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Creating Valuable IMUS-IPPEs for Students and Sites

Andrew Traynor, PharmD

Dana Carlton, PharmD

Mckaya Kastner, PharmD

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Disclosures

  • The presenters have no conflicts of interest to disclose.

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Credit Designation Statement

In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education and the University of Minnesota College of Pharmacy. The National Center for Interprofessional Practice and Education 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.

Pharmacists: This activity is designated for CPE contact hours through ACPE.

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Learning Objectives

  • Describe how the IHI Model for Improvement provides a foundation for the IMUS-IPPE rotation.
  • Describe strategies for engaging IMUS-IPPE students in community pharmacy quality improvement projects
  • Develop an IPPE IMUS onboarding checklist to support a welcoming and efficient rotation.

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IMUS-IPPE Overview

Andrew Traynor, PharmD

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IMUS-IPPE Purpose

  1. Originally - Pandemic idea to provide a flexible learning opportunity for IPPE hours
  2. Give students the opportunity to develop continuous quality improvement (CQI) knowledge and skills.
  3. Contribute to CQI initiatives improving patient care by participating on a project.
  4. Learn about organization's collective efforts related to quality improvement.
  5. Meet 80 (of 320) IPPE hours

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https://z.umn.edu/IMUSsyllabus

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IMUS-IPPE Vision

  • Students develop a quality improvement mindset along with project management, teamwork and leadership skills.
  • Practices and patient care improves while students learn.
  • Students can share meaningful work about quality improvement for the next stage of their career

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IHI Model for Improvement

Institute for Healthcare Improvement. Model for Improvement. Available at https://www.ihi.org/library/model-for-improvement

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IMUS IPPE Workbook Overview

Table of Contents

https://z.umn.edu/tlcqiworkbook26-27

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IMUS-IPPEs in the Community Setting

Dana Carlton, PharmD – Walgreens Pharmacy

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Active Learning 1

A preceptor wants to increase student ownership of a quality improvement project. Which approach is most appropriate?

  1. Assign all project decisions to the preceptor
  2. Allow the student to participate only in data collection
  3. Involve the student in planning, implementation, and presentation of project results
  4. Provide project results after the rotation is complete

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Identify the IMUS Project

Pharmacy Sites

  • Advance and improve patient care
  • Measurable outcomes
  • Ability for student to work independently
  • Contributes to pharmacy site initiatives
  • Expectation of in-person or remote learning

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Students

  • Ability to see quality improvement in a real practice setting
  • Active participant in the project
  • Learning experience
  • Supporting patient care, workflow, business goals

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Rotation Structure

  • Site orientation
  • Introduction to project
  • Workflow demonstration
  • Patient outreach
  • Data collection
  • Outcome assessment
  • Final presentation

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Student Expectations

  • Observe workflows
  • Contact patients
  • Collect baseline data
  • Improve patient communication and education skills
  • Analyze project data
  • Identify improvement opportunities

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Example Project #1

Immunization Improvement

  • Identify immunization gaps
    • Discuss patient identification strategies
  • Leverage resources (state immunization registry, immunization guidelines)
  • Contact patients
  • Identify and resolve immunization barriers
  • Track results

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Example Project #2

Medication Adherence

  • Review adherence reports
    • Leverage resources (patient call lists, MTM platforms, patient profile review)
  • Identify patient reasons for non-adherence
  • Recommend solutions
  • Track results

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Example Project #3

Student Identified Project

  • Discuss ideas with your student
    • Does the project advance patient care at the practice site?
  • Set expectations
    • Remote or in-person?
  • Track results
  • Present findings

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Best Practices for Preceptors

  • Identify project before student arrives on site
  • Provide clear project instructions
  • Allow student to share ownership of the project
  • Allow for multiple students to work on same project
  • Schedule regular project check-ins

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Common Challenges

  • Student schedule variability
  • Variable student backgrounds and experience levels
  • Data collection barriers
  • Maintaining project momentum despite competing workflow demands and changing student schedules

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Key Takeaways

  • Select a project that matters to your site
  • Connect students to real-world pharmacy metrics
  • Allow students to contribute, not just observe
  • Celebrate and share project outcomes
  • Each rotation can build on previous improvement efforts

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The most valuable IMUS-IPPE experience allows students to contribute to meaningful improvements while delivering measurable value to patients and practice sites.

  • Students gain quality improvement skills.
  • Sites advance meaningful initiatives.
  • Patients benefit from improved care and services.

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Active Learning 1 Revisited

A preceptor wants to increase student ownership of a quality improvement project. Which approach is most appropriate?

  1. Assign all project decisions to the preceptor
  2. Allow the student to participate only in data collection
  3. Involve the student in planning, implementation, and presentation of project results
  4. Provide project results after the rotation is complete

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IMUS-IPPEs in the Health System Setting

Mckaya Kastner, PharmD – Allina Health

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Site Structure

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A good onboarding experience is the most important thing you can do for your rotation

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Active Learning 2

Write down 3 or 4 items you could add to your onboarding that would make it a welcoming experience for students.

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Rotation Structure

  • Onboarding meeting: 1-2 hours virtually
  • Overview: site, my role
  • Learn interests of student
  • Decide:
    • Project
    • Virtual or In person
    • Concentrated or Longitudinal
  • Set expectations for rotation

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Identifying Project Ideas

  • Collect projects throughout the year
    • Improving clinical care and outcomes
    • Improving safety
    • Providing resources for care team members

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Project Ideas

  • Create Suboxone Provider Toolkit
  • Create travel vaccine resource page for clinic teams
  • Update EHR Asthma Smartset
  • Density analysis of situations where med list wasn’t updated

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Determining Connection Points

How frequently will you connect?

What mode of connection is preferred?

How will they reach out if they have questions?

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Connection Points

  • Frequency
    • Depends on project and time frame
      • Onboarding Meeting
      • Concentrated Project: 3x a week for 30-60 min each
      • Longitudinal Project: As directed by student
        • “Book Time with Me” link

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Connection Mode

  • Ensure they have remote access to:
    • Allina Email
    • Microsoft Teams
      • Chat
      • Shared documents
      • Teams meetings
    • EHR

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Question Outreach

  • What is my normal mode of communication?
    • Email or Teams Chat
    • Tag in a shared document
    • Meetings

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Scheduling “Extras”

Presentation Opportunity

Meet and Greets

Shadow Experiences

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Feedback

Formative Feedback Throughout

Check in on U of M Deadlines/Assignment

Scheduled End of Rotation Eval

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Active Learning 2 Revisited

Write down 3 or 4 items you could add to your onboarding that would make it a welcoming experience for students.

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Welcoming Onboarding

Scheduling touch points

Access to tools

Intro to site

Shadow Experiences

Feedback

Project Options

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