Interprofessional Geriatric Case Competition

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Students

Graduate (master’s and doctoral level), professional, and upper-level undergraduate students from across the University of Minnesota who are interested in geriatrics are encouraged to participate.

Students apply as individuals and will be assigned to an interprofessional team. Student teams will comprise four to five students from at least three University of Minnesota schools.  

We hope to involve people from across the health sciences, social work, speech and language, the Humphrey School, liberal arts, and more – anyone with an interest in geriatrics or participating in an interprofessional team.

 

Volunteer Coaches or Judges

Volunteers are needed to serve as faculty and staff coaches, faculty and professional judges, time keepers, and other logistical support. We are looking for faculty, staff, and post-graduate and postdoctoral fellows/residents to offer support for this interprofessional activity.

  • Each student team will be assigned a coach, who is an expert in geriatrics from the community or University of Minnesota faculty. The coaches serve as advisors to the interprofessional student groups as they prepare for the competition, together developing collaborative solutions to a compelling geriatric health case.
  • Competition judges will include interprofessional experts in geriatrics from among University of Minnesota faculty and community agencies. Judges will provide constructive feedback to student teams at the competition as they collaborate on solutions to the geriatric health case.

 

Coaches for the Interprofessional Case Competition

A coach is assigned to each student team to serve as a resource person to assist them in developing their plan of care and presentation for the case competition. Coaches will attend a coach orientation and team orientation session on the same day.
 
Key Points:

  • Coaches will attend the team orientation on 3/17, meet with their teams to help them get started, and be present at the competition to support their team.
  • Coaches will encourage the team to develop a quick plan at the orientation regarding how they will function, how they will communicate with each other, etc.
  • Coaches should plan to meet at least one additional time with their team, or additionally as mutually determined by the team and coach, and then spend 2-3 hours with their team during competition weeks.
  • One week before their presentation date, the teams should send their presentation draft to their coach and, if they wish, the coach can help them schedule a rehearsal.
  • The coach can assist the team by:
    • Encouraging them to set their first meeting
    • Keeping the team on track
    • Helping the team remain focused on the collaborative competencies
    • Advising the team regarding available resources (personal contacts, journal sources, books, individuals from other professions, etc.)
    • Encouraging the team to work together collaboratively
    • Helping teams set up a presentation rehearsal and offering feedback if they wish

It is important for faculty/professional coaches to allow students to do their own research, develop their own recommendations, and create their own presentation for the case competition.

Judges for the Interprofessional Case Competition

Judges will view the student presentations, score the presentations using a standardized rubric, and provide feedback to student teams. Judges need to be available to attend student team presentations. Judges are expected to attend a brief orientation session immediately prior to the team case competition day.

Key Points:

  1. Review the case information provided.
  2. A team of four to five students from different professions are asked to develop a comprehensive, interprofessional plan of care for the patient in this case to care for this patient and plan for discharge back to the community. The team has three weeks to meet, work together, conduct research, and devise the plan of care they will present to you.
  3. Their presentation should meet the criteria laid out in the case grading rubric.
  4. We will provide an orientation prior to the presentations (food will be provided). This orientation is useful because you will get a brief overview of the case and be ready to score.

General Comments on Judging:

  • Some students are undergraduates or are at the beginning of their discipline-specific professional education and have little experience in clinical settings. You can adjust your expectations accordingly and do not need to worry about the quality of the details or discipline-specific information.
  • Students may not always be 100 percent accurate with their medical suggestions, but should show evidence of reasonable rationale for planned actions.
  • We hope to see that the team presentations make a good attempt at the following:
    • Adequate analysis of the information provided to identify patient problems.
    • Clear evidence that the patient and care partners were the focus of care.
    • Recommendations for care interventions unburdened from concerns about health care financing or years of experience with entrenched beliefs.
    • Evidence of developing interprofessional competencies – working together as a team, valuing their own and others’ contributions, respectful teamwork, communication, values and ethics.
    • Ideally, teams will come up with some innovative strategies for managing challenges of care and teamwork in caring for the patient and family.
    • The presentation should indicate that there was intentional/deliberate interprofessional collaboration.
    • Evidence that team members learned more about each other and additional disciplines as they prepared their plan.
    • Evidence of self- and team-reflection on challenges and rewards of a variety of viewpoints and strengths on team and collaboration.

Awards

A distinguished interprofessional panel of judges will evaluate the teams’ recommendations on Competition Day. Cash prizes will be awarded to the top teams.

Credit Options & IPE Approval

Students may be allowed to apply this experience to meeting course requirements and should confer with their instructors to determine if it meets their specific requirements. The following approvals have been acquired:

  • The Interprofessional GeriatricCase Competition is part of the 1Health interprofessional education curriculum at the University of Minnesota. This means that the Case Competition offers a valuable interprofessional learning experience that has been carefully designed to expand upon your skills and knowledge in preparation for your future as collaborative health professional.  Inclusion in the 1Health interprofessional education curriculum also means that upon completion of the Interprofessional Geriatric Case Competition, a record demonstrating your involvement in this experience will be added to your personal "1Health IPE Transcript" which can be accessed via the 1Health Database.  
  • Some students can earn credit for their participation for either clinical hours or credit within individual courses. We are actively reaching out to interprofessional course instructors to ask that they give “credit” for those students who participate in the competition.

Sponsors

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $747,581. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS or the U.S. Government.

This project is part of the Minnesota Northstar GWEP, which is supported by the UMN Office of Academic Clinical Affairs.

We are seeking additional Interprofessional sponsors for this student case competition. If you are able to co-sponsor the event, please contact [email protected]. Thank you!