Contacts for IPE Core Curriculum
School of Health Professions
• Christine Baker, EdD, PT Associate Dean for Academic and Student Affairs
School of Nursing
• Trish Richard, PhD, RN, Associate Professor
Department Chair for Undergraduate Studies
John Sealy School of Medicine
• Andrew Roblyer, CHSE Director of Experiential Learning & Assessment
Physician Assistant Studies
• Veronica Marciano Assistant Professor
Graduate School of Biomedical Sciences
• Tracy Toliver-Kinsky, PhD Professor, Anesthesiology Director BBSC
• Daniel C. Jupiter, PhD Associate Professor
School of Public and Population Health
• Cara Pennel, DrPH, MPH Associate Professor Director, Public Health Program
About registrations:
• The IPE contacts (listed above) are responsible for assuring that students are registered for the IPE activities.
• IPE contacts will register students using prepared Excel registration sheets.
• Activities by months are listed on individual tabs at the bottom of the registration sheets.
• IPE Contacts will add the students’ names and emails to the registration sheets.
• Each student should be registered by: student’s last name, student’s first name, student’s UTMB email
WHAT?
The Interprofessional Education Core Curriculum program at UTMB, introduced and became mandatory in 2022, provides opportunities for students in all five schools to learn about, from and with each other. Students must engage in four of the six activities offered:
1) TeamSTEPPS® Diagnosis Improvement
2) “Engage Me” - A Series All About the Patient
3) “What’s Wrong with Warren?”
4) BaFá BaFá - A Cross Culture, Diversity and Inclusion Simulation
5) Disaster Day - Are YOU Prepared?
6) Bench 2 Bedside - A Discovery Challenge for Interprofessional Teams
WHEN?
Activities are held the second week of each month (except December) usually from 3 - 5pm unless otherwise indicated. Please find the 20242025 calendar in the centerfold of this guidebook. You’ll also find it on the utmb.edu/ipep website.
WHY?
• Interprofessional education helps prepare students to work and lead in collaborative practice teams.
• Collaborative practice helps improve health outcomes.
• Interprofessional education is required in schools’ accreditation standards.
WHERE?
Activities will be held in-person, virtually and/or a hybrid of the two depending on the activity itself. Students will find this information in the details of the email they receive.
HOW?
Students will be registered for these activities through the schools/ programs. Once registered, students will receive emails with details about the activity. Attendance will be taken and reports will be shared with the schools/programs. See page 3 for each school’s IPEP Core Curriculum contact.
WHO?
Learning the concepts and value of interprofessional education and practice at UTMB is geared towards early leaners. Each school determines who is considered early learners. Generally they are:
School of Health Professions: Entry Level/By Program
GSBS: 1st Year Students
School of Medicine: MS1 and MS2 Students/Entry Level PAS
School of Nursing: BSN Students
SPPH: Entry Level
Interprofessional Education Core Curriculum activities are facilitated and supported by faculty from all schools and also by the HEC Faculty Liaisons. HEC Faculty Liaisons collaboratively invest skills, knowledge, and experience to create, promote, implement , assess interprofessional and simulation activities in the HEC.
TeamSTEPPS® Diagnosis Improvement
Overview:
TeamSTEPPS® Diagnosis Improvement training is an evidence-based system used to prepare students and health professionals to work in effective collaborative teams to increase patient safety and health professions work satisfaction. The Agency for Healthcare Research and Quality (AHRQ) and the Department of Defense developed the program to improve communication and teamwork skills to mitigate medical errors.
OIPEP has redesigned the original TeamSTEPPS® program to maintain the fundamentals yet provide a relative, applicable approach for all schools.
TeamSTEPPS® Master Trainers lead this workshop and highlight the communication and leadership skills through engaging interactive team-building exercises.
Learning / Performance Objectives:
• Understand how a shared mental model affects team effectiveness.
• Describe the communication tools for leading teams.
• Discuss the TeamSTEPPS® framework and key principles.
• Describe four communication tools and strategies.
• Describe effective team leader skills and three tools for leading teams.
• Define situation monitoring.
• Describe techniques for facilitating situation monitoring.
• Describe five tools and strategies for facilitating mutual support.
• Identify tools for use in conflict resolution.
• Describe observable behaviors associated with effective team performance.
• Summarize barriers to teamwork; tools and strategies to overcome teamwork barriers; and potential outcomes.
• Apply TeamSTEPPS® tools and strategies to a teambuilding exercise.
Target audience / level of learner:
Early learners from JSSOM, PAS, SHP, SON, GSBS and SPPH
Agenda or program activities in sequence:
Module 1 – Introduction
Module 2 – Diagnostic Team Structure
Module 3 – Communication
Module 4 – Leadership
Module 5 – Situation Monitoring
Module 6 – Mutual Support
Module 7 – Putting It All Together
Length of activity (hours):
2 hours per session
Facilitators:
Two facilitators are needed per session. Each facilitator must be TeamSTEPPS® Master Trainer certified. Master Training is offered through the Texas IPE Consortium and the UTMB OIPEP. Check the OIPEP website for more information.
Assessment:
Students will be asked to participate in a pre/post survey for each event. Facilitators will a have a post survey to be used for program evaluation and future planning.
Resources:
• www.ahrq.gov
• www.aha.org
• All other resources for students are located in Blackboard“IPE Core Curriculum.”
“Engage Me” - A Series All About the Patient
Overview:
The “Engage Me” series consists of monthly sessions on a variety of topics designed for students to hear the voices of patients and caregivers. Students are required to participate in one but may participate in more. Some topics to be offered are:
• Alzheimer’ s
• Disparities in LGBTQ+ Healthcare
• Diabetes
• Migraines
• Disabilities/ADA
• Epilepsy
• PTSD
• Hospice
• Fentanyl Poisoning
• Cluster Headaches
Learning / Performance Objectives:
Each topic will have its objectives specific to the topic. The overarching objectives are:
• Place interests of patients and populations at the center of interprofessional health care delivery and population health programs and policies, with the goal of promoting health and health equity across the life span.
• Explore contemporary issues for persons and populations affected by healthcare concerns.
• Reflect on the population’s personal stories and apply to healthcare professional roles and responsibilities.
• Embrace the cultural diversity and individual differences that characterize patients, populations, and the health team.
Target audience / level of learner:
Early learners from JSSOM, PAS, SHP, SON, GSBS and SPPH
Agenda or program activities in sequence:
In general, each topic will include an expert panel with a Q&A followed by a topic focused case study, if time allows. Students will then have the opportunity to hear the stories of patients and/or caregivers relating their personal experiences.
Length of activity (hours):
Two hours per event
Facilitators:
These sessions are self-facilitating utilizing staff, panelists, students and patients/caregivers. During the case study students select from their breakout group a discussion facilitator, timekeeper, note taker and reporter.
Assessment:
Students will be asked to participate in a pre/post survey for each event. Facilitators will a have a post survey to be used for program evaluation and future planning.
Resources:
All resources for students are located in Blackboard“IPE Core Curriculum.”
“What’s Wrong With Warren?”
Overview:
This large scale case study (typically an in-person session but has also been proven to be effective virtually) allows students from all departments to examine the roles and responsibilities in the care of a fictitious patient who undergoes care in three phases - acute, community response and rehabilitation. Students meet in interprofessional teams to work through the case and determine their roles and those of other professionals in the case. The event culminates with an all-school debrief.
Learning / Performance Objectives:
• Define student’s own role on a healthcare team.
• Understand the roles of other health professionals, patients, and caregivers on a healthcare team.
• Investigate ways collaborative teamwork can improve patient outcomes.
• Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patients and populations served.
Specific Roles/Responsibilities Competencies:
• Communicate one’s roles and responsibilities clearly to patients, families, and other professionals.
• Recognize one’s limitations in skills, knowledge, and abilities.
• Engage diverse healthcare professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet specific patient care needs.
• Explain the roles and responsibilities of other care providers and how the team works together to provide care. Use the full scope of knowledge, skills, and abilities of available health professionals and healthcare workers to provide care that is safe, timely, efficient, effective, and equitable.
• Communicate with team members to clarify each member’s responsibility in executing components of a treatment plan or public health intervention.
• Forge interdependent relationships with other professions to improve care and advance learning.
Target audience / level of learner:
Early learners from JSSOM, PAS, SON, SHP, GSBS and SPPH.
Agenda or program activities in sequence:
• Overview of “What’s Wrong with Warren?”
• Defining interprofessional education and interprofessional collaborative practice
• Large group instruction
• Interprofessional team discussion
• Debrief
Length of activity (hours):
Three hours per event
Facilitators:
Facilitators are faculty members recruited from each of the schools.
Assessment:
Students will be asked to participate in a pre/post survey for each event. Facilitators will a have a post survey to be used for program evaluation and future planning.
Resources:
All resources for students are located in Blackboard“IPE Core Curriculum.”
Overview:
BaFá BaFá - A Cross Culture - Diversity - Inclusion Simulation is a cultural simulation in which participants come to understand the powerful effects that culture plays in every person’ s life by experiencing it themselves.
Learning / Performance Objectives:
Students from different health professions will:
• Gain mindfulness of how cultural differences can affect the behavior of others.
• Identify ways in which stereotypes are developed, barriers created, and misunderstandings magnified.
• Discuss the ways cultural, physical, and racial differences affect others, themselves and their futures.
Target audience / level of learner:
Early learners from JSSOM, PAS, SHP, SON, GSBS and SPPH
Agenda or program activities in sequence:
Phase I: Introduction and Rules
• Registration/Pre-evaluation
• Introduction
• Divide into two groups
• Learn rules and practice culture
Phase II: Simulation
• Observations and report out
• Visitation and report out
Phase III: Debrief/Reflections
• Debrief and Post-evaluation Instructions
Length of activity (hours):
Two hours per event
Facilitators:
Two facilitators are needed for this activity. Facilitators will be recruited from faculty of all schools. Facilitators will participate in two hour training.
Assessment:
The assessment will include a pre-evaluation, a postevaluation, which will evaluate participant’s reactions, learning, behavior, and results.
Resources:
• www.simulationtraining.com
• All other resources for faculty and students are located in Blackboard“IPE Core Curriculum.”
Disaster Day! - Are YOU Prepared?
Overview:
Disaster Day is an interprofessional simulated mass casualty exercise to provide training for students and first responders in community emergency preparedness. Disaster Day is a student-led, large-scale simulation day that helps students learn to handle potentially catastrophic events, practice skills they have learned in school, and fosters interprofessional teamwork towards the common goal of helping the community.
Learning / Performance Objectives:
Students from different health professions will:
• Gain experience working a mass casualty incident at UTMB.
• Community Partners
• Students
• Identify opportunities for improvement within an interagency response framework.
• Evaluate Disaster Day efficacy as a learning tool.
• Managing ethical dilemmas
• Understanding your own limitations
• Improving communication skills
• Working within an interprofessional team
Target audience / level of learner:
Early learners from JSSOM, PAS, SHP, SON, GSBS and SPPH
Agenda or program activities in sequence:
Prior to event
• Case Writing Club (if necessary) Day of event
• Arrival for event staff & moulage Group
• Arrival for simulated patients
• Arrival for first responders & facilitators
• Orientation & safety briefing
• Participants move to designated locations
• Safety check on entry into building(s)
• Start of drill
• Drill concludes
• Debrief
• Debrief ends, final clean up and post-evaluation
Length of activity (hours):
Three to four hours per event
Facilitators:
Several facilitators are needed for this activity to manage the various roles and responsibilities. Facilitators will be recruited from faculty of all schools.
Assessment:
The assessment will include a post-evaluation, which will evaluate participant’s reactions, learning, behavior, and results.
Resources:
• https://archive.ahrq.gov/prep/
• All other resources for faculty and students are located in Blackboard“IPE Core Curriculum.”
Bench 2 Bedside - A Discovery Challenge for Interprofessional Teams
Overview:
Translational research bridges the gap between basic science and clinical practice. The “Bench 2 Bedside Discovery Challenge” is an interprofessional education activity which brings together basic science researchers and healthcare professional to collaboration a clinically relevant topic in need of basic science research. In this exercise, students will 1) complete a team-based learning activity, 2) discuss directions for future study and 3) design a study to address the unknown related to the topic.
Learning / Performance Objectives:
Students from different health professions will:
• Engage with students of other professions and disciplines to explore how unique backgrounds can contribute to a comprehensive understanding of the topic.
• Gain the experience of working in an interdisciplinary team and collaborating across professions to generate innovative solutions for preventing the topic.
• Understand how each discipline contributes to the broader goal of improving patient outcomes.
• Learn to manage ethical dilemmas commonly encountered by scientists and healthcare professionals in bridging the gap between theoretical knowledge and real-world patient care.
• Learn basic steps of conducting scientific experiments.
Target audience / level of learner:
Early learners from JSSOM, PAS, SHP, SON, GSBS and SPPH
Agenda or program activities in sequence:
• Check-in and role assignment
• Welcome, introductions and attendance 1
• Research design and overview of the problem
• Phase 1 – Role assignments
• Phase 2 – Research question
• Phase 3 – Study design and ethical considerations
• Phase 4 – Presentations
• Phase 5 – Team debrief
• Closing remarks, completion of post-session assessment and attendance 2
Length of activity (hours):
Two hours per event
Facilitators:
One session facilitator and one facilitator for each table of eight students are needed for this activity. Facilitators will be recruited from faculty of all schools.
Assessment:
The assessment will include a pre-evaluation, a postevaluation, which will evaluate participant’s reactions, learning, behavior, and results.
Resources:
• All other resources for faculty and students are located in Blackboard“IPE Core Curriculum.”
UTMB Mission
UTMB's mission is to improve health for the people of Texas and around the world by offering innovative education and training, pursuing cutting-edge research, and providing the highest quality patient care.
UTMB Vision
We work together to work wonders as we define the future of health care and strive to be the best in all our endeavors.
IPEP Mission
Together, we prepare students to excel as team members to advance health.
IPEP Vision
To be at the forefront of innovative interprofessional education for future generations of healthcare providers leading to excellent health outcomes.
Consensus Terminology and Definitions
Term
Interprofessional Education
Interprofessional Collaborative Practice
“When students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes.”
“When multiple health workers from different professional backgrounds work together with patients, families, careers, and communities to deliver the highest quality of care.”
WHO
WHO
Interprofessional Teamwork
“The levels of cooperation, coordination and collaboration characterizing the relationships between professions in delivering patient-centered care.”
IPEC
World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. World Health Organization. https://apps.who.int/iris/ handle/10665/70185
Interprofessional Education Collaborative. (2016).Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC:Interprofessional Education Collaborative.