Presentation

Applying an Asset-based Approach to the Development of Innovative and Sustainable Interprofessional Education Programs

Artifact - Presentation Slides

Conference

The Generalist in Medical Education (TGME) Annual Conference November 7-8, 2019 in Phoenix, AZ

Presentation Description

The Health Professions Accreditors Collaborative (HPAC) recently released guidance affirming the need for consistent, systematic, and longitudinal interprofessional practice and education; however, developing an interprofessional curriculum for health professions students can be daunting. In this session, participants were introduced to the asset-based approach to educational program development and learned to identify potential resources in 6 domains: individual, physical, financial, local institutions, associations of citizens, private sector, and others. Through an asset mapping activity, participants were able to identify potential new partnerships and funding opportunities that align with the health priorities of the institution/program and key stakeholders.

Lessons Learned

Through the professional presentation experience, I learned a few valuable lessons. First, when presenting with another person(s), it is important to clarify roles and responsibilities. Since my co-presenter had other projects which took priority, we both agreed that I would take the lead on preparing all the presentation materials and scheduling the review/practice meetings. I did not mind doing most of the work since it had been openly discussed and agreed upon from the beginning. Secondly, I should create contingency plans for unforeseen circumstances like technology issues or number of participants. When we arrived for the presentation, the computer was not working so we had to scramble to get support from the session facilitator, and I should have been more prepared with a backup computer and connections. In addition, we had planned for 15-20 participants and only had 4 participants since it was the last session of the conference day. While we were able to adjust our plans quickly, it came across less organized than we would have liked. Thirdly, I learned that when a participant takes over the discussion, I should use polite assertions to get the conversation back on track. There was one participant who kept asking questions which were unrelated to our main topic, and we should have said something to re-direct her, such as "while that's a great question, let's focus back on our topic and we can discuss that after the session today." Overall, I thought the presentation went well, and I look forward to applying what I learned to the next professional presentation experience.