Students examine the use of integrative therapies (also called complementary and alternative (CAM) therapies) in various settings delivered by multidisciplinary professionals. This explores the theoretical framework, safety, efficacy, and evidence for various therapies and guides the learner through self-care reflective practices to apply to one’s own care and how this translates to patient care.
This course explores the moral nature of the healthcare professions and common values-based conflicts in clinical practice. By examining everyday cases, exploring current issues in healthcare, and developing habits of reflective practice, learners will have the opportunity to recognize and respond to moral uncertainties that arise in the interprofessional clinical environment. The course presents practical knowledge and skills needed for ethics deliberation and decision making.
The Interprofessional Standardized Patient Experience is an opportunity for several health professional students to individually interview a patient and observe peers participating in patient interviews. Following the student-patient interviews, students participate in an interprofessional debriefing discussion as a group led by a faculty instructor. The ISPE is a two-hour long experience.
The Interprofessional Integrative Mental Health Focus Area experience allows students to develop collaborative practice skills and expanded knowledge of psychiatric-specific practice approaches and comprehensive medication management for patients. Pharmacy and Nursing students gain these additional skills through the completion of two electives and the completion of at least one psych patient care rotation.
The goal of the Geriatric Case Competition is to help students develop competencies in geriatric interprofessional practice. The team approach is a hallmark of care in the fields of geriatrics and gerontology, providing the best outcomes for older patients and their care partners.
The Interprofessional Collaborative Practice in HIV Care course is a short-semester course designed to provide learners with foundational knowledge of HIV prevention and care and to develop the ability to work as a member of an interprofessional collaborative health care team. Through this course, learners explore options for involvement in HIV care as part of their health care career and will be inspired to lifelong learning related to HIV care and interprofessional collaborative practice.
The Interprofessional Collaborative Examination: Adult Neurological Population is a hands-on lab activity with Physical Therapy and Speech-Language Pathology students. Students collaboratively assess individuals for communication and mobility needs after a stroke using informal and formal measures to develop a greater understanding of the role of the other discipline. This is a two-hour long experiential activity.
This experience involves pairs of Doctor of Physical Therapy and MD Rural Physician Associate Program (RPAP) learners identified as co-located in rural clinical environments during full-time rotations complete a series of interactive, intentional interprofessional activities: 1) social engagement focused on roles & responsibilities, 2) half day shadowing exchange with reflective debriefing questions, 3) written case study discussion focused on teams and teamwork, and 4) independent reflection including roles, teams, and values/ethics.
The Health Professional Student Leadership Conference is a unique, student-led experience designed to build community among students across professions. The conference enhances leadership skills and gives students an opportunity to participate in peer-education while advocating for change in the healthcare system.
This course is designed for healthcare professionals who are interested in enhancing their skills in health coaching, behavior change/motivation theory, and motivational interviewing. In addition, this course will focus on how to develop a coaching mindset when interacting with patients and components of personal growth and development. The course will cover essential principles and techniques in health coaching, the science of health coaching, and a variety of learning activities, including writing assignments, coaching evaluation and practice, and a personal growth and development plan.