneously.
• Interprofessional student teams see patients together in IPTC and have protected time together
every Tuesday PM for:
• Debriefing
• Reflection
• Simulations
STUDIO POP
FUTURE
• Design and implement another standardized patient to be used along with Jack Newman.
(Sally Simpson)
• Determine the impact on lasting behavior change, such as carrying IP collaboration skills
forward into other rotations, into residency and into practice.