Courses & Opportunities

Healthcare delivery in low- and middle-income countries (LMICs) is influenced by a number of factors such as provider expertise, patient trust, access, financing, medication/treatment availability, policies, and evolving technologies. Some components vary from culture to culture, while others remain constant. Improvements in healthcare delivery in these countries will rely on a good understanding of the various disciplinary approaches to care and how they can vary between cultures. This course is designed to introduce students to the perspectives and challenges faced by people in disciplines and cultures that differ from their own and think critically about the effect of that understanding on their own discipline’s engagement in healthcare delivery in LMICs.

During their regularly scheduled clinical rotations at the U of M Hospital, 3rd year Dental (D3) and 4th year Pharmacy (P4) students will collaboratively interact together at least once to provide patient care. These interactions are expected to occur mainly in the Hospital Dentistry area of the hospital and most commonly will involve reconciliation of medication issues, but may also include drug information inquiries/request, patient medication education or other medication-related patient care services. D3 students can request a pharmacy consult by paging a P4. P4 students are encouraged to interact with D3 students in Hospital Dentistry even if they are not paged. Outcomes of these interactions will be monitored through pre- and post- reflections completed by the students before and after each interaction.

ICHC events serve as a model for health professional students to work together and provide health education and/or services to the community. The purpose of these events is to increase students’ experiential IPE practice opportunities, increase their understanding of working with the community and the social determinants of health, and serve the needs of the community through their learning. These events will vary in topic, participating professions, and how students engage in the event (required vs volunteer vs elective). Students participate in the following defined roles: health educator, health screener, and/or interpretor.

ICHC events serve as a model for health professional students to work together and provide health education and/or services to the community. The purpose of these events is to increase students’ experiential IPE practice opportunities, increase their understanding of working with the community and the social determinants of health, and serve the needs of the community through their learning. These events will vary in topic, participating professions, and how students engage in the event (required vs volunteer vs elective). Students participate in the following defined roles: health educator, health screener, and/or interpretor.

ICHC events serve as a model for health professional students to work together and provide health education and/or services to the community. The purpose of these events is to increase students’ experiential IPE practice opportunities, increase their understanding of working with the community and the social determinants of health, and serve the needs of the community through their learning. These events will vary in topic, participating professions, and how students engage in the event (required vs volunteer vs elective). Students participate in the following defined roles: health educator, health screener, and/or interpretor.

This module is designed by team Apollo from the third IPL cohort (2018-2019) to create a foundational module, such that by the end of the module, students from different disciplines will be able to demonstrate the knowledge necessary to function and communicate more effectively in an interprofessional team caring for a person with a complex health condition. The module is a Mixed Mode (a combination of online asynchronous and in-person/live sessions). After researching the potential barriers to effective communication across different professions and disciplines in clinical settings, the team decided to cover three sub-competencies of the IPEC communication competency to achieve the goal, as mentioned earlier.
CC3 - Express one’s knowledge and opinions to team members involved in patient care and population health improvement with confidence, clarity, and respect, working to ensure a common understanding of information, treatment, care decisions, and population health programs and policies.
CC4 - Listen acti

IPE in Action brought together over 1100 students from the 10 health sciences schools across U-M’s three campuses. The purpose of the event was to build upon the knowledge gained during the Introduction to IPE online module and allow students to experience IPE in person via a case scenario.

Failure to communicate effectively among the interprofessional team remains a primary reason for sentinel events and unsafe practice in health care settings. Crew Resource Management (CRM) is a team training program that has proven successful in improving team behaviors and patient outcomes. Integrating CRM principles into the curriculum of the interdisciplinary team may be what is needed to improve collaboration and team communication, which subsequently may improve patient safety.

Students (nursing, social work, and pharmacy) enrolled in the CRM Canvas module (self paced, virtual training focused on how to lead, how to follow, and how to better communicate during escalating patient situations) and then participated in one simulation training to practice these new skills and tools in a simulated environment.

Students are assigned to practitioners in clinical setting. Med students attend 5 sessions in first semester and dental students attend 1.

This course designed to prepare participants for clinical IPC experiences. Students will attend and participate as teams in seminars on campus and complete observational visits to 2 clinics providing IPC to underserved populations in the greater Ann Arbor area. Student teams will then provide recommendations to the clinics focused on improving the clinic’s IPC efforts. Teams will also create a poster describing their experience and recommendations for submission and presentation at HPE Day as well as present their findings to the other teams. Individual reflections following each clinic visit summarizing how each student feels they can have a more positive impact in the clinic settings they observed as well as pre- and post-course surveys and interprofessional collaborative competency attainment surveys (ICCAS) will be completed.