AETC Program Interprofessional Education (IPE) Toolkit

Following guidance from the Health Resources and Services Administration (HRSA), the eight regional AETCs developed and implemented interprofessional education (IPE) projects based on the Interprofessional Education Collaborative (IPEC) Core Competencies for Collaborative Practice.

• Competency 1: Values/Ethics for Interprofessional Practice
• Competency 2: Roles/Responsibilities
• Competency 3: Interprofessional Communication
• Competency 4: Teams and Teamwork

The following tools are examples of the overall model of the AETC Program IPE projects and examples of logic models of two regional AETC projects.

• Building the Future of the HIV Workforce HIV IPE Efforts across the United States (AETC NCRC)
• AETC Program IPE Model (AETC NCRC)
• Interprofessional Education Logic Model (Southeast AETC)
• Preparing the Future (PTF) Overview (MidAtlantic AETC)
  This framework demonstrates how the domains and interventions in the MidAtlantic AETC IPE program lead to outcomes.

Regional Projects

The following presentations provide an overview of each regional AETC's IPE project including successes and challenges.

Video: Los Angeles Area HIV IPE

• MidAtlantic AETC Interprofessional Practice: Implication for Improving the Continuum of Care
• HIV IPE Project (HIPEP - MATEC)
• Mountain West AETC IPE Program
• New England AETC IPE: HIV and Viral Hepatitis Fellowship
• Northeast/Caribbean AETC HIV/IPE: Two Models... One Goal
• Pacific AETC Los Angeles Area HIV IPE
• South Central AETC IPE
• Southeast AETC IPE Overview

This tool was designed to assist in the planning and formative research phase related to implementing a new IPE project.

IPE/HIV for Primary Care Faculty Survey
Initial needs assessment used in 2016 to determine faculty needs for HIV and IPE training. (Mountain West AETC)

With most new projects, building relationships and finding an internal champion to help garner support is an important element to success. The following tools can be used to approach potential schools/programs and faculty.

Mountain West AETC

• Sample IPE Letter of Support
  Sample letter of support obtained from healthcare professions programs at the start of the funding period, to document program roles and resources and to document agreement with the school. The IPE team drafted the agreement letter, and schools could modify or enhance it. (Mountain West AETC)
• IPE/HIV for Primary Care Faculty Flier
  Marketing flyer given to individual faculty members, listing areas of expertise for the HIV IPE training team, and extending an offer to support the faculty member’s classroom or practicum teaching work in those topic areas. (Mountain West AETC)

Finding the right students and faculty to participate in an HIV-based IPE Program and clinical practicum sites is essential. These tools are models for recruitment.

• Interprofessional Education Project Brochure
  This brochure is a regional overview of the MidAtlantic AETC's IPE framework, components, objectives and activities. (MidAtlantic AETC)

• Interprofessional Collaboration in HIV Care Student Recruitment Flier
  A template for recruitment was available for each program (medicine, pharmacy, nursing, social work, occupational therapy, nutrition, dentistry, public health) to ensure that students received consistent information about the program, but the template was modifiable based on different strategies used for recruitment at each university and in program. (Midwest AETC)
• Interprofessional Collaboration Practice in HIV Care Welcome Letter
  Sample welcome letter sent to students who have chosen to enroll in “Interprofessional Collaboration Practice in HIV Care.” (Midwest AETC)

These tools will support educators in building core knowledge of HIV diagnosis and treatment among their trainees.

MidAtlantic AETC

• Preparing the Future (PTF) HIV Educational Program Faculty Partnerships & Course Matrix
  Lists examples of the required courses to complete the MidAtlantic AETC IPE program.

Midwest AETC (MATEC)

• Template for Development of State Interprofessional Collaboration in HIV Care Program
  Project management template used by each participating state partner to develop the program which includes program title, program description, start and end dates, learning objectives, program schedule, student enrollment details, resource materials, prerequisites, additional support needed for program, documentation of approval by participating programs and responsible faculty.
• Interprofessional Collaboration Practice in HIV Care Syllabus
  Sample syllabus based on the Interprofessional Collaboration Practice in HIV Prevention and Care Program.
• Interprofessional Collaboration in HIV Care Learning Objectives
  Learning objectives were developed using a consensus process among all participating academic partners to cover foundational knowledge of HIV prevention and care, foundation of Interprofessional collaborative practice, and the integration of interprofessional care in HIV prevention and care. Some objectives were covered by all academic programs participating (required objectives) and some were designated as optional. Modification was necessary to adjust to the specific learners and environment in each institution.
• Interprofessional Collaborative Practice in HIV Care Group Case Analysis Project
  This assignment was completed by each interprofessional group of students in which they were required to apply course content to either a hypothetical patient case or to an organizational case to develop and interprofessional place of care (for a patient) or an interprofessional practice transformation plan (for the clinical organization). These cases were presented at the final in person session (as a capstone project). Grading rubric (included) was tailored to either the patient case or the organizational case.
• Integrating HIV Care - Case Transforming HIV Care at the East Village Family Medicine Clinic
  An organizational case of a primary care clinic that provides care to limited number of people with HIV as part of a much larger primary care population. The case includes a description of the current situation at the clinic including descriptions of the key personnel, the clinic context, staffing model, patient population served, the need for clinic transformation, an organizational chart and clinic blueprints. Students worked in their interprofessional team to apply principles of ICP in proposing a plan for the clinic to address the identified problems.
• Interprofessional Collaboration in HIV Care Standardized Reflection for Spring 2018
  A required assignment for each student prompting reflection on their initial knowledge of interprofessional collaborative practice, previous experiences with HIV on HIV Prevention and Care and how interprofessional collaborative practice could improve outcomes at all stages of the HIV Care continuum.
• Interprofessional Collaboration in HIV Care Grading Rubric for Reflection
  Standardized evaluation tool completed by students to reflect on their progress.

Mountain West AETC

• Motivational Interviewing: Antiretroviral Therapy (ART) Adherence
  A Sample of an ART adherence script that can be integrated into a training on motivational interviewing or medication adherence, to include HIV content in a topic desired by faculty but that would otherwise not address HIV.
• Mountain West AETC Curriculum Slides Examples
  Sample HIV primary care slides that can be included in a training on clinical topics such as pharmacology or chronic disease management, to integrate HIV content into a topic that was desired by faculty but would otherwise not include HIV.

Northeast/Caribbean AETC

• Interprofessional Education HIV Case Presentation
• Interprofessional Education Discussion Script
• Interprofessional Activity Human Development and Behavioral Science Courses Clinical Vignette
• Clinical Vignette Objectives
• Patient Case for IPE Students
• Patient Case Study

Southeast AETC

• Southeast AETC IPE Curriculum Outline
• Interprofessional Education Faculty HIV Facilitation Guide

The following tools are reflective of the practicum experience in which students collaborate with healthcare professionals and other healthcare professional students in the clinic setting.

Midwest AETC

• Interprofessional Collaboration in HIV Care Request for Participation to Clinical Placement Sites
  Sample of a request letter seeking site visit opportunities with the goal of making the expectations for the site visits clear.

Mountain West AETC

• Training Proposal from IPE/HIV Primary Care Training Team
  Documentation of the agreement with a primary care clinic, showing sample content that would be offered to a cohort based trainee group at a primary care clinic (non-ID-specialty) throughout the academic year. Specific topics and training formats were determined based on the clinic’s training needs.

Northeast AETC

• Clinical Rotation Application
• Clinical Rotation Curriculum
• LGBTQ Health Primary Care Track

Pacific AETC

• HIV Interprofessional Education Student Exercise
  The following resource is a team and patient-focused exercise to encourage student communication, highlight roles and responsibilities, and help develop a patient care plan.

South Central AETC

• HIV Interprofessional Education Rotation Preceptor Checklist
• IPE Student Rotation Experience: Inpatient
• IPE Student Rotation Experience: Outpatient

Southeast AETC

• Authentic Clinical Interprofessional Education (ACIPE) Rubric
• Interpreting the Authentic Clinical Interprofessional Education (ACIPE) Rubric
• Certificate of Recognition

Video: Introduction to the Vanderbilt Program in Interprofessional Learning (VPIL)

These tools will help IPE program managers evaluate the acceptability and effectiveness of their programs.

Student Assessment Tools:

• IPE Project Student Assessment (IPE-SA) Baseline
  This pre-experience assessment is administered prior to the start of the IPE Project training activities.
• HIV Interprofessional Education Student Pre-Experience Survey
• IPE Project - Student Assessment (IPE-SA) - One-Time Follow-Up
  This post-experience assessment is administered immediately after the end of HIV IPE training or program completion, within two weeks.
• HIV IPE Student Post-Experience Survey
• HIV IPE Student Post-Graduate Survey
• Primary Care Follow-up Survey on SBIRT and HIV
• HIV IPE Practicum Student Feedback Survey
  The following student survey allows students who have completed the practicum component of the project to provide feedback.

Faculty Assessment Tools:

• IPE Project Faculty Assessment (IPE-FA) Follow-Up
  
• Interprofessional Collaboration in HIV Care Faculty Feedback Survey 2018
  This survey completed at the end of the program including demographic information, faculty development activities completed, faculty reaction to the program, faculty assessment of the quality of the curriculum. The survey also gathers qualitative responses to questions about their participation, what could be improved and program sustainability.