This workshop will explore how regularly scheduled series (RSS) can be used as a vehicle to deliver effective continuing interprofessional (IP) education. RSS, including grand rounds, case conferences, morbidity and mortality conferences, journal clubs, and others, can lead to changes in competence and trigger clinical practice improvement [1, 2]. However, effectiveness of RSS is increasingly questioned by researchers and educators. RSS have been criticized for being predominantly lecture-based, lacking clinical relevance, and underutilizing evidence-based educational practices [3, 4]. At the same time, many RSS are attended by a mixed audience of healthcare professionals and address current issues and challenges in the professional practice of the attendees. These features predispose RSS as an educational format well-suited to continuing IP education [5]. 

The University of Wisconsin Schools of Medicine and Public Health, Pharmacy, and Nursing formed the Interprofessional Continuing Education Partnership (ICEP) in 2014, and in 2016, ICEP became a joint accreditation provider. During the workshop, we will use examples from IP RSS offered through ICEP.

As a result of attending this workshop, participants will:

• Recognize strategies to gain leadership support for continuing IP education
• Identify opportunities at their home institutions to enhance existing IP RSS or to transform existing RSS into IP RSS
• Increase ability to define the role of RSS in relation to IP clinical learning environment
• Enhance skills in planning and evaluation of IP RSS

The workshop will start with an overview of theoretical and empirical works that explain how RSS may contribute to building more effective relationships among healthcare professions and improving collaborative practice.

The facilitators will then share ICEP experience in RSS program transformation, including soliciting leadership engagement and support at multiple levels (i.e., RSS chairs, department chairs, school leadership, and health system leadership); establishing IP planning committees; re-designing the RSS application process; and linking RSS to priority quality improvement areas for a department/unit. 

Following these presentations, the facilitators will involve participants in a large-group discussion. Participants will be invited to elaborate on how RSS are being used in their institution, discuss the potential of RSS to transform workplace culture and patient care, and ask questions. Then, participants will work in small groups to complete a case study designed to explore learning modalities supporting IP learning in RSS. Participants will re-convene as a large group for a facilitated discussion of solutions brainstormed in small groups.

The last presentation will address the question: “IP RSS—what does success look like?” The facilitator will elaborate on evaluation approaches and validated assessment tools applicable to IP RSS. The workshop will conclude with a question and answer period. 

References

Glauser TA, et al. J Cancer Educ. 2013; 28:591-6.2. Kaufman J, et al. Am J Hosp Palliat Care. 2005; 22:415-8.3.

Hebert RS, et al. Acad. Med. 2003. 78: 1248 –52.4. Van Hoof TJ, et al. Acad Med. 2009; 84:1144–51.5.

Olson, C. Presented at the World Congress on CPD. 2016.