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Preceptor Mini-Series 6: The Reason I Jump - An Interprofessional Mini-Series


NOTE:  This Mini-Series program is currently ONLY available for Pharmacy Continuing Education (CE) credit.  CE Credit for the professions of Medicine, Nursing, Occupational Therapy, and Speech-Language-Hearing is coming soon (Available mid-October 2017).
 
Directed by:                       
Craig D. Cox, PharmD, FCCP, BCPS
Associate Professor, Pharmacy Practice
Vice Chair, Experiential Programs
Texas Tech University Health Sciences Center School of Pharmacy
 
Renee Bogschutz, Ph.D., CCC-SLP
Director, Interprofessional Education
Texas Tech University Health Sciences Center
 
Disclosure / Conflict of Interest Statements:                          
The Reason I Jump: An Interprofessional Mini-Series was directed by Dr. Craig Cox and Dr. Renee Bogschutz.  Dr.'s Cox and Bogschutz are employed by Texas Tech University Health Sciences Center and receive a salary.  They have no other financial or nonfinancial relationships to disclose. This program will focus on the interprofessional education mini-series as developed through Texas Tech University Health Sciences Center and will not include information on any other similar or related products.  The following individuals were involved in writing and developing the Mini-Series. "None of these individuals have any relevant financial or nonfinancial relationships to disclose".  The individuals are:  Craig D. Cox, PharmD, FCCP, BCPS; Renee J. Bogschutz, PhD, CCC-SLP; Toby Brooks, PhD, LAT, ATC, CSCS; Larry Munger, PhD, LAT, ATC, CSCS; Sarai Granados, MS, CCC-SLP; Dawndra Meers Sechrist, OTR, PhD; Mimi Zumwalt,MD; Jennifer J. Mitchell, MD, FAAFP, Robert Casanova, MD; and Nephy Samuel, PharmD
 
Produced & Edited by:      
Ramar Studios
 
Funding Provided by:       
Thank you to the Sex and Gender Specific Health program for their expert consultation and to the Laura W. Bush Institute for Women’s Health for their contribution to the funding of this mini-series.  Additionally, thank you to the Texas Tech University Health Sciences Center School of Pharmacy and Texas Tech University Health Sciences Center Office of Interprofessional Education for their financial and faculty support.
 
 
 
    
 
Production Coordinator:   
Christie Beauregard, MSHS
 
Production Assistant:        
Jessica Carpenter
 
 
Description:
 
This is a 12 episode, knowledge-based, video series developed to educate both preceptors and students regarding their participation in experiential rotations in an Interprofessional setting. Each individual video episode is 8 - 14 minutes in length and builds upon the next.  The series follows multiple health professional preceptors including nurses, pharmacists, physicians, speech-language-pathologists, occupational therapists, athlethic training, and emergency medical services as they precept their students in multiple practice settings. Through a combination of inappropriate and quality Interprofessional  interactions, attendees will learn key principles regarding orientation, feedback, teamwork, and dealing with difficult preceptors or students.  The core IPEC competencies roles and responsibilities, teamwork, communication, and values/ethics are threaded throughout the entire series.  At moments throughout each episode, two preceptor and two student experts provide humorous interactions and share insight on how they would deal with each learning situation. Each individual episode ends with two important preceptor and two student pearls.
 
Overall Program Objectives:
 
 
  1. Introduce general concepts of interprofessional precepting on experiential rotations involving athletic training, physicians, pharmacists, nurses, emergency medical services, speech-language pathologists, and occupational therapists.
  2. Discuss communication, teamwork, roles and responsibilities, and values/ethics through challenging scenarios that take place in multiple real-world environments.
  3. Reflect on challenging student-preceptor scenarios and provide feedback on how the information will impact your role as a preceptor.
  4. List characteristics of student learners that could create challenges for experiential rotations.
  5. Determine how to modify your level of supervision to match student ability.
  6. Describe the impact of timely, constructive feedback to students on clinical rotations.
  7. Explain the importance of practicing, teaching, and learning about sex and gender specific health principles and their potential impact on patient.
Course Requirements:    This online course is available for 3.5 hours of Continuing Education credit.  In order to receive credit, all individuals must watch all (12) individual video episodes and complete the short assessment following each episode.  After all videos have been viewed and assessments complete, a final course evaluation will be made available.  Following completion of the course evaluation, continuing education credit will be granted.  A certificate of participation will be made available to participants immediately upon completion.  For pharmacists, your credit will be immediately sent to CPE Monitor to be logged in your online account (be sure that all of your information is correct when you register).  For other professions, you will be sent a formal certificate with your profession requirements for continuing education within 30 days of completing the program.
 
Resume a Course:  To resume a course, login to your account at the top right side of the page.  Next, go to "Pending Programs/CE" in the top gray toolbar. Select the "Distance" tab and then select "Preceptor Mini-Series 6:  The Reason I Jump."
 
 
 
Watch the Trailer Below
 
 
This course will be offered for .35 ASHA CEUs (Intermediate level, Related area) 
 
Refund policy:  
Once the program has been purchased there will be no refunds or exchanges.  All sales are considered final.
 
Complaint policy and How to Request Accommodations:  
Any participant may submit a complaint regarding the Mini-Series program to craig.cox@ttuhsc.edu .  Any requests for special accommodations should also contact craig.cox@ttuhsc.edufor assistance.  Thank you for your interest in the program.

Fee

$30.00

CE Hours

3.50

CE Units

0.350

Activity Type

  • Knowledge

Target Audience(s)

  • Nurses
  • Other Health Care Providers
  • Pharmacists
  • Physicians
  • Speech-Language Pathologists

Accreditation(s)

Accreditation Council for Pharmacy Education
 
Texas Tech University HSC School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education
as a provider of continuing pharmacy education.

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Description
In this episode, the star track athlete, Ty Jenkins is seeking treatment from the athletic trainers.  During this time, a student trainer makes an embarrassing error while performaning an intervention on Ty.   After you view this episode you will be asked to spend a few minutes reflecting on the following questions:
 
  1. Describe strategies for providing instructions to students for a new task.
  2. Describe how you would approach correcting a student’s mistake in the presence of others.
 
Precepting Pearls 
 
  1. Recognize novel learners frequently will need models and detailed instructions when completing rotation tasks for the first time.
  2. When correcting clinical errors and mistakes in front of patients and others, be sure to provide guidance to the learner in a supportive manner and in a safe learning environment.
   
Credits 
 
Preceptor Experts:               Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:                  Meredith Ackerman & Nerissa D'Silva
Talk Show Host:                   Karlyn Wilkes
Athletic Trainer:                  LesLee Taylor, PhD, LAT, ATC     
Athletic Training Students:   Anastasia Knuckles, PSS, CMA & Ben Dagraedt, PharmD
Ty Jenkins:                          Anthony-Moses N. Ikeogu 
Alli:                                     Mellisa Garza                         
Track Athlete (Extra):          Tori Rymer
 
Special Thanks 
 
Terry and Linda Fuller Track & Field Complex, Texas Tech University
Ramar Studios
Havertys

Objectives

  • Rate the specificity of preceptor instructions when directing students to novel rotation tasks.
  • Judge the efficacy of preceptor feedback related to correcting student errors while in the presence of patients and others.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

Description
 
In this episode,Ty Jenkins mom, Bea Jenkins is at a clinic appointment and asking a lot of questions regarding her medications used to treat her chronic diseases.  Pharmacy and nursing students work together with a pharmacy preceptor to provide Mrs. Jenkins with answers.   After you view this episode you will be asked to spend a few minutes reflecting on the following questions:
 
  1. What are two examples of how the pharmacy preceptor effectively “coached” the students in this scene with the patient?
  2. What are three advantages of practicing in an interprofessional environment?
 
Precepting Pearls 
 
1.      Provide opportunities for learners to research patient questions and encourage them to use available resources to answer questions accurately and          efficiently.
2.      When possible, involve learners from different professions in patient care. This allows for peer modeling and fosters an appreciation for team-based          care.
 
Credits 
 
Preceptor Experts:        Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:           Meredith Ackerman & Nerissa D'Silva
Talk Show Host:            Karlyn Wilkes
Pharmacy Preceptor:    Bryce Looney, MS
Nursing Student:           Kerry Anne Rambaran, PharmD
Pharmacy Student:       Elizabeth Eckert
Bea Jenkins (mom):      Faye Scott
 
Special Thanks 
 
Department of Family and Community Medicine, Texas Tech University Health Sciences Center
Ramar Studios
Havertys

Objectives

  • Cite two examples of coaching for higher performance and rate the success of these coaching methods.
  • Propose three advantages of interprofessional precepting and potential influences on patient-centered care.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

Description
 
In this episode, the athletic trainer and her students have a discussion on the differences between treating female and male athletes.  Their discussion is interrupted by an interaction with the track team's physician, which reveals another relationshipw with signficant tension.  After you view this episode you will be asked to spend a few minutes reflecting on the following questions:
 
1.      Provide two strategies that the athletic training preceptor could have used to improve her student engagement in this episode.
2.      What did you like about the AT’s approach when comparing their profession to medicine? How could the student’s learning be improved here?
 
Precepting Pearls 
 
1.      Use strategies to engage all learners in the clinical rotation. If a learner is not actively participating, draw the learner in with questions or                           observations.
2.      It is important to advocate for your profession and teach learners the value of their chosen profession. However, it is also vital to model respect                  for others on the care team, so learners see the value of all team members.
 
Credits 
 
Preceptor Experts:            Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:              Meredith Ackerman & Nerissa D'Silva   
Talk Show Host:               Karlyn Wilkes      
Athletic Trainer:              LesLee Taylor, PhD, LAT, ATC
Athletic Training Students:  Anastasia Knuckles, PSS, CMA & Ben Dagraedt, PharmD
Ty Jenkins (Track Star):    Anthony-Moses N. Ikeogu
Alli (Ty's girlfriend):          Mellisa Garza
Team Physician:                Louis Perez
 
Special Thanks 
 
Terry and Linda Fuller Track & Field Complex, Texas Tech University
Ramar Studios
Havertys

Objectives

  • Evaluate the preceptor’s ability to actively engage all learners in the rotation experience and provide two strategies for improved learner engagement.
  • Revise the way the preceptor advocates for his profession while also respecting others who contribute to or support the delivery of health services.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

Description
 
In this episode, Mrs. Bea Jenkins suffers a life threatening medical event during dinner.  The paramedic team dispatched is led by an overbearing preceptor.  Student attempts to participate in the care of the patient are thwarted.   After you view this episode you will be asked to spend a few minutes reflecting on the following questions (see preceptor reflection questions below):
 
1.    List three concerns that you had with the EMS preceptor’s approach to providing feedback.
2.    How do you think that use of a tactic such as intimidation could impact the students’ approach to learning?
 
Precepting Pearls 
 
1.      Provide feedback in a formative fashion to assists learners in establishing their goals and analyzing their performance, with the ultimate goal of                  learners becoming self-evaluators and motivators.
2.      Demonstrate enjoyment of and enthusiasm for clinical teaching. The environment in which teaching takes place has a major effect on the transfer of          knowledge.
 
Credits 
 
Preceptor Experts:             Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:                Meredith Ackerman & Nerissa D'Silva
Talk Show Host:                 Karlyn Wilkes
Bea Jenkins (Mom):            Faye Scott
Ty Jenkins (Star Athlete):   Anthony-Moses N. Ikeogu
Alli (Ty's Girlfriend):           Mellisa Garza
EMT Preceptor:                   Bill Woodard
EMT Student:                      Kayley Ward
Athletic Training Student:   Anastasia Knuckles, PSS, CMA
Paramedic:                         Shannon Myers
Ambulance Driver:              Chad Curry
Waiter:                               Justin Pedigo, PharmD
Restaurant Guest Extras:     Leon Bathini; Ozen Eren, PhD, JD; Maliah Knuckles, Serena Mangano, Ryan Matthiesen; Jennifer J. Mitchell, MD, FAAFP, Irina Mozuliova, and Gabriela Robledo 
 
 
Special Thanks 
 
University Medical Center Emergency Medical Services
Las Brisas Southwest Steakhouse
Ramar Studios
Havertys

Objectives

  • List at least three factors, including environmental and psychosocial factors, which could potentially influence the process of providing effective feedback.
  • Discuss the impact of preceptor intimidation on learner stress and satisfaction with the learning environment.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

Description
 
In this episode, a bedside swallow evaluation is performed on Mrs. Bea Jenkins by a speech-language pathology student while poorly observed by her preceptor.  Interactions between the different heatlh care workers reveal challenges commonly seen in a hospital setting.  After you view this episode you will be asked to spend a few minutes reflecting on the following questions:
 
1.      What do you think the preceptor did well in providing feedback to his student? What do you think he could improve on?
2.      What concerned you about the learning environment in this episode? What could the preceptor have done differently to improve this?
 
Precepting Pearls 
 
1.      Engage in the necessary tasks to provide students with an accurate, honest, timely, and thorough assessment of their skills including strengths and          areas of growth.
2.      Demonstrate respect toward students by viewing and treating them as future professional colleagues.
 
Credits 
 
Preceptor Experts:                      Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:                         Meredith Ackerman & Nerissa D'Silva
Talk Show Host:                          Karlyn Wilkes
Mrs Bea Jenkins (mom):              Faye Scott
Ty Jenkins (Star Athlete):           Anthony Moses N. Ikeogu
Alli (Ty's Girlfriend):                   Mellisa Garza
Speech-Language Pathology Preceptor:      Garrett Meeks  
Speech-Language Pathology Student:         Michelle Duran
Nurse:    Sarai Granados, MS, CCC-SLP
 
Special Thanks 
 
University Medical Center (Coronary Intensive Care Unit)
Ramar Studios
Havertys

Objectives

  • Explain the importance of summative learner assessment as a reflection of overall rotation performance and contrast this with formative feedback as an ongoing process.
  • Outline ways to develop and maintain a respectful and inclusive teaching environment.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

Description
 
In this episode, a medical and pharmacy student assist Mrs. Jenkins with her medications during a follow-up clinic visit.  The pharmacy preceptor oversees this interaction.  Later in the episode, the pharmacy preceptor meets with the two students and performs a midpoint evaluation, discussing the importance of self assessment.  After you view this episode you will be asked to spend a few minutes reflecting on the following questions:
 
1.      Provide two examples of what the preceptor did well in providing feedback to the learners in this episode.
2.      What did you like about the notecard method and what is one other strategy you use to foster reflection in your students?
 
Precepting Pearls 
 
1.      The clinical environment is an ideal place for learners to practice new skills. Provide direct supervision and coaching feedback in a supportive manner          to help improve the learner's performance during the patient encounter.
2.      Formative and summative evaluations can be a daunting task for both the preceptor and the learner. Solicit learner input and reflection to foster          greater self-critique and insight.
 
Credits 
 
Preceptor Experts:        Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:           Meredith Ackerman & Nerissa D'Silva
Talk Show Host:            Karlyn Wilkes
Pharmacy Preceptor:    Bryce Looney, MS
Pharmacy Student:       Elizabeth Eckert
Medical Student:          Kasaundra Garcia
 
Special Thanks 
 
Department of Family and Community Medicine, Texas Tech University Health Sciences Center
Texas Tech University Health Sciences Center (Dr. Bogschutz's Office)
Ramar Studios
Havertys

Objectives

  • Summarize at least two examples of when to give coaching feedback and how to frame it for the best learning outcome.
  • Illustrate at least two activities that foster reflective conversations and collaborative reflection during formative and summative evaluation.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

Description
 
In this episode, sex and gender issues arise during preparation for an upcoming track meet.  As the episode unfolds, a serious unexpected accident occurs and all health care professionals and students are forced to jump into action.  The interaction between the professions during this emergency is highly inappropriate.   After you view this episode you will be asked to spend a few minutes reflecting on the following questions:
 
1.      The AT preceptor didn’t want the female student to move the coolers because they were “too heavy”. What did you think about this response?
2.      What concerns did you have with the interactions between the group of health professionals and their students at the scene of the bike accident?
 
Precepting Pearls 
 
1.      Be aware of your own gender and cultural biases when working with learners. Use knowledge from self-assessment results to incorporate greater                   sensitivity to diversity into the clinical rotation.
2.      Model effective interpersonal communication skills, which will help create a learning environment where all learners have equal access to a successful          learning experience.
 
Credits 
 
Preceptor Experts:              Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:                 Meredith Ackerman & Nerissa D'Silva
Talk Show Host:                  Karlyn Wilkes
Athletic Trainer Preceptor: LesLee Taylor, PhD, LAT, ATC
Athletic Training Students:  Anastasia Knuckles, PSS, CMA & Ben Dagraedt, PharmD
EMT Preceptor:                   Bill Woodard
Paramedic:                         Shannon Myers
Ty Jenkins (Track Star):      Anthony-Moses N. Ikeogu
Alli (Ty's Girlfriend):           Mellisa Garza
Car Driver:                         Beth Peterson
 
Special Thanks 
 
Terry and Linda Fuller Track & Field Complex, Texas Tech University
Lubbock Aid Ambulance
Ramar Studios
Havertys
 

Objectives

  • Discuss the utility of using common cultural and gender bias tools to assess cultural competence and gender equality in preparation for precepting students.
  • Critically reflect on each preceptor’s ability to model effective interprofessional communication during a stressful patient interaction.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

Description
 
In this episode, different teams of health care professionals prep to meet and evaluate Ty Jenkins following an injury.  During both interactions, roles and egos cause conflict and poor professional behavior.  After you view this episode you will be asked to spend a few minutes reflecting on the following questions:
 
1.      What concerns do you have about the way the medicine preceptor treated her student? What could she have done differently in that situation?
2.      How do you determine when a student is ready to move from direct to indirect supervision?
 
Precepting Pearls 
 
1.      A facilitator of learning actively seeks to expand the learner’s knowledge and skills, utilizes the learning environment to its fullest potential, and                   strives to optimize learner outcomes.
2.      Be thoughtful when transitioning from direct supervision to more indirect supervision. You may unintentionally pose a threat to patient safety or                   hamper the learners’ growth by failing to appropriately taper direct supervision.
 
Credits 
 
Preceptor Experts:       Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:         Meredith Ackerman & Nerissa D'Silva
Talk Show Host:          Karlyn Wilkes
Physician Preceptor:   Mimi Zumwalt, MD
Medical Student:         Kelsey Fore
Pharmacy Preceptor:   Stacey White  
Pharmacy Student:      Ozen Eren, PhD, JD
Speech-Language Pathology Student:    Michelle Duran
Speech-Language Pathology Preceptor: Garrett Meeks
Occupational Therapy Preceptor:          Sandra Whisner, OTR, PhD
Occupational Therapy Student:             Austin Castillo
Ty Jenkins (Track Athlete):                   Anthony-Moses N. Ikeogu
 
Special Thanks 
 
University Medical Center (Family Care Unit and 5th Floor)
Ramar Studios
Havertys

Objectives

  • Define “facilitator of learning” and postulate at least three ways this concept can be applied to precepting learners in collaborative care settings.
  • Discuss two methods of tapering direct supervision, as well as two methods for assessing a learner’s readiness for decreased direct supervision.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

Description
 
In this episode, poor decision made by a preceptor result in a serious loss of patient confidentiality and blurred lines between the roles of health care professionals, students, and their patients.  After you view this episode you will be asked to spend a few minutes reflecting on the following questions (see preceptor reflection questions below):
 
1.      What concerns you about how the speech-language pathology preceptor handled the situation with his student? What would you recommend?
2.      What advantages can come from regular debriefing / discussion sessions between different health care professionals?
 
Precepting Pearls 
 
1.      Be an ethical model, as learners will look to you when applying ethical values to patient care. Respect the dignity and privacy of patients while                   maintaining upmost confidentiality in the delivery of team-based care.
2.      Consider forming a preceptor network or support group. You can organize a group of preceptors to share experiences, debrief problems, and engage in          professional development on becoming an exemplary preceptor.
 
Credits 
 
Preceptor Experts:              Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:                 Meredith Ackerman & Nerissa D'Silva 
Talk Show Host:                  Karlyn Wilkes
Speech-Language Pathology Preceptor:    Garrett Meeks
Speech-Language Pathology Student:       Michelle Duran
Occupational Therapy Preceptor:             Sandra Whisner, OTR, PhD
Occupational Therapy Student:                Austin Castillo
Ty Jenkins (Track Athlete):                      Anthony-Moses N. Ikeogu
Voice of Kerrie Bell:                                Beverly Reed
 
Special Thanks 
 
University Medical Center (Family Care Unit)
Ramar Studios
Havertys

Objectives

  • Discuss the potential hazards of poor ethical modeling on both learner development and patient-centered care.
  • List at least three advantages of consulting or networking with other preceptors to share experiences, debrief problems, and engage in preceptor training and development.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

Description
 
In this episode, the athletic training team and team physician come together to provide aide to an injured athlete.  They put aside earlier power struggles and together with their students deliver quality care to the athlete.   After you view this episode you will be asked to spend a few minutes reflecting on the following questions:
 
1.      What challenges do you face as preceptors in building trust with your learners?
2.      What role do you feel the student and preceptor should play in the debriefing discussion that took place after the incident on the track?
 
Precepting Pearls 
 
1.      As a preceptor, your goal is to help each learner feel like a future peer who evolves to function to the full extent of his or her skill and knowledge          level. Preceptors can build trust by treating learners as a valuable addition to the team.
2.      Use learner and team debriefs following clinical encounters to correct errors, reinforce behaviors, increase efficiency, and improve clinical                   competence.
 
Credits 
 
Preceptor Experts:                     Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:                        Meredith Ackerman & Nerissa D'Silva
Talk Show Host:                         Karlyn Wilkes
Team Physician:                        Louis Perez
Athletic Trainer Preceptor:        LesLee Taylor, PhD, LAT, ATC
Athletic Training Students:        Anastasia Knuckles, PSS, CMA & Ben Dagraedt, PharmD
Ty Jenkins (Track Athlete):       Anthony-Moses N. Ikeogu
Alli (Ty's Girlfriend):                  Mellisa Garza
Ty's Coach:                                Toby Brooks, PhD, LAT, ATC, CSCS
 
Special Thanks 
 
Terry and Linda Fuller Track & Field Complex, Texas Tech University
Ramar Studios 
Havertys

Objectives

  • Examine the barriers to building trust with a learner and provide at least two strategies for creating a trusting preceptor-learner relationship.
  • Outline three critical elements of a learner and team debriefing following a critical patient encounter.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

Description
 
In this episode, Ty and his family await important test results about his health.  A medical student oversteps her boundaries and creates an uncomfortable situation for the family and health care professionals.   After you view this episode you will be asked to spend a few minutes reflecting on the following questions:
 
1.      What where some red-flag behaviors you saw with the medical student? What are other behaviors that indicate a student is struggling?
2.      What strategies could the preceptor have used to help the medical student to learn from her mistakes and prevent this from happening in the future?
 
Precepting Pearls 
 
1.      Be aware of red-flag behaviors, or indicators the learner is struggling on the rotation. Assist the student in locating resources that can improve their          learning experience.
2.      Intervene early and outline learner expectations clearly, when identifying a struggling student. Give additional opportunities to meet expectations and          carefully document learner behavior and response to intervention.
 
Credits 
 
Preceptor Experts:                  Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:                     Meredith Ackerman & Nerissa D'Silva
Talk Show Host:                      Karlyn Wilkes
Ty Jenkins (Track Athlete):     Anthony-Moses N. Ikeogu
Alli (Ty's Girlfriend):               Mellisa Garza
Mrs. Jenkins (Ty's Mom):         Faye Scott
Team Physician:                     Louis Perez
Medical Student:                    Jaclyn Roberts
Physician Assistant:                Stetson Smith
 
Special Thanks 
 
Department of Family and Community Medicine, Texas Tech University Health Sciences Center
Ramar Studios
Havertys

Objectives

  • List at least five red-flag behaviors that indicate a student is struggling on clinical rotation.
  • Propose at least two interventions for students identified early as struggling to meet expectations on clinical rotation.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

Description
 
This episode takes place on the day of an important track meet.  Prior to the competition you witness several interactions between different health care professionals and their students as they discuss what they have learned over the past several months.  After you view this episode you will be asked to spend a few minutes reflecting on the following questions:
 
1.      List two strategies that can be used to champion interprofessional education between students and their preceptors.
2.      What are two strategies that could be used to integrate sex and gender specific health into your clinical learning environment?
 
Precepting Pearls 
 
1.  Be a champion of interprofessional education by training diverse learners. The goal is to prepare learners in all health professions to deliberately work      together with the goal of building safer and better patient-centered health care.
2.  Be an advocate for sex and gender specific health. It is increasingly evident that sex and gender play an important role in disease states and response           to treatment.
 
Credits 
 
Preceptor Experts:                          Craig Cox, PharmD & Brian Irons, PharmD
Student Experts:                             Meredith Ackerman & Nerissa D'Silva
Talk Show Host:                              Karlyn Wilkes
Team Physician:                             Louis Perez
Athletic Trainer Preceptor:             LesLee Taylor, PhD, LAT, ATC
Athletic Training Students:             Anastasia Knuckles, PSS, CMA
Speech-Language Pathology Preceptor:    Garrett Meeks
Speech-Language Pathology Student:       Michelle Duran
Pharmacy Preceptor:                      Bryce Looney, MS
Pharmacy Student:                         Elizabeth Eckert
Ty Jenkins (Track Athlete):             Anthony-Moses N. Ikeogu
Mrs. Jenkins (Ty's Mom):                 Faye Scott
Ty's Track Coach:                           David Clegg
Track Athlete Extra:                       Marikia Houston
Alli (Ty's Girlfriend):                       Mellisa Garza
Track Meet Announcer:                   Kidd Manning
Extra Spectators at Track Meet:      Joseph Beazley; Renee Bogschutz, PhD, CCC-SLP; Diane Clegg; Sylvia Cuevas, Ozen Eren, PhD, JD; Giovanna Hernandez; Marikia Houston; Shannon Kirkland; Jennifer J. Mitchell, MD, FAAFP; Cesar Miranda; Matt Moore; Irina Mozuliova; Della Raylene Sexton; Salvador Sifuentes; Stephanie Smith; Anthony Wilson Jr.; Maliah Wilson, and Martha Zamarron
 
Special Thanks 
 
Terry and Linda Fuller Track & Field Complex, Texas Tech University
Ramar Studios
Havertys

Objectives

  • List at least two strategies for championing interprofessional education and collaborative practice in clinical education.
  • Postulate two mechanisms for integrating sex and gender specific health into the clinical learning environment.

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

   

   

This is the final evaluation for Mini-Series 6:  The Reason I Jump.  Once you have successfully completed this evaluation you will receive 3.5 hours of continuing education credit that will be automatically sent to your CPE Monitor Account.  
 
Thank you for completing the Mini-Series!

Activity Number

0096-0000-17-034-H04-P

Release Date: May 1, 2017
Credit Expiration Date: May 1, 2020

CE Hours

3.50