Collaborative, Interprofessional Care: What can we learn from each other
to improve the health of animal patients, human patients, and
population health?
Dr. John Tegzes
Western University of Health Sciences
Dr. Laura Molgaard
University of Minnesota
Interprofessional Education
• Interprofessional Education (IPE) occurs when learners from two or more professions learn from, with, and about one another in order to improve patient care and outcomes.
• Triple Aim– Improved patient experience (quality, satisfaction)
– Improved health of populations
– Reduced per capita cost
• What does this mean for veterinary medicine?
IPE and One Health
• Infectious and zoonotic disease focus
• Population health focus
• Many applicable examples
IPE and Translational Research
• Animal models for human diseases
• Comparative pathology
• Comparative medicine and surgery
IPE, human health and animal health
• What can veterinarians do to impact the health of animal owners?
• What can other health professions do to impact the health of animals?
• What can all health professionals do to impact One Health (people, animals, environment)?
Are veterinarians members of the health care team?
The Changing Scene in Health Professions Education Accreditation
Standard Dentistry Medicine Nursing Pharmacy Vet Med
Interdisciplinary collaboration
X X X
Communication with other health professions
X X X X X
Function within IP teams X X
Team-building skills X X
Multidisciplinary educational opportunities
X
Sources: Commission on Dental Accreditation; Liaison Committee on Medical Education; Commission on Collegiate Nursing Education, Standards for Accreditation of Baccalaureate and Graduate Nursing Programs, AACN Essentials of Baccalaureate Education for Professional Nursing Practice; Accreditation Council for Pharmacy Education; Accreditation Policies and Procedures of the AVMA Council on Education.
Comparison study of health professional education accreditation standards. Compiled by the Academic Health Center Office of Education, University of Minnesota, Dec. 16, 2009http://www.ipe.umn.edu/imgs/AccreditationDocFinal030510.pdf (accessed Jan. 5, 2011)
How can collaboration help?
• Diabetes care– Teaching insulin administration
• End of life care– Longevity vs quality of life
• Long-term rehab– Adaptive devices
• Obesity– Diet and activity education
• Disaster Preparedness
WesternU Experience
• Specific One Health Competencies:
– Tuberculosis
– Avian Influenza
– Foodborne Illness
• Campylobacteriosis with development of Guillan-BarreSyndrome
WesternU Experience
• Specific Client-focused Care, and opportunities to discuss translational research:– Diabetes/Obesity
– Stroke and Traumatic Brain Injury
– Cancer
– Autism Spectrum Disorders
– Long-term Rehabilitation after degenerative neurological disease
WesternU Experience
• Collaborative service project in Honduras
– MD, PA, PharmD, RN, and DVM students working together providing clinical and preventative care in rural villages
– DVM students participated in daily rounds with the human professions; common diseases/problems were discussed and solutions posed
Profession N Pre-Test Post-Test Difference
Dental Medicine 67 36.8 78.7 41.9Nursing 55 38.8 68.0 29.2Optometry 85 35.3 77.3 42.0Osteopathic Medicine 212 38.7 77.3 38.6Pharmacy 116 35.0 91.0 56.0Physical Therapy 53 38.1 82.5 44.4Physician Assistant 93 42.1 76.9 34.8Podiatric Medicine 40 37.8 63.6 25.8Veterinary Medicine 102 38.0 74.2 36.2
WesternU Outcomes
• Attitudes toward Veterinary Medicine improved substantially
University of Minnesota Experience
• Foundations of Interprofessional Communication and Collaboration (FIPCC)– First year students from 9 health professional
programs
• Interprofessional Leadership and Facilitation– Advanced student facilitators for FIPCC (medicine,
pharmacy, dentistry, occupational therapy)
• Phillips Neighborhood Clinic (all but vet med) but opportunities: – Student Initiative for Reservation Veterinary Services
(SIRVS)– Veterinary Treatment Outreach for Urban Community
Health (VeTouch)
University of Minnesota Experience
• Clarion– Health Professional students work on healthcare
systems case
– Little if any participation by DVM students
• Global Case Competition– Emory University
– Multiple disciplines (not just health professions)
– UMN initiated in 2014 with “Can Global Sanitation 2020 Contribute to China’s Prosperity”
• Teams with broadest representation did best– Team with DVM student earned 3rd place
Contact Information
• Dr. John Tegzes
• Dr. Laura Molgaard
