Lightning Talk Description:
As racial and ethnic health disparities continue to plague the United States health care system, health profession educators have been called to action to train the next generation of health professionals on the causes and solutions to these health inequities.1 The newly proposed revisions to the Interprofessional Education Collaborative (IPEC) core competencies highlight the importance of IPE curricula in this mission to “advocate for social justice and health equity of persons and populations across the life span.”2 This lightening talk will describe how a student-led organization, the Western University of Health Sciences’ (WesternU) chapter of White Coats for Black Lives, developed and delivered a three-part lecture series within the IPE curriculum and briefly describe an in-progress, student-led collaborative research project designed to measure long-term attitudinal and behavioral changes of this curriculum over time.
WC4BL and IPE Collaboration:
In the fall semester, all incoming health professions students from 9 disciplines (Dental Medicine, Nursing, Optometry, Osteopathic Medicine, Pharmacy, Physician Assistant Studies, Physical Therapy, Podiatric Medicine, and Veterinary Medicine) attended a live virtual workshop entitled, Diversity, Equity, Inclusion, Anti-racism and Anti-bias (DEIAA). In the fall of their second year, health professions students participated in a second live virtual workshop entitled, Unfiltered: Racism’s Impact on Health Care. The third and final workshop entitled, We are not a Monolith: People of Color, Marginalized Groups, & Anti-Blackness, was delivered in the spring semester of students’ second year. Each lecture was carefully designed with guidance from IPE leadership around learning objectives including understanding white adjacency, anti-Black racism, self-interventions to mitigate biases, cultural norms, cultural diets, and how privilege can be used to dismantle bias and health inequities. Data from final exam questions, optional weekly feedback forms, and end-of-course surveys have revealed that many students found these presentations impactful and transformative.
Summit Theme and Priority Criteria:
This lightening talk addresses the summit theme of Interprofessional Collaboration to Address Health Equity, Racism, and Bias in Interprofessional Practice by highlighting how student-led workshops can make measurable impacts on health profession students’ thinking and break down barriers in communication and collaboration across a variety of diverse perspectives. Importantly, since this 3-part lecture series and the associated research project were led by second-year medical student leaders with guidance from faculty and staff from various health professions including Optometry and Osteopathic Medicine, this talk truly embodies an interprofessional collaboration between health profession educators and interprofessional learners.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.