Interprofessional Education

Student Experience Timeline

Tier Key:

• Tier 1 Foundational: What is IPE? How does it work in health care systems? Why is it important?
• Tier 2 Simulated Patient Care: Teamwork in a classroom using simulated patient cases (e.g. Team-based, case-based discussions)
• Tier 3 Indirect Patient Care: Clinically reason together about real patient care in a classroom setting; independent review of data in preparation for class
• Tier 4 Direct Patient Care: Co-interview and examine patients together; clinically reason together; co-create, implement, and follow up on patient care plans

Playing a Critical Role in the Pharmacy Student Experience

The inclusion of IPE in national and ACPHS domains highlights its critical role in the pharmacy student experience.

National ACPE accreditation requirements include team dynamics, team education and team practice. It also involves core Entrustable Professional Activities (EPAs) for new pharmacy graduates, particularly in the interprofessional team member domain. The Center for the Advancement of Pharmacy Education domains cover several areas, such as learner development, problem-solving, collaboration, advocacy, communication, self-awareness, leadership, innovation and professionalism. Moreover, the Pharmacists' Patient Care Process (PPCP) involves five essential steps: collect, assess, plan, implement, and follow up, which includes monitoring the patient's progress.

Albany College of Pharmacy and Health Sciences has laid out a strategic plan that focuses on five key areas:

• Academic Excellence
• Quality Student Experience
• People and Culture
• Engaging with Communities
• Financial Strength & Stewardship

The College also has a set of core values that guide its activities and interactions. These values include community, collaboration, respect, integrity and student-centeredness. Community involves a shared sense of purpose and identity, while collaboration breaks down silos and encourages teamwork. Respect demonstrates professional courtesy and exhibits care, concern and consideration for others. Integrity is about honesty, trust, principles, accountability and responsibility, and requires all members to behave in a way that reflects positively on themselves and the institution. Most importantly, student-centeredness involves mutual respect and positive and engaging interactions.

What are the components of the IPE Student Experience?

As per the ACPE accreditation standards, all pharmacy schools must create an IPE student experience.

• Interprofessional team dynamics – All students are expected to show their competence in interprofessional team dynamics. This includes the ability to articulate the values and ethics that underpin interprofessional practice, engage in effective interprofessional communication (e.g., conflict resolution and documentation skills), and honor their interprofessional roles and responsibilities. The didactic and Introductory Pharmacy Practice Experience (IPPE) components of the curriculum introduce, reinforce and provide opportunities for practice of interprofessional team dynamics. 跨专业团队动态的能力，然后在高级药学实践经验(APPE)实践设置中得到证明.
• Interprofessional team education -课程为学生提供跨专业的教育活动，促进合作和优质的病人护理. 这些活动帮助学生向其他医疗团队成员学习并与他们一起工作，了解他们的能力和竞争力, as well as their scope of practice. Note that some activities may involve simulations, but not all. 
• Interprofessional team practice – As competent healthcare team members, all students participate in providing direct patient care and engaging in shared therapeutic decision-making. 他们与开处方者/学生开处方者和其他医疗团队成员一起参与体验式教育活动. 这些活动包括面对面的互动，旨在提高跨专业团队的效率.

"It is a great learning experience to be able to work with medical students. Honestly, this type of interprofessional training will change the next generation of healthcare professionals. We will be more collaborative patient care providers and that is what the healthcare system needs."

"Working alongside medical student colleagues has left me with the most meaningful impression overall. I am now a firm believer that to effectively work together as healthcare professionals, we must learn together as effective students. 这肯定会影响我现在在完成这一跨专业的经历后从事药学工作的方式."

“每周与一名新的医学生合作，挑战了我们作为跨专业同事相互合作的适应能力，要弄清楚我们的专业如何在照顾同样的病人的同时“适应”彼此. Each week we had to find the best workflow with each other, and since everyone has a different style and approach, it was a bit jarring at times to figure out how we could each benefit each other and grow from one another."

"Through this process, I gained a more solidified sense of other’s roles and how we could use each other as a resource. We learned to adapt to each other’s professions and execute quality patient care within a multidisciplinary team. We improved our communication with each other, settled into a smooth workflow, and executed better patient care, and then started from scratch again with new partners the following week."

“并不是所有的轮岗都有很强的跨专业成分，或者接触到其他医疗保健专业人员或学生, but this rotation has definitely provided a wonderful interprofessional experience. 拥有IPE经验对于更好地理解与您一起工作的其他专业人员，并发现我们每个人如何像照顾患者的医疗团队一样相互配合是至关重要的."

"The interprofessional aspect of this experience had the biggest impact on me. 学习与医学生一起工作让我对医学生提供的病人护理和药学学生提供的病人护理有了更深入的了解. 了解我们角色的不同使我能够最大限度地发挥我对团队的贡献，并提出展示药学学生价值的建议. 与医学生一起工作也挑战了我如何建立以信任和相互尊重为中心的跨专业关系."

"During my experience in my inpatient internal medicine rotation, I was given the opportunity to work on an interdisciplinary team of medical students, resident physicians, 学生医师助理和医院主治医师努力为我们的病人建立最好的病人护理计划. 我对药物的关注使医学生能够关注病人的检查和身体方面的护理, allowing me to use their assessments to guide our recommendations based on the guidelines. This experience was unlike any other experience I have had during my career as a pharmacy intern."

• Acute Care Interprofessional Student Collaboration: Benefits of Medical and Pharmacy Students Working Together
• Alliance for Academic Internal Medicine PIPE Poster Presentation
• Emerging Opportunities in Experiential Education (AACP Newsletter)
• Interprofessional Education (IPE) Scaffolding (Adapted from Millers Pyramid)
• Interprofessional opioid and addiction teaching day for third-year medical and pharmacy students (Journal of Interprofessional Education & Practice)

What are the responsibilities of the committee?

 IPE Steering Committee with Albany Medical Center

C. Lynn Cabral, MD Division of Pediatric Hospital Medicine Assistant Dean for Medical Education for Years Three and Four Albany Medical College

Dr. Carol Lynn Cabral, MD, and Dr. Amanda Engle, PharmD, BCPS, co-chairs of the steering committee with Albany Medical Center.

The committee is responsible for creating an IPE program between AMC and ACPHS. Their objectives include developing, coordinating and facilitating the implementation of immersive learning experiences, cross-disciplinary curricular options, student organizations, and other innovative opportunities to promote IPE. They also provide faculty development to broaden perception, knowledge, skills, and attitudes regarding IPE.

To enhance team-building effectiveness and knowledge sharing opportunities, it is crucial to incorporate IPE core competencies in the curriculum. These competencies, identified in a nationwide report by six organizations representing health professional schools, aim to prepare students for integrated and high-quality care in the evolving healthcare system. The four IPE competency domains (e.g., values and ethics, roles and responsibilities, interprofessional communication, teams and teamwork) are defined by 38 sub-competencies that describe essential behaviors.

In addition, the committee is tasked with coordinating, monitoring and evaluating IPE-focused instructional and training opportunities. 委员会还就基础设施和增长能力方面的需求和障碍，评估非洲裔美国人-儿童健康服务社区. 他们还与其他机构的国际政治经济学项目建立合作关系，以确定和分享国际政治经济学课程的最佳实践, training, research and clinical implementation.