Evolution of an Interprofessional Training: A Five-Year Review of an Interprofessional Training Involving Family Medicine Residents, Nurse Practitioner Students, Pharmacy Trainees, Counseling Psychology, and Social Work Students in Southern New Mexico

Integrated Behavioral Health Curriculum in Counseling Psychology Training Programs

“…We used a mixed method approach to data analysis and quality improvement research, which included pre and post self-assessments, journaling, focus groups, and rating of teambased simulations using a standardized evaluation tool. Our data have highlighted that students who participated in the interprofessional training reported an improved ability to work in teams following participation in the educational program (Boland et al, 2016;Boland & Gergerich, 2018, Boland, White, & Adams, 2018. We have navigated issues of marginalization and hierarchy, and practiced debiasing and naming microaggressions when they happen.…”

“…With this mission, the integrative behavioral health care faculty at NMSU worked to develop interprofessional training. We will present our training components and describe how the program has developed over time, moving away from a siloed curriculum to an integrated and interprofessional approach that positions trainees ready to engage as integrated team members, centering around the patient's health needs (Boland & Gergerich, 2018).…”

“…This training aims to develop the skills needed to effectively work within an interprofessional health care team and transform the culture of health care delivery among our trainees. We use the core objectives from the IPEC, focusing on building awareness of and respecting the values, ethics, and roles of different professionals, enriching communication skills, and practicing team-based care (Boland & Gergerich, 2018;Boland, Scott, Kim, White, & Adams, 2016;Boland, White, & Adams, 2018;IPEC, 2011) The Immersion is a four-day workshop that brings together trainees from different health care professions to learn about interprofessional competencies and how to practice team-based care. Trainees include third-year counseling psychology doctoral students, family medicine residents in their first week of residency, doctoral pharmacy students, and doctoral nurse practitioner students.…”

“…The simulations allow trainees to practice working in teams and require teambased considerations of social determinants and structural factors contributing to patients' health. Finally, they attend a panel in which peer health care providers discuss lessons, strengths, and lived experiences of working on interprofessional teams in medically underserved communities (Boland et al, 2016Boland & Gergerich, 2018).…”

“…We changed the way we structure the immersion from auditorium seating to pairing trainees in teams with one from each discipline in a group, and moved away from lecture and instead engaged learners in activities that made them practice team-based work. Lastly, we spent time developing and enhancing our patient simulations to allow trainees real-time practice of team-based care (Boland & Gergerich, 2018). We used a mixed method approach to data analysis and quality improvement research, which included pre and post self-assessments, journaling, focus groups, and rating of teambased simulations using a standardized evaluation tool.…”