Please join us for the: Fall 2012 UNMC Interprofessional Education (IPE) Day!
When: August 15th, 2012
Where: UNMC Campus
Who: Faculty and students from Nursing, Medicine, Pharmacy, Public Health and Allied Health
Interprofessional Education (IPE) introduces shared learning and practice early on, and helps prepare students for collaborative practice. IPE is best defined as occasions when two or more professions learn with, from, and about each other to improve collaboration and quality of care.
This event will include over 450 students from the Omaha campus. The Lincoln campus will host a separate event for the Lincoln Dentistry and Nursing programs. A diverse faculty body representing all colleges and schools at UNMC is essential.
Faculty volunteers are needed to facilitate the small groups. Two faculty training sessions are planned to provide faculty with preparation to facilitate a group of 10 interprofessional students.
Sessions will be held:
Thursday, August 9th 9:00-11:00 Room MSC 4053
Monday, August 13th 1:00-3:00 Room MSC 4053
Attendance at one of the faculty development session is encouraged. If you have facilitated IPE day small groups in the past, the faculty development session will provide you with current IPE Day content and process updates. Dr. Devin Nickol will facilitate the training sessions.
This is a great opportunity to interact with faculty and students from the various colleges and learn about their programs and perceived professional roles. If you can participate, or would like a copy of the facilitator’s guide for an overview of the session format, please contact Giovanni Jones @ email@example.com.
IPE Day Planning Committee
Note: no clinical expertise is required to facilitate this session.
Welcome to the new Educational Support Office blog. This will replace the eNewsletter you’ve received in the past.
Please see the most recent posts: College of Medicine Curriculum Goals; EMET Highlight: Underserved Health Care; Recruiting PBL Facilitators; Recruiting ICE Facilitators.
The College of Medicine’s goal for the medical degree program is to prepare students for success in primary care or specialty fields. Throughout the course of the medical degree program, students will:
- Learn basic science, behavioral science, and clinical science concepts to integrate and apply to the diagnosis, treatment and management of patients:
- Learn and demonstrate the clinical and procedural skills necessary to meet the initial expectations of any residency program;
- Acquire and exhibit skills necessary for scholarly activity and life-long learning;
- Exhibit the attitudes and behaviors that are expected of medical professionals;
- Learn and demonstrate collaborative and leadership skills to participate in inter-professional teams; and
- Learn and exhibit written and oral communication and interpersonal skills to provide high-quality patient care.
Enhanced Medical Education Tracks are in-depth areas of study developed to enhance the required medical school curriculum. The tracks are challenging and address specific topics in more detail than what is provided during the required curriculum.
The Underserved Health Care track aims to enhance students’ competency in providing healthcare to underserved populations. Students in this track will acquire the skills and knowledge to effectively provide health care to this population by exploring their personal attitudes and motivation for caring for the underserved, utilizing community resources to provide comprehensive care, addressing challenges specific to this population, and by developing the competencies to become an effective social and political advocate for their special needs.
Students participating in this track will attend monthly seminars and attend learning and serving activities such as: caring for patients in homeless clinics and shelters, participating in primary care block experiences in underserved sites, and engaging in international elective experiences.
Lastly, students participating in this track will complete “The Underserved Project.” It includes a literature review on a topic, assessment of current needs, implementation of an intervention, and an evaluation of the success of the intervention.
For more information contact the Track Directors, Jim
Medder, MD, MPH, or Ruth Margalit, MD, or visit:
Problem-Based Learning Facilitators works with a group of ten to twelve M1 or M2 students to discuss a case and develop a Differential Diagnosis hypothesis. Information about each case is presented in stages, and the group works together to understand the basic science principles involved.
It is preferable that PBL Facilitators commit to an entire case, but the ESO also has an ongoing need for substitutes to fill in should a regular facilitator become ill or otherwise be unable to attend his or her session. If you are interested in participating as a PBL Facilitator, please contact Kathryn Dybdall at firstname.lastname@example.org or 559-8093.
PBL facilitation is recognized as teaching effort.