Transforming Health Care for the Future

Transforming Health Care for the Future

Spring 2016

South Carolina College of Pharmacy – SCCP 690

-Course Credit: 2 hours– pass/fail

USC School of Medicine – in DMEDD602: Introduction to Clinical Medicine

Course Credit:Included in PBL portion of ICM – please see Introduction and Course Information in Blackboard Spring 2016 DMEDD 602 for specifics

USC College of Nursing – in NURS J428: Nursing Leadership and Management

Course Credit:Please see the NURS J428 site in Blackboard.

USC Arnold School of Public Health – PUBH 678

-Communication Sciences and Disorders Department, Physical Therapy Program, and other Public Health Majors

Course Credit: 1 hour– pass/fail

USC College of Social Work – SOWK 678

Course Credit: 1 hour– pass/fail

USC Genetic Counseling Program – HGEN 740

Course Credit:1 hour – pass/fail

Course Coordinators:

Program / Name / Email / Phone
(803)
College of Pharmacy / Betsy Blake, PharmD, BCPS / / 777-6058
Schoolof Medicine
Genetic Counseling / J. T. Thornhill, MD
Eric Williams, MD
Janice Edwards, MS, CGC /

/ 216-3600
545-5706
College of Nursing / Beverly Baliko, PhD, RN / / 206-1638
Arnold School of Public Health
Communication Sciences and Disorders
Physical Therapy
Public Health / KennApel, PhD
Stacy Fritz, PhD, PT
Cheryl Addy, PhD /

/ 777-8114
777-6887
777-5030
College of Social Work / Teri Browne, PhD, MSW / / 777-6258

** Course based on course developed by an interprofessional team at the Medical University of South Carolina

COURSE DESCRIPTION:

This course provides the foundation for beginning health professions students to gain an understanding of the complexities of the healthcare system, and the importance of interprofessional collaboration in order to improve the system. Through experiential activities (readings, case discussions, and systems-based problem analysis) conducted in interprofessional teams, this course is intended to provide students with foundational knowledge on collaborative care, teamwork essentials, and enhanced communication in complex health systems Through thisinterprofessional context, students will explore the art and science of teamwork and communication skills, cultural competency, ethical issues, healthcare disparities, and social determinants of health.

COURSE OBJECTIVES:

In this course, the student will have the opportunity to:

Demonstrate basic teamwork skills in an interprofessional learning environment.
Define the role(s) of other health professions and identify opportunities to seek the expertise of health professions other than their own, for improving health care delivery and research.
Identify ways in which interprofessional collaboration methods can improve health care delivery through a systems-based approach to: a) patient safety and error reduction; b) the interactions between ethics, values, and culture; c) healthcare disparities; and d) social determinants (i.e., income, education, employment, social status, state laws, etc.).
Demonstrate important, and now frequently used, concepts to improve health care delivery through completion of a root cause analysis of a fictitious sentinel event.

CONTENT OUTLINE:

Course Introduction
Module #1 – Roles and Responsibilities of Health Professionals
Module #2 – Social Determinants of Health and Health Disparities
Module #3– Negotiating Across Cultures; Values and Ethics
Module #4 – Healthcare System and Calls for Improvement
Module #5 – Root Cause Analysis and Patient Safety
Course Final Assessment and Interprofessional Reflection

EVALUATION METHODS:

For pharmacy students, this course is graded pass/fail. If a student does not pass the course, the student will need to repeat the course at the next available offering. The student may only take this course twice before being considered for academic probation and/or dismissal.

For medicine students, the content of this course is embedded in the Introduction to Clinical Medicine – Icourse.

For nursing students, the content of this course is embedded in NURS J428 Nursing Leadership and Management. Please see the NURS J428 Syllabus for further details.

For Communication Sciences and Disorders students, this course is graded pass/fail. If a student does not pass the course, the student will need to repeat the course at the next available offering. The student may only take this course twice before being considered for academic probation and/or dismissal.

For Genetic Counseling, Social Work, Physical Therapy, and other Public Health students, this course is graded pass/fail.

For all students:

To pass the course, the students must:

Complete module reading and/or video assignments.Complete quizzes and survey as indicated in the modules.
Complete online team assignments as instructed.
Participate as an active member during small group discussions as scheduled.
Contribute to the course work as a team member.
Post a 250-500 word reflection on interprofessional collaboration experience in this course to the team discussion board.
Attend all 3 live class meetings.

At course mid-term, small group facilitators will provide formative feedback to each student in their group if needed.

Professional behavior is expected of students during all course interactions. It is expected that all students interact with each other, faculty, staff, and all external constituencies in a professional manner. Students are expected to demonstrate professional values such as:

Maintaining a commitment to scholarship
Assuming responsibility and being dutiful
Interacting with peers, faculty, staff, and administrators with courtesy and respect
Helping colleagues meet their responsibilities
Exhibiting a high standard of moral and ethical behavior

If a small group facilitator finds a student is acting in an unprofessional manner, the student will receive a verbal warning with feedback to improve behavior, and the course instructor will be notified. If the unprofessional behavior continues, the facilitatorwill inform the course director, who in turn, will notify the student’s associate dean for education or student affairs for further action.

Addressing Concerns with Team Process: If a student identifies an issue with how his/her team is functioning, he/she should discuss concerns with the team first. Comments should be objective and non-accusatory. If the team cannot resolve the issue, then the group facilitator MUST be contacted as soon as possible. The facilitator will then inform the course coordinator(s) of issues and resolutions so that steps may be taken to prevent similar problems in the future.

Addressing Issues Related to Grades, Assignments, and Attendance: Students should address questions and concerns about the course to thecourse coordinator for their particular discipline/ program. Coordinators are listed on page 1 of this syllabus.

PARTICIPATION POLICY:

If a student does not participate in required components of the course for two consecutive weeks, the student will be at risk for course failure. Class participation is defined as weekly contact with the courseas outlined in the Course Calendar. Contact with the course is accessing of the content module, completing course quizzes and surveys, completing team-based assignments,and participating in class meeting discussions. If a student anticipates difficulty with meeting these requirements, the student needs to contact a course coordinator immediately.

Attendance at the 3 live class meetings is mandatory. Students will be assigned to attend a specific session based on team assignment and instructions from program coordinators. Please mark your calendars and plan to be present for these group meetings. If an unforeseen situation occurs (e.g., illness, family emergency), the student should contact his/her program specific course coordinator as soon as possible. Students will be responsible for an alternative assignment to make up for the missed class.

EVALUATED COMPONENTS:

Transforming Health Care for the Future includes onlineand in-class assignments:

Attendance at and participation in 3 live meetings as scheduled
Completion ofan Introduction and Online Module Assignments
Completion of all online quizzes and/or surveys
Completion of Root Cause Analysis Project as an IP team member in class
Reflections on the Interprofessional Collaboration

Completion of module assignments and online activities will be required to satisfactorily complete the course. In addition, completion of a Root Cause Analysis project as a member of an interprofessional team is required. The formal discussion of this analysis will be conducted during the lastlive session. The course concludes with the online posting of the Reflections on the Interprofessional Experience mini-papers.

Course Participation and Discussions

Each module in the course will have at least one topic for an assignment. Students will work in interprofessional teams of about 6 students to discuss the content of the learning modules during live class sessions. In each module, you will find assignment questions that correspond to the learning materials. Students will be required to complete assignments prior to the in-class sessions. In some instances, the assignments will be needed during the in-class session to complete the activities scheduled for the session. There are guides to help with weekly discussions and completion of the root cause analysis project.

Root Cause Analysis Project

Students will work in interprofessional teams of about 6 students to analyze and provide recommendations surrounding a case designed to simulate a sentinel event. The team is to conduct a root cause analysis of the case and develop recommendations to discuss during the last class session.

End-of-Course Reflections on Interprofessional Collaboration

Each student will reflect upon his or her experience with interprofessional collaboration in this course and write an informal mini-paper of 250-500 words. The papers should be written in the form of an open letter addressed to the team members. Reflections papers/letters are to be posted on the team discussion board.

Additional information about course assignments is posted on the course site in Blackboard.

HONOR CODE:

Students are expected to adhere to the USC Honor Code

Policies regarding honor code and academic integrity are defined in the individual academic bulletins for each college. Any reports of potential student honor code violation on the USC campus may be sent to the USC Office of Academic Integrity.The Honor Code Policy applies to all tests, written assignments, project work, and verbal and electronic communication.

PLAGIARISM STATEMENT

Plagiarism is a form of academic misconduct and is the use of another person’s words or ideas without providing credit to that person. It is the theft of another person’s words and ideas to give the impression that you created them. These words and ideas may be from a variety of sources including printed works, speeches, presentations, and/or Internet sites and documents. Appropriate and complete referencing of words and ideas obtained from others is a requirement in ALL courses. If a work is anonymous, as may be the case with some Internet documents, it still must be fully referenced.

Charges of plagiarism will result if you fail to provide adequate documentation of another person’s words or ideas, whether published or unpublished. Additionally, the purchasing of a pre-written paper, having someone else write a paper or complete an assignment for you with or without payment, and submitting another person’s work as your own are other examples of plagiarism and will be referred to the University Honor Council.

Plagiarism of a portion of any assignment, either written or verbal, will result in a course failure. Additionally, the faculty member may refer the event to the University Honor Council for further action. Suspension or dismissal from the university is an option provided for by the University’s Honor Code for cases of academic misconduct.

If there is any portion of this policy that is unclear to you or that you wish to discuss further, please contact your course faculty member as soon as possible. To not do so indicates that you fully understand the policy.

ACCOMMODATION OF DISABILITES STATEMENT:

Section 504 of the Rehabilitation Act to 1973 and the Americans with Disabilities Act of 1990 require USC to provide academic adjustments or accommodations for students with documented disabilities. Students seeking academic adjustments or accommodations must self-identify with their course coordinator.

COURSE CALENDAR: Assignments and Due Dates – Spring 2016

**ALL quizzes and assignments are due by 11:59pm on designated dates.**

DATES/WEEKS / TOPIC / Due Date / LIVE MEETING
Week 1:
Jan. 11 - 17 / Introduction to Interprofessional Collaboration / January 17th
Week 2:
Jan. 18 – 24 / Module #1:
Roles and Responsibilities of Health Professionals / January 29th
Week 3:
Jan. 25 –31
**In-class Meeting – Friday, January 29th ** / Meeting #1 – January 29th –
USC School of Medicine
-1st session – 1:30 - 3pm
-2nd session – 3:15 – 4:45pm
Week 4:
Feb. 1 – 7 / Module #2:
Social Determinants of Health and Health Disparities / February 14th
Week 5:
Feb. 8 – 14
Week 6:
Feb. 15 -21
**In-class Meeting – Friday, February 19th ** / Prepare for Meeting #2 / February 19th / Meeting #2 – February 19th – Seawell’s Conference Center, Rosewood Drive
-1st session – 1:30 - 3pm
-2nd session – 3:15 – 4:45pm
Week 7:
Feb. 22 – 28 / Module #3
Negotiating Across Cultures; Values and Ethics / March 13th
Week 8:
Feb. 29 – Mar. 6
Week 9:
Mar. 7 – 13 / USC Spring break
Week 10:
Mar. 14 – 20 / Module #4:
The Healthcare System and Calls for Improvement / April 3rd
Week 11:
Mar. 21 - 27
Week 12:
Mar. 28 - Apr. 3
Week 13:
Apr. 4– 10 / Module #5:
Patient Safety and Root Cause Analysis / April 15th
Week 14:
Apr. 11 - 17
**In-class Meeting, Friday, April 15th ** / Meeting #3 –
April 15th –
USC School of Medicine
-1st session – 1:30 - 3pm
-2nd session – 3:15 – 4:45pm
Week 15:
April 18-24 / Course Conclusion
-Final Assessment and Interprofessional Reflection / April 24th

For the live meetings:

-Groups 1 through 8 will attend the first session

-Groups 9 through 16 will attend the second session