MULTI-DISCIPLINARY
VS.
INTERPROFESSIONAL
EDUCATION:
DESIGN, DEVELOPMENT, AND EVALUATION
John JD Juchniewicz, MCIS, CCMEP
jjuchniewicz@academycme.org
Tweet Me @jjuch
Karen J Thomas, MEd, CCMEP
cmecoach@gmail.com
Tweet Me @cme_coach
DISCLOSURE
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Competency
4.2 -- Consider a multi-disciplinary focus for
needs assessment, educational design, and
evaluation
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DISCIPLINARY EDUCATION?
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MULTI-DISCIPLINARY EDUCATION
What it is:
Multiple
targets/disciplines
Knowledge for the sake
of knowledge
Could be
performance/procedural
based if all members
are authorized
What it is not:
Adding multiple
certifications on an
activity
Randomized education
Interprofessional
education
Not usually teambased education
INTERPROFESSIONAL EDUCATION
What it is not:
What it is:
Multiple
targets/disciplines: TeamBased
Knowledge for the sake of
knowledge, performance,
procedural, systems based
Takes into account all
roles and the dependency
on each role to be
performed/linked to the
next
May require customized
objectives, based on role,
that are specific to each
learner population
Adding multiple
certifications on an
activity
Randomized disjointed
education
Multi-Disciplinary
education
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METHODOLOGIES
Multi-Disciplinary
Didactic
Group activity
but it depends
Outcomes self
reported for the team
that the learner is a
part of
Applicable across
institutions
Formats
LiveYES
Enduring YES
Interprofessional
Didactic
Group activity
Team-based
Systems focused
Outcomes measurement
more realisticbut.
Formats
LiveYES
Enduring NO
follow-up
reinforcement
BARRIERS
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BARRIERS
Sources: Ginsburg 2005; Carpenter 2008; Reeves 2009; Sargeant 2009; Barr 2009;
Headrick 2000; Ho 2008; Steinert 2005
BARRIERS
Sources: Ginsburg 2005; Carpenter 2008; Reeves 2009; Sargeant 2009; Barr 2009;
Headrick 2000; Ho 2008; Steinert 2005
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Sources: Ginsburg 2005; Carpenter 2008; Reeves 2009; Sargeant 2009; Barr 2009;
Headrick 2000; Ho 2008; Steinert 2005
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INTERPROFESSIONAL
(LEARNING WITH, FROM, AND ABOUT EACH OTHER)
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CHARGE TO EDUCATORS
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CHARGE TO EDUCATORS
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HOW DO WE DO THIS?
PLANNING PROCESS
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Learning
Method
Examples
Exchange based
Seminar based
discussions
Joint visits to
patients/clients
Problem based learning
Observational based
Problem focused
Simulation based
Practice based
CAUTIONS
Need to be careful about too many of
one profession in a group
Need to ensure group stability for
duration of educational intervention
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Horizontal Learning
Interaction/Networking
Collaboration/Connection
Generalized Process Steps
MD
PharmD
RN/NP
PAs
Techs
LVN
LPN
Vertical Learning
Systems Strategy
Team Functions as a Whole
Detailed Process Steps
MD,
PharmD,
RN, NP
Allied
healthcare/
Tech
Residents
Med
Students
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Training faculty
Keeping control
Keeping the vision
Intimidation factor
Define multi-disciplinary vs.
interprofessional
Stop assuming they know
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THANK YOU!
WITH
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Q&A
BIBLIOGRAPHY
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BIBLIOGRAPHY
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