June Sadowsky, DDS, MPH

Donna Warren Morris, RDH, MEd

3:00-3:15 3:15-4:00

4:00-4:10 4:10-4:55

4:55-5:10 5:10-5:20 5:20-6:00

Introductions Best Practices of IPE

Principles of IPE

Environment Building

Team Building

Assessing IPE Break HGEC

Overview

Showcase of HGEC Competitions

Group Activity Break Group Reports and

Wrap-up

Discuss the advantages of InterProfessional Education in improving patient health and community health and student learning.

Identify barriers and outline strategies for creating IPE learning experiences for students.

Identify other professions or disciplines that could collaborate with dental and allied dental students.

Construct case studies or scenarios which permit students/faculty to participate in IPE.

Identify best practices for designing and assessing IPE learning experiences.

IOM (1999) To Err is Human IOM (2001) Crossing the Quality Chasm IOM (2003) Who Will Keep the Public Healthy? IOM (2003) Health Professions Education: A

Bridge to Quality IOM (2004) Improving Medical Education:

Enhancing the Behavioral and Social Science Content of Medical School Curricula

Office of Minority Health(2008): Report on a strategic framework for eliminating ethnic health disparities and improving health for minorities http://www.omhrc.gov

According the this report, there are

substantial shortcomings among all the

health professions in understanding and

communicating with patients. It states

that HPs must be educated differently,

with active efforts to break down

traditional training in silos …so HPs

understand what other HPs have to offer

in order to provide the best for patients.

Additional opportunities for funding or

scholarship.

Fosters synergy among disciplines.

Improves quality of learning.

Improves quality of teaching.

Professional development.

Interprofessional generally refers to health professionals not others such as Native Healers, acupuncturists, etc.

Multi-professional refers to students brought together in parallel learning environments.

Uni-professional is best for learning discipline based content.

Which meets your needs and goals best?

―Professionals

cooperatively working together;

sharing responsibility for solving problems;

making decisions to formulate and carry out

plans for patient care‖

*Baggs and Schmidt 1988

Do not confuse teaching content with

learning collaboratively. Otherwise

students are only learning in parallel.

They must learn ―how to work with one

another‖ for collaboration.

Learning strategies must be carefully

planned to facilitate these goals.

What will necessitate collaboration?

Consult with other HPs for their expertise.

Work in partnership with other HPs.

Recognize the role and expertise of other

HPs.

Improved patient care.

Improved efficiency and cost of patient care.

Enhanced professionalism.

Patient and professional satisfaction.

*Petri 2010

HPs have a responsibility for lifelong learning.

HPs have responsibility and accountability for their own actions.

HPs can learn from, respect and trust persons from other disciplines.

HPs personal identities are strengthened by collegiality, sharing and diversity.

Share these with students

Solutions should be problem-focused

related to patient care

Community building is a basic human

need.

Social justice is at the root of every health

profession.

Justice and Fairness

We value justice and support the fair and

equitable distribution of healthcare

resources. We believe all people should

have access to high-quality, affordable

oral healthcare.

SECTION 4 — Principle: Justice ("fairness") The dentist has a duty to treat people fairly.

This principle expresses the concept that professionals have a duty to be fair in their dealings with patients, colleagues and society. Under this principle, the dentist's primary obligations include dealing with people justly and delivering dental care without prejudice. In its broadest sense, this principle expresses the concept that the dental profession should actively seek allies throughout society on specific activities that will help improve access to care for all.

Core faculty must assume a leadership role and initiate IPE

Begin within own school

DDS and DH

DH and DA

DDS and Residents

Nursing is usually receptive to collaboration. OT, PT, Pharmacy, SW, MD, Law, Opt, etc.

Seek buy-in from other faculty in other disciplines/professions

Plan small manageable strategies first

Case study competitions with teams of

DH/DDS, DA/DH, DDS/MD, DH/Nur

Grand Rounds with case presentations

Community service or service learning

Branch out and expand after success is

achieved!

Publish and make your program known!

Get administrative support to expand

Begins and is taught with effective role modeling and mentoring by faculty and other professionals.

Problem is that few if any models exist! You may have to create your own.

Faculty must be educated for IPE too!

Can occur in the community, classroom and/or clinical settings.

Can include service, research and education.

Internal and external drivers needed ID your overall goal ID opportunities in the current learning

context ID Barriers/difficulties Id Key players Define specific objectives Select teaching/learning strategies Select methods of evaluation Plan for sustainability

Students must develop positive attitudes and this occurs when they feel safe to express their opinions.

Sometimes they may need to deal with hierarchy, role blurring, leadership, communication and respect issues. Discuss these issues upfront by giving them examples to discuss as a group. Hostility can result if each profession is not given equal status. State this explicitly.

Sometimes ―higher‖ status students do not feel they should be learning with ―lower‖ status students: MD with nursing, DDS with DH, DH with DA…

*Iliadi 2010

Working toward a common goal can encourage a cooperative atmosphere.

Authorities should support with positive expectations expressed to the group.

They must be given time to reflect on their role within the team. Structure this with reflection!

Blogging or journaling are ideal methods. How the experience changed them

How they used their expertise

How they better understand themselves/other disciplines

Learning theory stresses the motivational

importance of the gap between what a

person knows and what they think they

need to know.

Unfamiliar contexts create constructive

disjuncture (gap).

Promotes collaboration

IPE is viewed more favorably when it deals with authentic situations or problems that the student will deal with in their current or future practice. (Solomon 2010)

Better received when experienced early in education. Receptiveness diminishes over time. (Iliadi 2010)

Needs to be core experiences Not add-ons

Elective may not be seen as important Poorly planned IPE can affect future IP

interactions. Plan well. Better to start small.

IPE teams work best when Learning situations have a common focus.

Pediatric/Elder Abuse recognition

Geriatric issues

Problem-based challenges

Members are equally committed and involved. Disciplines unite to working for common outcomes

sharing the ―power‖. Members are equally accountable for outcomes. *Petri 2010

Hierarchy

Lack of time

Lack of info sharing

Inconsistency in

leadership

Defensiveness

Conventional thinking

Communication

styles

Conflict

No coordination or

follow-up

Distractions

Fatigue

Workload

Lack of role clarity

*AHRQ’s TeamSTEPPS

Formative vs. Summative

Individual vs. Group

Process vs. Outcome

Self vs. Peer vs. Instructor vs. 3rd party

Project can be broken into different

phases with points/grades appropriated

for each.

Rubrics help to define performance and

give feedback to students.

And/Or the final project can be assessed.

If a grade must be given…

Consider

Learning Contracts

Incorporating multiple measures mentioned in

previous slide

Impact of P/F vs. a grade—students do not

see it as important

Reflection

Process of giving meaning to an experience in

terms of ―self‖

Allows the student to think about the

experience and translate it to practical

experience and identify what they have

learned.

Enhances decision making through learning

from successes and failures.

Content Reflection What to you think is going on with this case?

Process Reflection

What makes you think Mrs. Jones is a victim of abuse? Content Reflection

What are some other possibilities? Critical Reflections

What would happen if you are wrong and report?...if you are correct and do nothing?

Process Reflection How do you feel about working with the elderly?

...reporting abuse?

Structure the assessment and use guided discourse.

Give credit for self-reflection.

Do at least twice to self assess learning or group process.

Example: What is your role in the group? How does this

compare/contrast with others in the group? What has been the most difficult aspect of this learning experience for you and how have you deal with it?

Overview and Showcase of Competitions

Overview of HGEC

What it is

Who it is

Grant

Competitions (4)

How we plan them (who plans—emphasize IT

and admin support)

Description of each with video clip of 1 or 2

▪ Show our IP case (link to Design a Case)

A Collaboration

Sharon Ostwald &

Nancy Bergstrom

Is one of the Geriatric Education Centers in the United States funded through the Health Resources and Services Administration of the U.S. Department of Health and Human Services Grant no. D31HP08828

Network of over 50 GEC’s nationwide $500,000 Award and three year funding Continued funding based on progress of

objectives

WHAT IS THE GEC?

Network -50 GEC’s

$500,000 -3 year

award

HRSA funded

Continued funding

based on progress

of objectives

EDUCATE /IMPROVE TRAINING IN GERIATRICS

Health

Professionals of all

types

Residencies

Fellowships in all

disciplines

Traineeships

CURRICULA includes Vulnerability

Elder Mistreatment

Elderly health problems

GEC FACULTY Supported in their training in

GERIATRICS

Develop and disseminate interprofessionally

CONTINUING EDUCATION TO:

Geriatric providers

Professionals

Lay

SYMPOSIA ON: Disaster education

Educational events

CLINICAL TRAINING for Students

Professionals

SITES include ▪ Disease Hospitals –

chronic and acute

▪ Nursing Homes

▪ Ambulatory Care Centers

▪ Senior Centers

The overreaching goal of the HGEC is to address for all vulnerable older adults, particularly those in medically underserved communities issues of: Safety, medical care, economic and social support,

and disaster preparedness. In the areas of humanistic perspectives on

vulnerability and in the recognition and intervention of elder mistreatment the HGEC will : Increase community organization

Sensitize health care teams through its multi-tiered interdisciplinary curriculum structure designed to meet the needs of health care faculty, trainees, students, practicing professionals, and community volunteers.

Carmel Dyer, MD

Roy M. & Phyllis Gough Huffington Chair in

Gerontology & Chair of the Division of

Geriatric Medicine at UT– Medical School

Sharon Ostwald, RN, MS, PHD

Theodore J. and Mary E. Trumble Professor in

Aging Research & Isla Carroll Turner Chair in

Gerontological Nursing

Dental Branch

June Sadowsky, DDS, MPH

Donna Warren-Morris, RDH, MEd.

School of Nursing

Vaunette Fay, RN, GNP, PhD

School of Public Health

Jacquelyn Slomka, BSN, MA, PhD

School of Health Information Sciences

Irme Willcockson, PhD, Biomedical Science

University of Houston

College of Pharmacy

Graduate College of Social Work

Texas Woman’s University

School of Occupational Therapy

School of Physical Therapy

Principles of Interdisciplinary Collaboration (Develop public policies)

Humanistic Perspectives on the Aspects

of Vulnerability (Limits of care)

Detection, Intervention and Prevention of

Elder Mistreatment

The Caregiver (Most abuse potential)

Assessment and Intervention in Home Life (Risk factors)

Disaster Issues for the Elderly

Health Literacy (Understanding- culture)

Legal and Ethical Aspects of Safer

Communities (Effectiveness)

Content Modalities

Classroom

Web-based

On-site experiential learning

Gerontological Professionals Faculty

Residents/Fellows (Dental ▫ Pharmacy ▫ Social Work ▫ Public Health)

Doctoral & Masters Nurse Practitioners/Apprentice

Therapists

Students in all Disciplines

Community Partners Ombudsmen ▫ Elder Attorneys ▫ Caregivers ▫

Police/EMT’s ▫ County and State entities

A unique feature of this educational experience is the interdisciplinary team competition involving students from disciplines of medicine, nursing, social work, pharmacy, physical therapy, public health, occupational therapy, dentistry, dental hygiene, optometry, health informatics and law. In order to prepare for the team competition, participants will be provided with 24 hours of comprehensive interactive, experiential, didactic, face-to-face, and online education.

Teams present their assessments and recommendations

before a live audience.

Interdisciplinary faculty and community partners are judges.

Scores are given based on the comprehensive assessment

of and approach to the problem, innovativeness, feasibility,

team work, and their overall presentation.

All team members receive

geriatric assessment book and

skill cards and an engraved

medallion.

Winning team is presented with a

gift card to the local bookstore.

Reception honoring all of the

participants.

The University of Texas Houston Health Science Center 2008 HGEC Interdisciplinary Team Competition The purpose of the Houston Geriatric Education Center (HGEC) Interdisciplinary Team Competition is to challenge the ability of students from different disciplines to work together to evaluate, diagnose and prevent or treat complex elder mistreatment issues; enhance students’ knowledge about other health sciences disciplines; and encourage an interdisciplinary approach to health care. The competition consists of two interdisciplinary teams of students who compete for awards of excellence by responding to the case developed and judged by faculty. Once the teams have been formed and the case has been given to the teams, no changes to the team membership can be made. Thus, participation on a team requires a commitment to be a responsible member of a team who will do his/her part to ensure that the goals of the team are established and met and participate fully in team meetings and the preparation of tasks designated by the team. By signing this Statement of Commitment, I acknowledge my responsibilities as a team member and attest that I have read and understand the Competition Guidelines and agree to abide by the Guidelines and any other rules that are established by my team for participation. ____________________________________ ________________________ Signature Date

Adapted from the Health Care Team Competition Evaluation

Prepared by the Office of Academic Affairs, Linda Brannon, AVP

Photo- Rhonda Moran

In Elder Abuse and Neglect

1. Describe principles of interdisciplinary work including methods, benefits, and barriers. 2. Identify assessment tools and recognize the purpose of these tools in a Comprehensive Geriatric Assessment (CGA). 3. Identify community agencies that promote safety. 4. Explain the methods for forming a medical-agency collaboration including both benefits and barriers. 5. Analyze the historical development of public policies toward poor/vulnerable elders. 6. Verbalize experiential knowledge related to literary and artistic dimensions. 7. Recognize, evaluate, and discriminate between evidence-based risk factors for elder abuse, neglect, and self-neglect. 8. Identify and specify screening tools and their purposes. 9. Define and utilize interventions including Adult Protective Services, Ombudsman,

and Multidimensional geriatric intervention 10. Recognize and relate reversible geriatric syndrome 11. Develop and integrate an interdisciplinary approach to elder mistreatment 12. Summarize risk factors for abuse in family and institutional settings 13. Evaluate family caregivers as potential abusers. 14. Assess and intervene in elder mistreatment cases

ON LINE Pre-Test View Elder Abuse

Video Watch TEAM Institute

House Call Video Online Case Studies 1-

5 READING Community

Approaches to Elder Abuse

ACTIVITIES Adult Protective

Services (APS) Ride Along

Texas Elder Abuse & Mistreatment (TEAM) Institute Home Visit

Interdisciplinary Team Competition

At orientation, students were shown the

website and directed to complete the

online assignments individually.

Groups were formed and allowed to meet

and decide leadership and plan for

collaboration.

Students were given a ―passport‖ designed to help them navigate the HGEC website activities that prepared them for the competition.

On the website, were quizzes, questions to help focus on important information, and general information about the course and competition.

5 online cases related to elder abuse featured authentic APS. cases

At the competition, groups were given the following case description and shown the picture of the lady’s living conditions and allowed to question the experts. Round two was their plan for addressing the case.

The patient is a 78 year-old

woman, who was forcibly removed from her home by Adult Protective Services yesterday for living in squalor. She admits to hypothyroidism and cigarette smoking. She takes hydrocodone and levothyroxine. She states that she saw her physician about three weeks ago. She lives with a former employee of her deceased husband who buys her groceries and prepares her meals.

What further information would

you need to address the issues raised by this case?

ROUND ONE

Points Possible

Function as an Interdisciplinary Team 15 Use of Time Management Skills 10 Knowledge of Topic 10 Systematic Plan for Gathering Data 20 Evidence of Critical Thinking 15 Relevance of Questions 20 Professional Conduct 10

Total 100

ROUND TWO

Possible Points

Function as an Interdisciplinary Team 15

Use of Time Management Skills 10 Process Information 10 Systematic Approach to Plan 15 Realistic Recommendations for Addressing Issues 15 Completeness of answer 15 Creativity and Innovative Approach to Problem 10 Presentation Skills 10 Total 100

Elder Mistreatment With an Emphasis on

Disaster Preparedness for the Elderly

Upon completion of this course the student will be able to: Describe principles of interdisciplinary work including methods, benefits, and

barriers. Identify assessment tools and recognize the purpose of these tools in a

Comprehensive Geriatric Assessment (CGA). Identify community agencies that promote safety. Explain the methods for forming a medical-agency collaboration including both

benefits and barriers. Analyze the historical development of public policies toward poor/vulnerable

elders. Verbalize experiential knowledge related to literary and artistic dimensions. Recognize, evaluate, and discriminate between evidence-based risk factors for

elder abuse, neglect, and self-neglect. Identify and specify screening tools and their purposes. Define and utilize interventions including Adult Protective Services, Ombudsman,

and Multidimensional geriatric intervention Recognize and relate reversible geriatric syndrome Develop and integrate an interdisciplinary approach to elder mistreatment Summarize risk factors for abuse in family and institutional settings Evaluate family caregivers as potential abusers. Assess and intervene in elder mistreatment cases Identify needs of elderly for disaster preparedness Evaluate disaster preparedness plans for the elderly

ONLINE View Elder Abuse Video Knowledge Pre/Post-test Interdisciplinary Team Training Brown Bag or Video Video of Interview with Priest after Katrina Video of Physicians’ Response to Katrina Online Case Studies 1-5 READING Materials as provided (handouts and website) Generations Disaster Preparedness Resources Doorway Thoughts: Cross-Cultural Health Care ACTIVITIES Field Work Interdisciplinary Team Competition

Students worked in groups who

conducted interviews of elder survivors of

Hurricane IKE living in an assisted elder

community in Houston.

The groups were to design a disaster

preparedness plan for the city to adopt for

use. City officials were actual judges at

the competition. Policies were adopted

relative to the student plans!!!!

Faculty from each school represented in the HGEC will serve as judges for the Competition. Possible Points

Function as an Interdisciplinary Team 30 Comprehensive Health Assessment of the Problem(s) 15 Realistic Recommendations for Addressing Problem(s) 15 Comprehensive Recommended Solution 15 Creativity and Innovative Approach to Problem 15 Presentation Skills 10 Total 100

Winning Team (by 0.2 pts)

Assessment of Vulnerable

Homebound Elders

Summarize risk factors for abuse in family and institutional settings

Describe safety precautions one should take when making house calls

Articulate guidelines for clear communication with older adults

Describe nutritional needs of homebound elders Describe principles of interdisciplinary work including

methods, benefits, and barriers. Identify community agencies that promote safety. Develop and integrate an interdisciplinary approach

to complex issues facing homebound elders both in their home and in their community

YWCA Complete volunteer

screening Criminal background check Drug test ONLINE Attitude and Knowledge Pre-

Test View Module 1, HGEC

Webinar on Elder Abuse View House Calls Video Review CDC Guidelines for

Windshield Assessments Review Stanford

Ethnogeriatrics Curriculum, Modules 1 & 2

(on website)*

ACTIVITIES Obtain written permission from

elders prior to beginning interview Complete Individual Assessments

(at least 2) Compete Windshield Survey Interdisciplinary Team

Competition READINGS Materials as provided (handouts

and website) House Call Safety Tips Handout How to Communicate With Older

Adults Handout Mental Health Services for

Homebound Elders (on website) Nutrition & Homebound Elders

(on website) Elders Oral Health Summit

*Gwen Yeo, PhD, Editor, Coordinator, Stanford Geriatric Education Center

gwenyeo@leland.stanford.edu

HGEC partnered with the YWCA Meals On Wheels Program. New federal regulations require an hour of nutritional education for individuals participating in the program.

Students were certified and trained to conduct the education and perform screenings: Home safety, general health, meds, oral health. They visited residents in interdiciplinary pairs.

SECTION A - Personal Appearance – Graded ― 0 – 4‖ Hair, Nails, Clothing, Insect Infestation

SECTION B - Medical Needs Physician’s Visits, Untreated Conditions

SECTION C - Environment Status Yard, Exterior/Interior, Stairs/Floors, Odor, Clutter, Lighting, Pets

SECTION D - Duration of Condition Recent Onset, Always

SECTION E - Health Literacy – Graded ―Extremely to Not at All‖ Fill out own forms, Help Understanding or Help Reading Medical Instructions

SECTION F - The Kayser-Jones Brief Oral Health Status Examination (BOHSE)* Condition of Tongue, Teeth, Lips, Neck Lymph Nodes, Oral Tissues, Etc

SECTION G - Windshield Survey Main Streets, Housing, Schools, Churches, Transportation, People

SECTION F - Disaster Preparedness Enough Medication, Help with ADL’s, Wheelchair, Evacuation Plan

*Kayser-Jones, Bird, Paul, Long, and Schell, 1995

Faculty from each school represented in the HGEC and community partners from the YWCA of Houston will serve as judges for the Competition.

Possible Points Function as an Interdisciplinary Team 15 Comprehensive Assessment of the Neighborhood(s) Visited 10 Comprehensive Assessment of Health Status of Population Assessed 10 Clear rationale for prioritization of identified problems 10 Realistic Recommendations for Addressing Problem(s) 15 Comprehensive Recommended Solution 15 Creativity and Innovative Approach to Problem 15 Presentation Skills 10 Total 100

Dental information

resource links were

added to the HGEC

website

OT and PT faculty were concerned that

their students would be uncomfortable

with the oral screenings! Nursing faculty

disagreed and championed for us!

75% of the students indicated that they

were satisfied or very satisfied with the

experience. Some stated this was their

only IPE experience.

In all three years the

students represented 8-12

different disciplines from 3

different universities within

the TMC.

Pre-post knowledge tests

showed a significant

increase before and after the

experience.

Overall great experience! Please keep doing interdisciplinary team

education projects in the future! It’s the only exposure to students

from other schools I’ve had in my 4 years in the Health Science

Center!

The experience with the other disciplines was invaluable!

I really enjoyed working with other students and disciplines. It truly

validated my role on an interdisciplinary team.

I am really impressed and awe struck by the positive effects the

HGEC has on the community. I also feel that the online courses and

the house visits have supported my interest in geriatrics and in

healthcare.

Interdisciplinary work and competition such as this allows us to

know what each discipline really does and not what we assume

they do. It also opens programs up to different resources and issues

that we may not be aware of. Increase the awareness about the

competition so others can benefit from it. Very good program!

Heather Doyle Masters In Social Work

Alex Mosquera and Jessica McCrorey Dental Hygiene

Advocacy for Elders in Long-Term

Care Facilities

Upon completion of this course the student will be able to: Articulate guidelines for clear communication with frail older

adults. Address health literacy issues of residents in LTC facilities. Articulate the role of the LTC Ombudsman in addressing

concerns of residents and family members. Describe the structure and function of LTC facilities,

including staffing, funding, and regulations Identify ethical dilemmas faced in LTC facilities Describe principles of interdisciplinary work including

methods, benefits and barriers. Identify policies necessary to maintain safety of elders,

especially in natural disasters. Develop and integrate an interdisciplinary approach to

complex issues facing residents in LTC facilities.

OMBUDSMAN TRAINING Complete LTC Ombudsman Application

LTC Training (6 Hours) ONLINE Pre-Quizzes Ombudsman Modules 2-4 Health Literacy Module Stanford Ethnogeriatrics Curriculum Modules 1 & 2 READING TLC Certified Ombudsman

Training Manual How to Communicate with

Older Adults

ACTIVITIES 4-5 visits to LTC facility Visit residents – identify

concerns, ethical issues etc Assess structure and

function of LTC facility Interdisciplinary Team

Competition

HGEC partnered with the UT Center on

Aging Ombudsman Program.

Students were trained and certified as

ombudsmen.

They will present their experience and

report on Their findings at the competition.

With 51 students, our largest to-date,

there are 3 teams:

GRO

Scrubs

GeriAdvocates

Faculty from each school represented in the HGEC and community partners from the Harris County Long-Term Care Ombudsman Program will serve as judges for the Competition.

Possible Points Evidence of Interdisciplinary Approach 15 Comprehensive Assessment of LTC facility visited 15 Understanding of the LTC Ombudsman role in addressing concerns 15 Identification of ethical issue with realistic recommendations 15 Identification of health literacy issues with recommended solutions 15 Creativity and Innovative Approach to Issues 15 Quality of Presentation 10 Total 100

Take a break when finished—Reports at 5:20

The faculty at your table are located in the

same city and have decided to form an

IPE planning group.

Work in your group to identify an IPE

learning experience that would work for

your students/faculty.

Be ready to report to the large group after

break. Have a goal and brief summary of

your program.

The TEAM Battery Clock Drawing Test

CAGE Questionnaire

Self-Rated Health and Mortality Scale

Physical Performance Test (PPT)

MMSE

Geriatric Depression Scale

Ewing, J. A. Detecting alcoholism: The CAGE Questionnaire. Journal of the American Medical Association, 1984; 252: 1905–1907.

Folstein, M., Folstein, S. & McHugh, P. ―Mini-Mental State‖: A practical method for grading the cognitive state of patients for the clinician. Journal of Psychiatric Research . 1975;12:189–198.

Idler, E. L. & Angel, R. J. Self-rated health and mortality in the NHANES: Epidemiologic follow-up study. American Journal of Public Health, April, 1990; 80: 446– 452.

Kohlman-Thompson, L. (1992) Evaluation of Living Skills (3rd ed). Bethesda, MD: American Occupational Health Association.

Reuben, D. B. & Siu, A. L. An objective measure of physical function of elderly outpatients: The physical performance test. Journal of the American Geriatrics Society, 1990;38(10), 1105–1112.

Wolf-Klein, G. P., Silverstone, F. A., Levy, A. P., & Brod, M. S. Screening for Alzheimer’s disease by clock drawing. Journal of the American Geriatrics Society. 1989;37: 730–734.

Yeasavage, J. A. Brink, T. L., Rose, T. L., Lum, O. Huang, V., Adey, M. & Leirer, V. O. Development and validation of a geriatric depression screening scale: A preliminary report. Journal of Psychiatric Research, 1983;17(1), 37–49.

BaggsJG & Schmidtt, MH. Collaboration between nurses and physicians.

Image: J Nurs Schol. 1988;20:145-149.

IOM. Committee on Quality of Health Care in America. Crossing the

Quality Chasm: A new Health System for the 21st Century Washington,

DC: National Academy Press; 2001.

Iliadi,P. Accountability and Collaborative Care: How interprofessional

education promotes them. Health Sci J. 2010;4(3);129-135.

Solomon, P. Interprofessional education: Has its time come? J Phys Ther

Educ. 2010;24(1);3.

Kohn LT, Corrigan JM, Donaldson MS, eds. To Err Is Human: Building a

Safer Health System. Washington, DC: National Academy Press; 2000.

http://teamstepps.ahrq.gov/abouttoolsmaterials.htm Accessed 2/16/11.

IPE is an effective learning method when

planned and conducted well.

Teams and Faculty both require training!

Faculty must model IPE.

IPE is viewed as important when it is a

course for credit.

Parallel learning is NOT IPE.

IPE requires internal and external drivers.

Begin small and build up successes!

Other health professionals may not be

open or receptive to oral health inclusion.

Be patient and tenacious!

We must educate our fellow HPs for the

sake of our patients!

Donna.P.Warren@uth.

tmc.edu

713-500-4396

June.Sadowsky@uth.

tmc.edu

713-500-4064