CECE

Center for Excellence in Collaborative Education Interprofessional Education occurs when students from two or more professions or disciplines learn with, about, and from each other to improve the quality of health, healthcare, population health, planetary health, and social care practices.



Center for Excellence in Collaborative Education (CECE) Associate Provost Community Community Academic Advisory Board Partners Affairs Faculty BC Advisory Group Center Director PC Advisory Group Affiliates Center Program Manager CECE Evaluator Partners Staff Assistant Graduate Assistants

CECE Deliverables: University-Based Strategic Alignment Programming Service Learning Research & Scholarship Exceptional Teaching and Experiential Learning in the Learning; Recruitment & Community Focused Student/Faculty Research and Scholarship Retention Faculty COE & Program Development Collaborations Assure philosophical and pedagogical Internal programming, fidelity with IP competencies and service & research strategies for IP facilitation partnerships

CECE Deliverables: External Partnership Strategic Alignment Clinical Collaborations National & International Affiliations Expand clinical collaborative learning continuum from Engagement with Local, Regional, classroom to real-world and Global Partners experience. Community Workforce IP Continuing Programs/Research Education Collaborations CITES – Collaborative Interprofessional Training & Westbrook Housing; Day One; Sensio/Telehealth; MMC Research Education Series

Strategic Priority 1 • Focus teaching and learning around the development and integration of habits of mind, discipline-based knowledge, and professional competencies. • Create new high-quality experiential learning opportunities and deepen their integration with academic curricula, with the goal that all UNE students engage in at least one top-tier experiential learning opportunity during their academic program. • Create distinctive interdisciplinary and interprofessional programs as well as collaborative practices across our colleges and departments. • Develop multiple teaching and learning formats that respond to evolving research on effective pedagogy and that increase student access, support improved retention, and foster degree completion

Fall 2021 Programming IP Facilitation Adolescent Addressing Revisiting Health Faculty Homelessness in Racism and Disparities Post Development Rural Maine Patients Covid Sep 8 Sep 16 Sep 22 Oct 4 August Oct 27 Nov 5 Nov 17 Adolescents in Zip Code & Communication Telehealth: Recovery Health across Racial Lessons Learned Lines Planetary Health Council



Development of New IPE Competencies • Humility: Accurate assessment of one’s abilities, achievements, gaps in knowledge, skills, and experience, and limitations. • Complexity: The interconnected and interactional quality of factors affecting health, culture, and life circumstance. • Diverse Perspectives: Cultivate culture of curiosity for different opinions and views. • Empathy: The desire to understand the perspectives and feelings of others.

Interprofessional Team Immersion Build Collaborative Case Study Establish Longitudinal Teams Half-Day Didactic & Team Building Session Simulations 1&2 Debriefing Sessions Poster Session

Interprofessional Service Learning Northern Light Pain Clinic Day One Project Committed engagement with UNE and the community Westbrook Housing Authority Cumberland County Jail

National, Local, and International Collaborations • Nexus Summit • All Together Better Health • Collaborating Across Borders • National Academies Global Forum • Interprofessional.Global • Arctic Circle Assembly • American Interprofessional Health Collaborative

Telecollaborative Practice Skills: • Share ideas and information across sites. • Use warm handoffs during visits (respectful & informative conversation when transferring care) • Convey empathy and caring to patient and respect for team colleagues. Structure: • Patient-provider visit with Live Voice consultation. • Patient has synchronous virtual meeting with multiple providers. • Providers meet to debrief and discuss next steps.

Focused Research and Scholarship • Identify focal areas of research and scholarship that will distinguish UNE and have priority for future investment, faculty recruitment, and external fundraising. • Increase meaningful student involvement in research and scholarship. • Expand faculty involvement in scholarship and research and create a stronger UNE culture of knowledge production and application.

Student-Led Mini-Grants • Two or more professions design and execute a research, curricular, or community project • Formal grant application and review process • Funded by donor and the research office • Student projects woven into community programming • Students present at university, national, and international poster sessions and conferences



IPE Research and Scholarship Interprofessional Education: A 5-year Analysis of its Impact on Workplace Practice: Explores whether UNE Risling-de Jong, Robin, Wall, Meredith L. Interpersonal and graduates who participated in interactive, Communication Skills, Communication Issues Chapter 14. In: Ballweg, interprofessional shared learning opportunities R. et al ed. Physician Assistant: A Guide to Clinical Practice, 7th ed., St. transferred competency knowledge to the workplace. Louis, MO Elsevier, Inc.; 2021 Adapting Interprofessional Student Learning in Cohen Konrad, S., Hall, K., Pardue, K. (2021) National Academies of Response to COVID-19: Survey analysis from a Sciences, Engineering, and Medicine 2021. Health Professions Faculty collaborative team immersion with Rosalind Franklin for the Future: Proceedings of a Workshop. Washington, DC: The University of Medicine and Science. National Academies Press. https://doi.org/10.17226/26041. Critical Discourse Analysis: An Innovative Approach Pardue, K.T., Cohen Konrad, S., & Dunbar, D.M.(2021). Weaving to Assessing Student IPE Competencies during interprofessional education into nursing curricula, Second Edition. In Simulated Telehealth Encounters: Qualitative study M. Oermann, J. DeGagne, & B. Phillips (Eds.), Teaching in nursing and using observations of student simulations with the role of the educator. New York: Springer Publishing Company. Rosalind Franklin University of Medicine and Science. Amato, C., Cohen Konrad, S., Clarke, L, Husman, C., Bartholomew, A., & Beal, C. (2020). Jumpstarting Cross-disciplinary Collaboration in Undergraduate Social Work Education. Advances in Social Work, 20(2), 1-26. Mokler, D., Cohen Konrad, S., Hall, K., Rodriguez, K., St. Pierre, S., Thieme, V. S., & Van Deusen, J. (2020). Learning Together: Interprofessional Education at the University of New England. Journal of the American Osteopathic Association. Sherwood, D., Kramlich, D., Graybeal, C., Rodriguez, K. (2019). Developing a Screening, Brief Intervention, and Referral to Treatment (SBIRT) program with multiple health professions programs, Journal of Interprofessional Care.

Continuing Interprofessional Training & Education Series • UNE CITES prepares clinical and community educators, practitioners, leaders, and colleagues with skills, values, and attitudes for collaborative teaching and practice that aims to improve quality and equity of care for all patients/clients across settings and systems. Grounded in the evidence-based art and science of team care. • Customized to each setting with the desired level of participant learning in mind (‘get to know you’ meetings to formulate training priorities). • Capitalizes on existing times for training (e. g. natural break times; small dose content delivery). • Didactic and interactive; in-person and virtual; synchronous and asynchronous. • Responsive to cultural, cross-professional, and humanistic relevancy.

Optimize student recruitment & deliver integrated academic services for student success

Macy Grant Recommendations Plus One • Strengthen intentional integration of IPE Core Competencies into curriculum to ensure student learning outcomes. • Expansion and refinement of Clinical Interprofessional Curriculum with the goal of improving its fidelity with clinical sites. • Collaboration with clinical sites most conducive to shared IPE rotations. • Enhance internal & external IPE facilitation training, resources, and support. • Integrate telehealth and public health content with IPE competencies into UNE’s curriculum.

“What is most important to UNE students’ interprofessional experience?” STUDENTS• Expand shared • IPE group work • Expand cross- FACULTYphysical space toand teamwork professional clinical facilitate partnerships COMMUNITYformal IPE and cross-• IPE curriculum co- professional learning development • Enhance virtual learning in • Maximize full • Cross-professional collaborative integration of clinical site telehealth and rural medical and health development care throughout the professions students state • Expand shared • Host a network of physical spaces that interdisciplinary encourage forums focused on socialization and improving health in break down barriers Maine between disciplines. Institute for Interprofessional Education & Practice