SBIRT is an evidence based approach to the delivery of early intervention and treatment to people with substance use disorders and those at risk of developing these disorders. Collaborative SBIRT Training for Maine’s Future Health Profession Leaders is a three-year grant totaling $870,000 from the U.S. Department of Health and Human Services’ Substance Abuse and Mental Health Services Administration (SAMHSA). The first of its kind to be awarded in Maine, this grant utilizes an interprofessional approach to the development and implementation of training programs to teach UNE students across 8 health professions the skills necessary to provide evidence-based Screening and Brief Intervention as well as Referral to Treatment for patients who are at risk for a substance use disorder (SUD). Additionally, the training will develop the leadership skills needed in order to champion the implementation of SBIRT throughout our healthcare system with the ultimate goal of helping clients avoid substance use disorders.
This presentation deals with SBIRT and Social Work in particular.
IIM, IIT study helps doctors manage time efficiently by Dr.Mahboob Khan PhdHealthcare consultant
For example, the timetable suggests that if the patient load is up to 400 per day and the consultation time is between 15 and 20 minutes, then two full OPD days per week would be the best. Two full days OPD cycle is also preferable if the patient load increases to 500 per day. The problem arises only if the patient load is increased to 500 per day and the consultation time is also increased, then the four half-day OPD schedule would be best.
If the hospital follows four half days of OPD schedule, then, clearly the patients are able to get over with their OPD treatment in much less time than before, as in one week now, they can receive consultation four times rather than two times.
IIM, IIT study helps doctors manage time efficiently by Dr.Mahboob Khan PhdHealthcare consultant
For example, the timetable suggests that if the patient load is up to 400 per day and the consultation time is between 15 and 20 minutes, then two full OPD days per week would be the best. Two full days OPD cycle is also preferable if the patient load increases to 500 per day. The problem arises only if the patient load is increased to 500 per day and the consultation time is also increased, then the four half-day OPD schedule would be best.
If the hospital follows four half days of OPD schedule, then, clearly the patients are able to get over with their OPD treatment in much less time than before, as in one week now, they can receive consultation four times rather than two times.
An overview presentation of implementing healthy workplace initiatives, including a brief overview of UBC's Healthy Workplace Initiatives Program Fund. Presented on June 11, 2009, at the Focus On People Town Hall (UBC Vancouver).
Suneetha Kadiyala - Insights from the online nutrition courses at the London ...POSHAN
Presentation by Suneetha Kadiyala on "Insights from the online nutrition courses at the London School of Hygiene and Tropical Medicine" at Developing a nutrition training roadmap to support India’s nutrition progress (17-18 Dec 2019)
Global Health Education—Global Health Programs: Sigrid HahnUWGlobalHealth
An Integrated Global Health Training Program at the Mt. Sinai School of Medicine, Mt. Sinai in Public Health Program, and Mt. Sinai Center
Sigrid Hahn, Mt. Sinai School of Medicine
Shweta Khandelwal - Public health nutrition training: Experience with short ...POSHAN
Presentation by Shweta Khandelwal on "Public health nutrition training: Experience with short courses" at Developing a nutrition training roadmap to support India’s nutrition progress (17-18 Dec 2019)
161207 iHV leadership conf - Karen StansfieldJulie Cooper
Presentation by Karen Stansfield, FiHV, Head of Department, Education and Quality, iHV, at the iHV Leadership conference on 7 December 2016.
A Leadership Model for Practice
Esha Sarswat - A global overview of online coursesPOSHAN
Presentation by Esha Sarswat on "A global overview of online courses" at Developing a nutrition training roadmap to support India’s nutrition progress (17-18 Dec 2019)
An overview presentation of implementing healthy workplace initiatives, including a brief overview of UBC's Healthy Workplace Initiatives Program Fund. Presented on June 11, 2009, at the Focus On People Town Hall (UBC Vancouver).
Suneetha Kadiyala - Insights from the online nutrition courses at the London ...POSHAN
Presentation by Suneetha Kadiyala on "Insights from the online nutrition courses at the London School of Hygiene and Tropical Medicine" at Developing a nutrition training roadmap to support India’s nutrition progress (17-18 Dec 2019)
Global Health Education—Global Health Programs: Sigrid HahnUWGlobalHealth
An Integrated Global Health Training Program at the Mt. Sinai School of Medicine, Mt. Sinai in Public Health Program, and Mt. Sinai Center
Sigrid Hahn, Mt. Sinai School of Medicine
Shweta Khandelwal - Public health nutrition training: Experience with short ...POSHAN
Presentation by Shweta Khandelwal on "Public health nutrition training: Experience with short courses" at Developing a nutrition training roadmap to support India’s nutrition progress (17-18 Dec 2019)
161207 iHV leadership conf - Karen StansfieldJulie Cooper
Presentation by Karen Stansfield, FiHV, Head of Department, Education and Quality, iHV, at the iHV Leadership conference on 7 December 2016.
A Leadership Model for Practice
Esha Sarswat - A global overview of online coursesPOSHAN
Presentation by Esha Sarswat on "A global overview of online courses" at Developing a nutrition training roadmap to support India’s nutrition progress (17-18 Dec 2019)
Planning, Launching, and Sustaining Accreditation-worthy Postgraduate NP Resi...CHC Connecticut
Planning, Launching, and Sustaining Accreditation-worthy Postgraduate NP Residency Training Programs
Presented by CHC. Inc. and the Weitzman Institute
January 9, 2019 3:00pm (EST)
Planning, Launching, and Sustaining Accreditation-worthy Postgraduate NP Resi...CHC Connecticut
Planning, Launching, and Sustaining Accreditation-worthy Postgraduate NP Residency Training Programs
Presented by CHC. Inc. and the Weitzman Institute
January 9, 2019 3:00pm (EST)
Postgraduate residency presentation #2 from recruitment to graduationCHC Connecticut
What does the 12-month Nurse Practitioner Residency program look like? This webinar will delve into the details of the structure, design, and content of a 12-month, Federally Qualified Health Center (FQHC) based, postgraduate nurse practitioner residency program. Topics such as recruitment, screening and selection of candidates, core programmatic and curricula elements, and the essential contributions of other staff will be discussed. This webinar will feature speakers from the Community Health Center, Inc.’s first-in-the-nation nurse practitioner residency program and guests from other exemplary programs around the country.
Training the Next Generation within Primary CareCHC Connecticut
This webinar discussed the various avenues of workforce development including:
• training non-clinical roles
• the value of an administrative fellowship
• the key questions to ask before establishing a fellowship at your agency
The discussion referenced CHC Chief Operating Officer Meredith Johnson and CHC Project Manager Megan Coffinbargar’s publication “Establishing an Administrative Fellowship Program: A Practical Toolkit to Support and Develop Future Community Health Center Leaders” for the National Association of Community Health Centers (NACHC).
Panelists:
• April Joy Damian, PhD, MSc, CHPM, PMP, Vice President and Director of the Weitzman Institute, Community Health Center, Inc.
• Megan Coffinbargar, MHA, Project Manager, Optimizing Virtual Care Initiative, Community Health Center, Inc.
Why Form a Health Professions Training Program at Your Federally Qualified H...CHC Connecticut
Health Professions Students in FQHCs - Why Form a Health Professions Training Program at Your Federally Qualified Health Center?
This webinar will make a case for the benefits of having health professions students in your health center on both the financial and workforce infrastructure of a FQHC. Participants will be guided through the successes and challenges of hosting health professions students by highlighting model programs.
This webinar was present March 8, 2016 at 3:00 PM Eastern Time
Student Affairs and Academic Support Directors Meeting, Sept. 19, 2017
Speakers: Debbie Beck, Pam Bowers, Scott McDonald, Kim McMahon, Anna Edwards and Dennis Pruitt
Conscious Instruction: Awareness, Restoration & Growth in Knowledge Transfer(FMI email CECE@UNE.EDU)
Global Forum on Innovation in Health Professions Education
The National Academy of Sciences, Engineering, and Medicine
To view the case study: https://youtu.be/mVjii51ODzk
Shelley Cohen Konrad, Ph.D., L.C.S.W., F.N.A.P.
Director, School of Social Work Director, Center for Excellence in Collaborative Education Professor, School of Social Work
Karen T. Pardue, Ph.D., M.S., RN, CNE, ANEF
Dean, Westbrook College of Health Professions Professor, School of Nursing and Population Health Interim Director, Nutrition
Chat Moderator
Kris Hall, MFA
Program Manager, Center for Excellence in Collaborative Education
August 2020
This presentation addresses Step 3: "Train New Recruits & Current Faculty to be Effective Educators"
Presentation of our curricular integration, Interprofessional approaches and Student Leader Training strategies in the second year of our 3 year SBIRT Training Grant.
The Interprofessional Team Immersion (IPTI) offers students across 13 health professions opportunities to apply their skills in cross-professional communication, teamness, and patient-centered engagement. The experience is characterized by high stakes cases carefully designed to cultivate an atmosphere conducive to rapid teambuilding and compassionate patient care. Within a safe learning environment, faculty and students acquire understanding of roles and responsibilities as well as skills to manage complex cases. This presentation will describe and demonstrate the rationale, design, and implementation of IPTI over a three-year period. Findings suggest significant increase in IPTI students’ perceptions of cooperation, resource sharing and communication skills for team-based practice. Programmatic evaluation substantiates the value students place on practicing interprofessional clinical skills before and while in their clinical-community rotations. Debriefing sessions with standardized patients enhanced students’ knowledge and appreciation for patient engagement and shared decision-making culminating for some in scholarly products. In total, findings provide beneficial insight for other interprofessional educational and collaborative practice initiatives taking place at the University and in the community. Learn more about IPEC at University of New England ipec(at)une(dot)edu or follow us on Twitter @UNEIPE
Applied Arts and Social Justice: Empowering Voices, Empowering Choices: Social justice is a core ethical value of social work embedded in all aspects of practice. This presentation highlights the multi-level use of expressive modalities to promote sensitivity to and knowledge of oppression, stigma, and cultural diversity; to raise awareness of the plight of those silenced by trauma and indignity; and as an empowering method for healing. Educators from the University of New England will speak to how applied arts and social justice is being taught to social work and other health professions students as one of many powerful tools for social change and personal transformation.
Interprofessional Collaborative Practice Education: Values, Communication & Tools
Presented by Shelley Cohen Konrad & Jennifer Morton
University of New England
Maine Family Medicine
We are orienting newly matriculated PT, MSW, Pharm, Dental, Dental Hygiene, and Nursing students to IPE Competencies, and the opportunities available to them here at UNE.
Interprofessional Student-Led Mini-Grants: We fund the IPE curious!
(This talk was developed for a 20 minute oral presentation at All Together Better Health, June 5-8, 2014 in Pittsburgh PA.)
Background: Our goal is to develop collaboration-ready health professionals who have practiced successful teamwork, leadership and hands-on problem solving as part of their education. To that end, we have established a Student-Led Mini-Grant program. These grants fund interprofessional scholarship and research conceived and carried out by students with faculty mentorship.
Presentation Objectives:
1. Provide easily replicated template for application and funding formula
2. Demonstrate examples of successful grants
Methods: The presenter will provide the application and marketing materials to enable other institutions to develop their own Student-Led Mini-Grant program. Successful grants are widely varied in their approach and outcomes, presenters will discuss the challenges and opportunities that a small investment in IPE interest generated.
Results: Knowledge gained from the projects completed so far has led students and faculty to consider varied approaches to IP education and practice. Whether interviewing pain patients with an eye toward utilizing the power of their stories to help others, or providing physical therapy intervention at a Medically Oriented Gym for diabetes patients, students, faculty and clients are actively learning with, from, and about each other.
Implications: Small-scale, hands-on experiences such as these help to create an IP leadership ethic among students that they will carry with them in addition to expertise in their field, making them dynamic members of their future teams. The discipline and organization necessary to apply for and execute a grant, the reassurance of faculty mentorship while providing a valuable community service are a powerful educational combination.
-Kris Hall is the Program Coordinator for the University of New England Center of Excellence in Interprofessional Education. She oversees the weekly IPE event series on campus, and the Student-Led Mini-Grant program. Kris is an MFA graduate of Maine College of Art and the Skowhegan School of Painting and Sculpture. She brings over 20 years of intensive teamwork in higher education and professional theatre to her work at the Center.
This presentation will emphasize the intersection between art and health, using the Photovoice project to reflect how art can be a modality for assessing barriers to health, health education, and empowering community members to advocate for health promotion. After receiving a small grant, a Master of Social Work student, Master of Public Health Student, a Somali interpreter, and a community health center came together to realize this alternative means of health literacy across the realms of art, social justice, interprofessional education and cultural competency.
University of New England's Center for Excellence in Interprofessional Education Director Shelley Cohen Konrad presents at the annual meeting of The Council on Social Work Education (CSWE), a nonprofit national association representing more than 2,500 individual members, as well as graduate and undergraduate programs of professional social work education.
This collaborative presentation is the work of
Barbara L. Jones, PhD, MSW, University of Texas at Austin
Shelley Cohen Konrad, PhD, LCSW, University of New England
Jayashree Nimmagadda, Ph.D., MSW., LICSW, Rhode Island College
Maureen Rubin, Ph.D., MSW, MA, University of Nevada, Reno
Anna M. Scheyett, PhD, MSW, LCSW, University of South Carolina
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
UNE SBIRT and Social Work
1. Kris Hall MFA, IPEC/SBIRT Program Manager
Brianna Nalley MPH, SBIRT Program Coordinator
Collaborative SBIRT Training for Maine’s
Future Health Profession Leaders
2. Today’s Agenda
1. IPE at UNE
2. SBIRT and the School of
Social Work
3. SBIRT Student Leader
Program
4. Questions/Comments
3. University of New England
Urban and Oceanside Campuses
13 Health Professions
Majority of Maine’s Health Professionals
8000 students total, 4000 in health professions
4. Health Professions at UNE
• Applied Exercise Science
• Athletic Training
• Dental Hygiene
• Nursing
• Nurse Anesthesia
• Occupational Therapy
• Physical Therapy
• Physician Assistant
• Social Work
• Public Health
• College of Dental Medicine
• College of Osteopathic
Medicine
• College of Pharmacy
Collaborative Health Team
Patient
FAMILY
NATURAL
SUPPORTS
COMMUNITY
5. Interprofessional Education occurs when
two or more professions learn
about, from & with
each other to improve
collaboration and the quality of
care.
IPE at UNE
https://youtu.be/ZRdgoTSum7g
10. IP STUDENT-LED
MINI-GRANTS
GOAL
• Collaboration-ready health
professionals
METHODS
• Modest funding through a
comprehensive grantmaking process
• Deliberately crafted Interprofessional
Teams
• Service learning, cultural curiosity
and humility, and the use of arts
encouraged
• Student and faculty accountability
• Requirement to present finished
work
12. IP Honors Distinction
Purpose: To provide opportunities for students to receive academic recognition for
participating in and demonstrating interprofessional knowledge and skills for practice.
EMPLOYERS ARE LOOKING FOR THESE SKILLS!
• IPE Student-led Mini-Grant
• Interprofessional Team Immersion
• Chronic Pain Support Group
• IPE poster submission for research
• and scholarship day or professional
conference
• IP Service Learning (Milestone)
• Multicultural Diversity Leadership
• Trans-disciplinary Playgroup
• Interdisciplinary Geriatric Education
Program (I-GEP)
• Cumberland County Jail Project
• Interprofessional Clinical Rotation or
extended course experience
• Engagement in IP Team Project (Pain
Clinic)
• International (Ghana)
• SBIRT
14. SBIRT GRANT ACTIVITIES
• Curricular integration across 8 health
professions (300-500 students per year)
• Additional Training for Student Leaders
(~63 per year)
• Training for Faculty
• Training for Clinical Faculty and Field
Instructors/Preceptors
• Clinical integration during rotations
• Web-based resources (www.une.edu/SBIRT)
• Sustainability
15. Faculty Champions from 8 Programs
(We’ve gained a program since the grant started)
Champions advise the grant management team, integrate SBIRT into their
curriculum, and recruit SBIRT Student Leaders.
Program Faculty Champion Program Faculty Champion
College of Dental
Medicine
Eileen Dunfey, RDH, MS.
Elizabeth Franco, D.M.D.
Dental Hygiene Beverley Litchfield RDH, DHSc
College of Osteopathic
Medicine
Selma Holden, M.D., M.P.H, M.S.
(IP Coordinator Jen Van Deusen,
College of Pharmacy Devon Anne Sherwood, BSPharm, PharmD, BCPP
Nursing Debra Kramlich, MSN, RN, CCRN,
CNE
Occupational Therapy Jan Froehlich, M.S., OTR/L
Regi H. Robnett, Ph.D., OTR/L
Physician Assistant Amy Patrick, P.A.-C. Social Work Clay Graybeal, MSW, PhD, Craig Owens, MSW, LCSW
Health, Wellness and Occupational Studies Bethany Fortier, M.P.H.
STATEMENT OF INTENT: Substance use issues play a key role in the health of individuals
and communities, and we believe that intervention can occur in even the briefest
encounter with a sensitive, caring, and professional health care provider.
16. Today’s Agenda
1. IPE at UNE
2. SBIRT and the School of
Social Work
3. SBIRT Student Leader
Program
4. Questions/Comments
21. Today’s Agenda
1. IPE at UNE
2. SBIRT and the School of
Social Work
3. SBIRT Student Leader
Program
4. Questions/Comments
22. Faculty Trainers from 4 Programs
Trainers are responsible for the SBIRT Student Leader Program which includes:
• Additional SBIRT material
• Motivational Interviewing
• Leadership
Program Faculty Trainer
College of Pharmacy Devon Anne Sherwood, BSPharm, PharmD,
BCPP
Occupational Therapy Regi H. Robnett, Ph.D., OTR/L
Social Work ClayGraybeal,Ph.D.,M.S.W. (SBIRTGrantPI)
Health, Wellness and Occupational Studies
(Undergraduate)
Bethany Fortier, M.P.H.
28. University of New England
716 Stevens Avenue
326/7 Hersey Hall, Portland Campus
207/221-4491
sbirt@une.edu Twitter: @UNESBIRT
ipec@une.edu
Keep in Touch!
@UNEIPE or @IPE4all
Interprofessional
Education Collaborative
Editor's Notes
Thanks to JBS for asking us, who we are, year three, staff of two, plus graduate assistants
Brian’s suggested topic areas
Shelley Cohen Konrad, Ph.D., and Associate Professor in the School of Social Work has worked for 10 years at UNE to affect culture change among the health professions at UNE, paving the way for a wide variety of interprofessional innovation and impact.
Kris Hall is the Program Manager for the University of New England Center of Excellence in Interprofessional Education. She oversees the weekly IPE event series on campus, and the Student-Led Mini-Grant program. Kris is an MFA graduate of Maine College of Art and the Skowhegan School of Painting and Sculpture. She brings over 20 years of intensive teamwork in higher education and professional theatre to her work at the Collaborative.
University of New England is a private institution that was founded in 1831. It has a total enrollment of 8000 students, half of which are studying for a health professions career of some kind. University of New England's ranking in the 2018 edition of Best Colleges is Regional Universities North, 78. Its tuition and fees are $36,530 (2017-18).
Health Professions trained at UNE
IP Is
Competencies and culture
Brian’s suggested topic areas
IPE opportunities on campus
IPE opportunities on campus
KH
Our students are beset on all sides with expectations for their future practice. Accreditation Standards. New ACA payment policies. As many as 210,000 people per year dying from medical error in the United States.
Our challenge as interprofessional educators at UNE (where there are 13 health professions programs) is not to add to their burden, but rather inspire confidence in student’s ability to rely on each other to achieve excellent patient care, thereby making some of the other expectations easier to achieve.
There are various ways to “do” interprofessional - and it is important to do it in a supervised setting before attempting it in the ”real” world, since our students are by and large much more IPE ready than their preceptors or rotation environments may be. In the educational setting, we can conduct case-based learning, simulated clinical environments, and interactive role playing. Some institutions have student led clinics, where IP is part of the infrastructure. Most formal clinical rotation requirements are not purposely interprofessional, and unless the experience is deliberately crafted to be so… With this program we seek to provide a bridge from the classroom to the clinic and create collaboration ready health professionals who have grant seeking experience, have crafted their own teams toward their own objectives, have incorporated service learning, cultural humility and the arts in their scope of practice, have been accountable to themselves, their patients/clients and us, and have presented their finished work at a conference, or conference-like forum.
Relationship between gathering evidence and clinical practice – not just one or the other, but a continuum.
Student-Led Mini-Grant program provides modest funding for IP research and scholarship. Our goal is to develop collaboration-ready health professionals who have practiced successful teamwork, leadership and hands-on problem solving as part of their education. These grants fund interprofessional scholarship and research conceived and carried out by students with faculty mentorship.
Methods: The presenters will provide the application and marketing materials to enable other institutions to develop their own Student-Led Mini-Grant program. Successful grants are widely varied in their approach and outcomes, presenters will discuss the challenges and opportunities that a small investment in IPE interest generated. Grant recipients share their perspectives on IPE as a result of developing and leading their own research and scholarship efforts.
Results: Knowledge gained from the projects completed so far has led students and faculty to consider varied approaches to IP education and practice. Whether interviewing pain patients with an eye toward utilizing the power of their stories to help others, or providing physical therapy intervention at a Medically Oriented Gym for diabetes patients, students, faculty and clients are actively learning about, from, and with each other.
Implications: Small-scale, hands-on experiences such as these help to create an IP leadership ethic among students that they will carry with them in addition to expertise in their field, making them dynamic members of their future teams. The discipline and organization necessary to apply for and execute a grant, the reassurance of faculty mentorship while providing a valuable community service are a powerful educational combination.
Journal of Interprofessional Education & Practice
Volume 6, March 2017, Pages 49-54
The interprofessional team immersion (IPTI) is a developmental, longitudinal, and sustainable curricular resource that was designed in response to student requests for small, interactive, cross-professional learning experiences. Learning objectives are aligned with behaviors as identified in the Core Competencies for Interprofessional Practice and aim to increase students' understanding of each other's roles and responsibilities, to apply teamwork principles, to refine communication skills for contextualized person-centered practice, and to utilize knowledge in the presentation of a collective project. Instructional formats include a team-building exercise, case-based learning, and simulation. Pre- and post-session evaluation measured students' attitudinal and behavioral changes. Rapid cycle program evaluation used student feedback to continuously improve the quality of the learning experience. Overall students 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. Program evaluation feedback reinforced the efficacy of small group, interactive learning and full faculty engagement in IPE learning activities. Both a successful and sustainable shared learning activity, IPTI offers generalizable content, instructional approaches, and assessment strategies for other institutions seeking transformative team-based learning experiences.
Various activities and Honors Distinction – all of these are available to SBIRT Student Leaders
SBIRT Training Grant
Key Grant Activities, some not completed during the year with 34% budget cut, sustainability reinforced by curricular integration.
Cover the programs included, subsequently added, and statement of intent, as informed by IPE Culture
Brian’s suggested topic areas
Dental Hygiene Clinic!
Brian’s suggested topic areas
Brian’s suggested topic areas
Students are accustomed to and looking for extracurricular because of IPEC, we know the best times to schedule, and the kind of programming that appeals to them. We always find a way to provide food.