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Appendix C: Abstracts of the May 1, 2014, Poster Session
Pages 129-152

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From page 129...
... Appendix C Abstracts of the May 1, 2014, Poster Session CONTENTS Poster Abstract Title Page C.1 Synchronous Case Conferences as a Successful Strategy for 131 Establishing Interprofessional Clinical Student Experiences During Community-Engaged Educational Experiences C.2 Interprofessional Service Learning with Junior Doctors of 132 Health C.3 A Look Inside Community-Based Services for Infants and 133 Toddlers with Special Needs C.4 Family Medicine Residents, Optometry Students, and Faculty 135 Members Engaged in Health Professions Education and Collaborative Patient Care: An Example of a Community Based Interprofessional Initiative by a Member Institution of the Association of Schools and Colleges of Optometry (ASCO) C.5 The Economic Impact of a Student-Run Free Clinic as a 137 Safety Net Provider for Uninsured Patients C.6 Scaling Up Community-Based Family Medicine Training in 137 Africa: The Gezira In-Service Master Program C.7 The CHANNELS Project: Integrated Education at the 139 Intersection of Cultural Knowledge, Health Literacy, and Collaborative Practice C.8 The Role of Community Health Outreach Workers in 140 Achieving the Triple Aim 129
From page 130...
... 130 COMMUNITY-BASED HEALTH PROFESSIONAL EDUCATION C.9 Scaling Up Best Practices in Community and Public Health 142 Training: The CHANNELS's Population-Focused Nurse Leadership Institute C.10 Community-Based Integrative Health Care Education in 143 Licensed Integrative Health Care Professions C.11 Walking a Mile in Their Boots: An Immersive, Community- 145 Based Educational Experience C.12 Participation in an Interprofessional Service Learning Course 146 and a Student-Run Free Clinic Impacts Student Clinical Reasoning as Measured by the Self-Assessment of Clinical Reflection and Reasoning (SACRR) C.13 Marymount University and Manos Abiertas: An Evolving 148 Global Engagement Partnership in Costa Rica C.14 Interprofessional Shared Clinical Experiences with Complex 149 Community-Dwelling Patients and Their Families C.15 Taking Interprofessional Education (IPE)
From page 131...
... Background  Since 2011, The Medical University of South Carolina has been involved in multiple pilot projects to provide students the chance to meet in small interprofessional groups to discuss clinical cases and strategies to improve care specific to those cases. In response to the difficulty of bringing students on clinical practicums across the country together to meet in person, a pilot program was implemented in 2012 that enabled students to complete the same interprofessional activity synchronously online.
From page 132...
... In addition, students see applicability of this experience to future communityengaged educational experiences. C.2 INTERPROFESSIONAL SERVICE LEARNING WITH JUNIOR DOCTORS OF HEALTH Scotty Buff, Ph.D., M.P.H., Elana Wells, M.P.H., CHES, Debora Brown, P.T., D.P.T.,  David Sword, P.T., D.P.T., CCS, CSCS, Holly Wise, P.T., Ph.D.
From page 133...
... Although course inclusion is not an interprofessional education (IPE) experience in itself, the ultimate goal is to collaborate with additional professions and train students to deliver JDOH in interprofessional teams.
From page 134...
... These data illustrate the limited extent to which multiple-discipline early-intervention service providers directly enhance families' capacities to meet their children's special needs through use of caregiver-directed strategies. Results further suggest that health professional education must include as much emphasis on caregiver-directed as child-directed strategies if best practices such as family-centered care are to be scaled up for wide use in community-based settings.
From page 135...
... Salus University and its component colleges and programs -- the Pennsylvania College of Optometry, the Osborne College of Audiology, the College of Education and Rehabilitation, the College of Health Sciences, and the Graduate Programs in Biomedicine -- are committed to creating models and promoting a culture of interprofessional education that aligns with the university's vision to be recognized nationally and internationally for excellence and innovation. Methods  Beginning in October 2012, the Eye Institute of PCO and Chestnut Hill Hospital Family Practice, Philadelphia, Pennsylvania, have
From page 136...
... The interprofessional education and collaboration also reaches beyond the clinical activity: two optometrists have lectured to the family medicine residents during their regularly scheduled meetings. These lectures have been well received, and plans to expand this element of the collaboration are under discussion.
From page 137...
... C.6 SCALING UP COMMUNITY-BASED FAMILY MEDICINE TRAINING IN AFRICA: THE GEZIRA IN-SERVICE MASTER PROGRAM Khalid G Mohamed, M.D.,1,2,3 Steiner Hunskaar, M.D., Ph.D.,1,2 Samira Hamid Abdelrahman, M.B.B.S., M.Sc., D.P.H.,1 Elfatih Malik, M.D.,3 Jan De Maeseneer, M.D., Ph.D.4 1 University of Gezira, Medani, Sudan 2 University of Bergen 3 Ministry of Health, Medani, Gezira State, Sudan 4 Primafamed-Network, Ghent University (Belgium)
From page 138...
... staffed by the program candidates. Results  The Gezira model of in-service family medicine training succeeded in recruiting 207 candidates in its first batch, providing health services in 158 centers, of which 84 had never been served by a doctor before.
From page 139...
... This abstract focuses on the education arm of the project, which implemented innovative training and teaching strategies grounded in core interprofessional collaborative competencies, team-based person-centered care, cultural preparedness, and social enterprise directed toward community outreach. This integrated curriculum is co-taught by interprofessional faculty in collaboration with community health outreach workers (CHOWs)
From page 140...
... Coordinating with CHOWs as co-teachers enhanced the learning experience for both students and faculty involved with the development of the education arm of the CHANNELS project. C.8 THE ROLE OF COMMUNITY HEALTH OUTREACH WORKERS IN ACHIEVING THE TRIPLE AIM Malual Mabur, M.D., Siyad Ahmed, Kolawole Bankole, M.D., M.S., Toho Soma, M.P.H., Jennifer Morton, D.N.P., M.P.H., APHN University of New England, Portland Campus Background  The role of community health outreach workers (CHOWs)
From page 141...
... Methods  The purpose of this project is to measure the value of the CHOW role according to the Institute for Healthcare Improvement's Triple Aim (population outcomes, patient experience, lower costs)
From page 142...
... Although the state of Maine and select municipalities house a modest public health infrastructure, the needs of many communities exceed the few positions dedicated to addressing the health of the state. Population health outcomes are optimized when nurses possess strong leadership skills, engage in shared decision making, and demonstrate capacity for interprofessional collaborative practice (IPCP)
From page 143...
... Canadian College of Naturopathic Medicine Myles Spar, M.D., M.P.H. Venice Family Clinic John Weeks Academic Consortium for Complementary and Alternative Health Care Purpose  The purpose of this poster is to summarize the rationale and typical partnership models for this community-service movement in integrative health and medicine education.
From page 144...
... Clinicians gain the opportunity to see new populations and participate in varying degrees in interprofessional and team care in these integrated, community environments. Conclusion  The clinical education experiences created through partnerships between integrative health and medicine academic institutions and mainstream delivery organizations can provide student clinicians access to new populations and offer opportunities for interprofessional and teamcare experiences.
From page 145...
... is the premier Health Sciences Center for educating students about the unique aspects of military medicine in general, and care of the warrior in particular. Although community awareness is often taught using traditional educational strategies, these may limit the learner's ability to obtain an authentic view through the lens of the community.
From page 146...
... C.12 PARTICIPATION IN AN INTERPROFESSIONAL SERVICE LEARNING COURSE AND A STUDENT-RUN FREE CLINIC IMPACTS STUDENT CLINICAL REASONING AS MEASURED BY THE SELF-ASSESSMENT OF CLINICAL REFLECTION AND REASONING (SACRR) Gretchen Seif, P.T., D.P.T.,1 Sara Kraft, P.T., D.P.T.,1 Patty Coker-Bolt, O.T., Ph.D.,1 Wanda Gonsalves, M.D.,2 Kit Simpson, Ph.D.,1 Emily Johnson1 1 The Medical University of South Carolina 2 University of Kentucky College of Medicine, Louisville, KY Student-run free medical clinics are a type of health care delivery program in which students take primary responsibility for clinic logistics and operational management.
From page 147...
... . Students were administered three assessments, the Interprofessional Education Perception Survey (IEPS)
From page 148...
... is a student-centered academic institution motivated toward service and integration of student experiences within the global community. Fundación Hogar Manos Abiertas (Manos Abiertas)
From page 149...
... In response to these directives, we are implementing a longitudinal educational project to integrate IPE and clinical technology into the delivery of care to medically complex homebound elders. Objectives  This longitudinal project creates interprofessional teams of students/trainees to learn team-based interprofessional skills in the context of providing care to the vulnerable homebound elder.
From page 150...
... University of Washington The goal of interprofessional education (IPE) is to foster collaborative practice by providing shared learning opportunities among health professions students.
From page 151...
... In the seminar, trainees collaborated in small groups to develop optimal care plans for several pediatric oral health cases featuring children and teenaged patients with special needs. During the half-day clinical experience, pediatric nurse practitioners and dental residents were paired together to teach each other how to conduct developmental assessments, oral health assessments, and skills such as the application of fluoride varnish.
From page 152...
... 2012. What do health literacy and cultural competence have in common?


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