Identifying Interprofessional Education (IPE) opportunities using Examsoft categories that bridge goals and outcomes of healthcare programs Carla D. Hernandez Anthony C. Marziliano Dr. Marc E. Gillespie Dr. S. William Zito
Who we are College of Pharmacy & Health Sciences Office of Assessment Committee on Assessment & Outcomes Dr. Marc Gillespie, Dr. S. William Zito, Ch Chair Sen enior A Associate e Dea ean Anthony C. Marziliano Asso ssociate D Director Carla D. Hernandez VACANT Asse ssessm ssment C Coordinator Asse ssessm ssment C Coordinator 2
Our Mission To collect, analyze and disseminate all data pertaining to the academic success of our students for all College academic programs and evaluate compliance with assessment standards for all programs and accrediting bodies of the College. 3
Learning Objectives for the Session: 1. Learn to effectively co-opt goals & outcomes from professional accrediting bodies and national exam blueprints 2. Be able to use a mind map to identify ideal places for IPE to occur between programs at their institutions 3. Be able to use categorization in Examsoft to effectively identify test items ideal for IPE opportunities 4. Be able to assess programs based on the Examsoft tagging procedures 4
Professional Program Accreditation Pharmacy, like many other professional programs, is accredited by a national organization. This accreditor provides standards for the curriculum, administration, assessment, student services, and more recently, Interprofessional Education (IPE). 5
Interprofessional Education • According to the World Health Organization (2010), interprofessional education is when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes. • Interprofessional Education (IPE) prepares students to be a part of a healthcare team and to be outstanding healthcare professionals – Students must be able to operate in an interprofessional team environment. – National accreditors now widely require IPE within their standards. Assess Identify Develop 3-Step IPE Planning: World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice. Retrieved from http://apps.who.int/iris/bitstream/10665/70185/1/WHO_HRH_HPN_10.3_eng.pdf 6
Project Aims: 1. Map between different program national exam blueprints 2. Identify curricular and co-curricular opportunities for IPE 3. Develop IPE activities 4. Categorize in Examsoft to measure group performance 5. Assess for effectiveness 7
The Challenge To develop more IPE opportunities – We identified content-areas & courses where IPE fits within the College’s four professional programs: Program Name Program Acronym Role in Healthcare Team Pharmacy PharmD Pharmacist Physician Assistant PA Physician Assistant Radiologic Sciences RS Radiologic Technologist Clinical Laboratory Sciences CLS Clinical Laboratory Technologist 8
The Push The Accreditation Council for Pharmacy Education (ACPE) conducted a site visit for our PharmD program’s reaccreditation in 2016. The site-team recommended: – the program expand its use of Examsoft for assessment purposes – the program develop an IPE plan and associated high-level assessments The College’s Committee on Assessment & Outcomes has proposed using Examsoft to address these IPE efforts. 9
The Process Analysis of program I PE Assessment content areas … … Identify … … content area overlap … … 10
Our Resources We identified content area overlap between national exam blueprints of all programs: • NAPLEX Competency Statements (PharmD) • NCCPA PANCE Task Areas (PA) • ARRT Radiography Examination (RS) • ASCP MLS Exam Content (CLS) 11
Importance of Categorization Metadata: a set of data that describes and gives information about other data. • Categories are meta data of learning topics • Can be used to ask deeper questions about shared content areas • Use any organized system that matters to you: • National exam blueprints • Accreditor standards • Internal learning goals/outcomes • Well structured category trees provide solid foundations for future evaluation 12
Necessary Tools: 1. Mind map tool 2. Categorization tool 13
Mind-Map Tool • Mind-mapping is a visual method for organizing information. • It starts with a main idea, “tree”, which spreads out hierarchically and gets more specific as it moves from “branches” to “twigs”. Tree (Main Idea) • Our mind map clusters content areas and exam blueprints allowing us to Branch 1 Branch 2 Branch 3 examine both concepts and relationships ideal for IPE. Twig A Twig B Twig C Twig D Twig D Twig F • Use software! Source: http://www.mindmapping.com/ 14
The Output 15
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The Mind Map- Most Bang for your Buck! • We identified 21 content areas ideal for IPE – Some content areas are shared by all four programs while all others are shared by two or three. • 5 content areas were found to be shared by all four programs: • These content areas are the most ideal targets for IPE based on this analysis 18
There are 12 content areas shared by only 3 programs: 19
What did we learn from the mind map? • We expected PharmD to match closest with the identified content areas. – PharmD dwarfs other programs in terms of enrollment and how much time our faculty/administration focus on it • The mind-map identified the PA program’s exam blueprint as having the greatest number of shared content areas (concepts) with other programs – This tells us that the PA program seems to be the most easily assessable target for IPE • Serves as a resource for faculty & directors to identify IPE starting points 20
The Process (Continued)… Analysis of program I PE Assessment content areas Generate mind map Identify Refine content content area areas overlap Review with experts 21
Categorization Tool: Examsoft Category Trees • Currently programs have categorized test items to their respective category tree in Examsoft 22
The Process (Continued)… Analysis of program I PE Assessment content areas Measure item Generate performance mind map (baseline) Identify Identify Refine Perform IPE content area content content area Activity areas overlap overlap Measure item Review with performance experts again 23
Impact of IPE: Measuring Performance by Category • Use longitudinal analysis to measure group performance • Perform analysis twice (before and after IPE activity) 24
• Refer to mind map to select categories 25
Measuring Performance: Mock Example CLS PA Before IPE: I PE Activity: After IPE: 26
Next Steps • Develop opportunities with other healthcare professionals • The College is conducting IPE activities, but work still needs to be done: – Increase frequency of IPE activities – Attempt IPE in smaller group settings – Implement Team Based Learning – Focus on co-curricular IPE – Involve Program Directors and other essential stakeholders in continuous discussions to identify specific IPE opportunities 27
Suggestions for Implementation • Involve stakeholders early and often- buy in is essential! • Dedicated assessment staff • Establish category trees in the Examsoft Portal early on • Early data mining • Offer faculty Examsoft Training focused on categorization • Capitalize! Categorized test items+ blueprints = powerful tool and big data opportunities. 28
Conclusions • The culture of assessment at the College is strong IPE activity with Program Directors was useful Faculty collaboration and focus on IPE is well-received • Assessment Team had a head start Early categorization allowed to easily access baseline data Powerful data-rich approach when categorizing test items in Examsoft • Regardless of discipline or level, categorization is key! Allows for assessment of interprofessional student learning 29
Contributors Dean Russell DiGate Dr. S. William Zito, Associate Dean of Assessment Dr. Candace Smith, IPE Director Dr. Louise Lee, Program Director- PA Dr. Maria Mantione, Program Director- PharmD Dr. Jennifer Chiu, Program Director- RS Prof. Lisa Hochstein, Program Director- CLS 30
Thank you 31
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