Interprofessional Leadership Fellows

The Interprofessional Leadership (IPL) Fellows program gives faculty members  from all three U-M campuses the opportunity to develop their interprofessional education and leadership capacity. The 18-month IPL program enables faculty to learn from and work with academic and practice leaders at the university and national levels.

Background on IPL Fellows

IPL Projects From the Third Cohort:

  • Team Apollo: introduction module for undergraduate and graduate students on interprofessional communication.
  • Team Move: pilot interaction with pharmacy and kinesiology students, using available evidence to inform effective teamwork and team-based practices about the impact of movement on chronic disease management (incorporating patient cases).
  • IPE Fab Five: increasing first-year health science undergraduates’ awareness and perception of IPE/IPC, with pre-test, online module, facilitated discussion, critical response papers, and post-test.
  • Team COHSE: revising and delivering an occupational health and safety course for U-M graduate students in occupational health (i.e., occupational epidemiology, industrial hygiene, industrial and occupational engineering, and occupational health nursing), and testing its effectiveness in enhancing student skills in interprofessional collaborative practice.
  • Team Lemonade Stand: introduction to IPE and each health discipline, with pre-test, online discussion forum, and a simulation experience with standardized patients.

IPL Projects From the Second Cohort:

  • TeamKIND: a simulation-based learning experience (SBLE), to provide multidisciplinary learners with a “Day in the Life” experience around a family with a child with autism. The students will pilot the SBLE and provide feedback for further development and use for in IPE.
  • A Teams and Teamwork: a foundational interprofessional experience focused on teams and teamwork. Students complete an online reading/self-assessment used to create interprofessional teams; they then work together in two different teams around short vignette-based discussions and explore strategies for resolving conflict. Reflection and assessment regarding teamwork follow.
  • Carpe Simul: a patient-care simulation around chronic disease management. Students contextualize and integrate population health in health care delivery services, apply relationship values and principles of team dynamics to perform effectively in different team roles, differentiate between roles/responsibilities of professionals, and create a patient-centered care plan for a person with diabetes.
  • Assessment: using a “distiller” systematic review tool for looking at published literature to address the research question: “What qualitative assessment tools can faculty use to evaluate IPEC competencies in the interprofessional education training of their health professional students?”

IPL Projects From the First Cohort:

  •  The Service Learning Assessment Team: an IPE activity for students across the health professions to work together around service learning projects (such as nutritional and home safety assessments of older and disabled adults in their homes), and along the way increase appreciation for and proficiency in teamwork and communication. Additionally, there’s a structure for faculty to assess how the students doing the activity together gain IPE competencies, compared with students just engaging in coursework around the activity.
  • The Free-Clinic Team: partnering with the U-M student-run free clinic, for a new course in which students can gain effectiveness working on interprofessional teams. Multiple potential benefits include supporting and improving patient care, addressing a gap within health science curricula, connecting clinic experiences with a semester-long seminar course, and identifying a survey assessment tool for students involved in the course.
  • The MSim Team: developed, implemented, and measured an acute care immersion simulation experience for U-M’s Team-Based Clinical Decision Making Course. Benefits include enhancing the experience of IPE learning teams and adding to the body of knowledge for IPE cases and assessments for clinical simulation.
  • Course Adapter Team: the IPE Course Adapter Toolkit assists U-M instructors in converting existing courses to IPE. The toolbox is designed to mirror the IPE process of exposure, immersion, and mastery by providing relevant resources and information in a stepwise structure to instructors in the course conversion process.

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