Courses & Opportunities

In Michigan, many children are subject to formal child abuse and neglect investigations, and those children are at high risk of subsequent maltreatment, poor school performance, foster care placement, and other adverse life outcomes. Multidisciplinary teams of students will develop tools to identify at-risk children, mitigate risks of maltreatment and removal from the home, and engage with at-risk families. Students will incorporate evidence and ideas from education, law, health sciences, public policy, social work, information, and other fields to develop innovative solutions

Firearm violence is one of the leading causes of death and disability for youth and emerging adults residing in urban settings. Students will study underlying causes of firearm violence and explore novel and innovative health sciences, public policy, and criminal justice problem solving strategies to reduce negative firearm-related outcomes, including firearm homicides, non-fatal shootings, and access to illegal firearms. Class time will be spent reviewing background information, engaging in discussions, and hearing from outside experts. Students are also expected to spend additional time outside class performing research related to the problem. At the end of the term, students will present a proposal to an expert review panel.

This is a pilot to implement and evaluate an IPE activity in one TBL recitation session in a Therapeutic course (P712). The activity will involve P3 (pharmacy students part of P712) and M4 (medical students part of the Internal Medicine residency bootcamp group). As part of the TBL process, students will be required to complete prework (a guided self-study or Microsoft PowerPoint recorded lectures) before class. During the recitation class session, students will conduct readiness assurance assessments (individual and team-based readiness assessments) to evaluate knowledge and basic application of prework material. After the readiness assessments are completed, students will work in teams to apply knowledge obtained through prework on application-based activities. Virtual patient simulation will be provided as the application-based activity during the one TBL recitation. Virtual patient simulation is a method to provide more real-life patient scenarios and critical-thinking based activities. DecisionSim tech

Content taught in the P2 pharmacy therapeutics course is aligned with that taught in the nursing therapeutics course so that the topics of drug interactions and pharmacogenomics occur within the same semesters of these courses. A case was developed where pharmacy students are provided with different information about the patient than the nursing students. Pharmacy students gather information from a patient case which they are introduced to throughout their course sessions on these topics. Nursing students gather information through a mock chart note. Students are then instructed to meet in small groups (2-3 students with at least one from each discipline) and discuss the case and identify problems they have identified related to drug interactions or pharmacogenomics and develop a general solution for resolving any identified problems. Through the interaction, each learns information about the patient that they didn’t know. It is through the dialogue between the professionals that the optimal care plan is def

Through a series of full- and breakout group discussions, attendees will discuss the link between an individual’s essential needs and health, explore and define specific actions we can take as individuals to address the problem, and identify what we can do together to influence structural changes that are needed.

This course teaches social work students to promote and support positive client health outcomes through interprofessional teamwork and communication utilizing social work values, methods, and skills in a community-based interdisciplinary student-run health clinic that includes student-practitioners from schools of medicine, nursing, pharmacology, dentistry, and social work. The course helps students understand the roles and responsibilities of each discipline on the interprofessional healthcare team, the importance of effective communication, and the role of team collaboration in clinical decision making with place-based learning in an integrated health clinic. Students identify and articulate the value and application of the unique lens of social work to other members of interprofessional teams as well as the value of other team members to their practice as they learn about, with and from other disciplines.

This service-based course explores issues of health disparities, poverty, and the medically-underserved through an inter-professional lens. The course is open to all health professions students. Students complete 20 hours of direct service to a health center or community agency and attend class discussion sessions on designated dates.
The course includes 9x2 hr didactic sessions covering discussions about IP teams, the role of SW on the team, housing insecurity, and food insecurity. In addition, all students must complete 20 hours of service in the community to expose them to individuals in an underserved population. Two class sessions are dedicated to a poverty simulation project.

Students from the 4 professions are placed into fixed interprofessional teams for full semester, where they work together to discuss patient cases. The focus is on learning about each other’s roles and responsibilities, teamwork, and interprofessional communication.

Through shadowing and/or interviewing, learners will have the opportunity to learn about, from and with a team member (ie, a staff member or provider) from another profession and/or role, as well as learn with the patient/client/family as part of the team. While this activity could be completed at any point, it is geared toward learners in early placements.