Attendees: School of Dentistry: Judith Buchanan. Medical School: Linda Perkowski. School of Nursing: Mary Rowan. School of Public Health: Judith Garrard, Matthew Simcik. BioMedical Library: James Beattie. College of Pharmacy: Michael Brown. College of Veterinary Medicine: Anthony Tobias. Graduate School: Shirley Garner. Office of the Senior Vice President for Health Sciences: Barbara Brandt, Cathy Muchow.
Absent: School of Dentistry: Edward Combe. Medical School: Susan Berry. School of Nursing: Linda Lindeke. College of Pharmacy: Kristin Janke. College of Veterinary Medicine: Sandra Godden.
Guest: Gwen Wagstrom Halaas, MD, MBA, Director, Center for Interprofessional Education.
Barbara Brandt welcomed Council members and gave a brief overview of the agenda.
Review and approval of November 15 minutes
Council members unanimously approved the November 15 minutes.
Center for Interprofessional Education
Barbara welcomed Dr. Gwen Halaas, Director of the Center for Interprofessional Education (CIPE) and introductions were made.
The CIPE was created as a result of the October 2006 Dean's Retreat with the six AHC deans and Dr. Cerra. A Leadership Statement resulted and was finalized in December 2006. The Statement includes the Deans' comments about the support they will give to the CIPE. A definition of interprofessional education has been developed, and there will be two areas of focus: Common Ground curriculum and New Models of Care Delivery.
Dr. Halaas shared her listening sessions with stakeholders such as of the AHC deans, associate deans, Center directors, faculty, students, Biomedical Library, Interprofessional Education and Resource Center, AHC Learning Commons, CHIP and the other AHC Centers. Dr. Halaas has also met with the Senate's AHC Student Consultative Committee (SCC). The SCC has requested that they serve as the communication mechanism for all AHC students. A CIPE faculty and staff Advisory Council has been created through which the CIPE will work.
These decisions have been made: The CIPE needs a menu of options for interprofessional education to address the barriers in terms of accreditation, credit for course work, tuition attribution, calendars, etc. Therefore, the CIPE is creating a menu which will include interprofessional (IP) days, IP seminars, IP grand rounds, and IP courses. The intent is to make certain that the menu covers all areas of the Leadership Statement initiatives. The menu will give students interprofessional education options for the number of credits and number of hours that are available to them so that they can meet their school's IP requirements for graduation. A CIPE catalog will be developed which will be available in hard copy and on the CIPE's website.
The CIPE has developed a New Interprofessional Course Recommendation Pathway to Regents Approval document which indicates the approval process for an interprofessional course.
At the moment, the CIPE has 4 courses and is working on a fifth course. All of these courses will be available for credit by next academic year. The courses are:
Team Building course, which the Medical School had offered for 3 years in a row and has now incorporated Public Health, Pharmacy, Dentistry, Nursing, and Veterinary Medicine.
Professional Health and Wellness course offered by the Center for Spirituality and Healing.
Health Informatics course offered by the School of Nursing.
Human Animal Bonding course offered by Veterinary Medicine.
Gwen shared that she is in conversation with Jeff Kahn, deans, and associate deans about offering an IP healthcare ethics course.
The CIPE is working on Interprofessional Days with possible topics of complementary therapies, ethics, disasters, and leadership. CIPE is also in conversations about offering interprofessional grand rounds, not clinical aspects of healthcare cases, but the challenging issues that arise in terms of patient care - possibly partnering with UMMC, Fairview. An online Course Approval for Interprofessional Credit form has been developed for faculty to submit IPE courses for approval to the CIPE. A draft Competencies Document has been developed which lists competencies in three sections. The CIPE is working on a faculty development online module to help engage faculty. The cases that are being developed for students will be equally helpful for faculty development and for the use of faculty. The CIPE is developing information for the Fall 2008 orientation - working on a video giving a brief IPE overview for all students before they matriculate. CIPE's website will go `live' by the end of this year.
Questions (Q)/Responses(R):
Q: Can we consider that ethics is now one of the priority initiatives?
Q: This is to become a mandatory part of all degree programs not just a separate educational initiative?
Q: Is there an opportunity to offer the Environmental Health Course in the CIPE?
R: For coursework that already exists, faculty will be given the opportunity to fill out the Course Approval for Interprofessional Credit form and send it through the CIPE process. Most of what we do in terms of coursework will be developed in the schools before it comes through the CIPE process.
Comment: There hasn't been a formalized place to recognize IPE; this is what the CIPE's initiative is about.
Comment: You might want to give more details about the assessment/evaluation processes across the schools, possibly putting competencies in this document.
Q: Is it getting too far ahead of the game to ask that a draft syllabus be attached to the Course Approval for Interprofessional Credit form?
R: We will ask for them to attach a syllabus - potentially that could address some of the assessment issues as well.
Q: Will the IPE course numbers be dual listed?
R: This is one of the challenges that need to be addressed.
Comment: Part of reason for having the CIPE is to manage the process. The deans would rather have each of their students listed under their own courses. We have to understand what the issues are in managing the IPE process.
Q: How will the tuition reimbursement be handled between schools that charge for credits or a flat fee for the degree?
R: A formula has already been developed - this is a University-wide policy.
Q: How are you working with the education policy committees (EPC)?
R: At this point, they have not been engaged.
Q: If a course is approved by a school's EPC, does it need to go back to all of the school's EPC's?
R: The EPC is faculty driven and they decide what is mandated.
Q: What is the best way to expedite a course?
R: It would be helpful if all of the EPC's could agree on a format for the Course Approval for Interprofessional Credit form. One acceptable format for all six colleges would make it easier. You could then distribute the same paperwork to all six committees - what each school requires for their courses would be indicated on the form - that would expedite the process.
Q: Has there been a conversation about having an initial submission to the home EPC?
R: No, the course could have multiple homes.
Q: What will be the incentive for an EPC to place an IPE course on their agenda? Is there any mechanism to get them to put these first to try to expedite the process? It could take months to get it through an EPC.
R: Dr. Cerra has indicated that school budgets will be determined on IPE being offered in all of the colleges.
Q: Is there any value in going to the EPC's to talk about the CIPE?
R: Absolutely. We could invite them to a meeting to inform them about the CIPE's work.
Comment: It would be best to invite the chair and chair-elects to this meeting.
Q: Where are you physically located?
R: On the 6th floor of the Children's Rehabilitation Center. There are a total of two staff members. The Center will engage the services of instructional designers, etc. to assist in its work.
One way that IPE course work can be offered in most schools is under a temporary number. They can also make the course as part of an existing course, making it a requirement for that course. What is the goal? Offer IPE as part of the course? Electives, which are more difficult? IPE can become part of an existing course, we don't change the courses, we change what's in the courses - this is easy. In the future, there could be some sort of IP certificate that grows out of this initiative.
The menu option is a viable way for students to meet IP competencies for a degree student to meet certain number of IPE experiences, not necessarily courses. There needs to be a method for tracking the IPE experiences. For undergrad it could be part of the APAS report and the Grad Planner system could help. We need to determine what structures are already in place that could be used. In the School of Nursing, if students participate in CLARION, their students get credit for participating. Volunteer work also meets the IPE requirement.
Barbara shared that after hosting the International Conference on Interprofessional Education, the AHC is working with the University of British Columbia on the concept of an online journal to provide IPE information. There will likely be a long-range collaboration between Canada and the United States. Dr. Halaas is very much involved of these conversations.
Council's role in interprofessional education
What is the role of this group? What should the process look like? Does the Council want to review/approve the IPE courses or activities? Decisions:
Council members need to be involved at a high level decision making process, not details of individual courses or activities.
The Council needs to make certain that the competencies are met and consistent with the Leadership Statement.
Council members agreed that the CIPE should provide them with quarterly reports on the activities, giving enough detail that the Council could give feedback and make decisions, if necessary. This includes updates on the financial model.
Barbara asked Council members to review the revised proposal and give their comments.
Questions and issues raised were not addressed.
How is this going to benefit the learners?
The faculty teaching the courses do not appear to have been consulted.
The courses aren't filling - this is a way to fill the courses.
Why do they want the certificate? They want to swell the ranks in the courses already being taught; it's a money generator.
The application of this knowledge was not adequately addressed.
Under “Program Description” there is one line that reads “This program was deliberately designed in a minimalist way, to require minimal additional investment.” What does this mean? What is the implication?
Theoretically, students could take these courses anyway; the benefit would be that the students could take the courses and receive a certificate. Is this a benefit?
The criteria set by the Council should be met: why are you doing this program, what are the educational goals, what is the compelling argument for the certificate program.
Is the information on the back page correct? When graduate courses transfer and when they don't.
A motion was made and seconded to respectfully request that Dr. Kane address all of the questions. He will be invited to the next Council meeting. The motion was unanimously approved. Council members suggested that the letter restate the questions to him. A suggestion was made that the Council offer to help him in preparing the revised proposal.
Barbara Brandt will prepare the letter and send it to Council members for their review and approval. Dr. Kane will be invited to the next meeting.
The search for the academic/policy analyst position to support AHC promotion and tenure and the AHC Council is going well; there are four qualified applicants. Please let Barbara Brandt know if you would like to interview the candidates. The schools are hiring personnel in this area also that will interface with the AHC position. The Senior Vice President's Office has hired an institutional research person, Peter Radcliffe, to work on outcomes, assessment, plans, and the like - possibly standardizing information across the AHC.
The Masters of Dental Hygiene was approved in the consensus agenda at the Board of Regents. Barbara thanked the Council members for their role in this process.
send a letter to Dr. Kane relaying the Council's response to the revised Aging Studies Post-Baccalaureate Certificate Program proposal
invite Dr. Kane to the Council's January 17 meeting.
The meeting was adjourned at 4:00 p.m.
