Faculty Guide

ILMC for Dentistry-Pharmacy Collaborative Care Approach to Screening, Brief

Intervention, and Referral to Treatment (SBIRT) for Tobacco Cessation
Immersion IPE Event
September 14, 2023

Introduction and Background

Thank you for your commitment to facilitating ILMC for Dentistry-Pharmacy Collaborative Care
Approach to Screening, Brief Intervention, and Referral to Treatment (SBIRT) for Tobacco
Cessation. This Immersion-Level IPE experience is designed to bring health professions together
for the common goal of improving health outcomes. Second-year dentistry and third-year
pharmacy students will work collaboratively in teams of 3-4 students from each discipline (6-8
students total). The focus of the interaction is to have each discipline identify key information
to assess patient’s health concern, build upon existing assets, and form an initial plan to
improve outcomes from each discipline’s perspective and determine how each discipline will
address these issues with the patient individually as well as with each discipline. In this
experience, they will face and resolve barriers to effective team performance. Facilitators will
evaluate the effectiveness of their team’s collaborative effort in this simulation and provide
direct feedback on their participation in the scenario.

For this activity, students will watch a discipline specific video prior to the event which will
portray a standardized patient (SP) interacting with a member of their profession (dental-
setting-SP; pharmacy setting-SP) that will cover different issues for the same patient based on
the type of practitioner within a current time frame. This information will be available via
Canvas on each individual’s program site. After watching the video, each student from their
respective discipline will identify key information and questions necessary for developing a
clinical treatment plan as an interprofessional team to bring to the interprofessional-team
huddle. Please use this guide as resource for what you and your students will be completing
during the team huddle. It is HIGHLY recommended for you to review the information on this
site prior to your participation in this event.

The pre-event review materials on Canvas are expected to take 30-45 minutes, with the
synchronous virtual event lasting 50 minutes.

Case Information and Instructions Provided to Students

Requirements
 Complete Canvas Pre-Work
o Review patient case scenario
o Watch discipline specific-SP videos
 Identify key information and questions that should be addressed during the
interprofessional-team huddle

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 o Utilize recommended resources or lecture notes to help prepare for IPE event
o Submit responses on program-specific Canvas site 2 days prior to the event
 Determine prioritized concerns that need to be addressed including issues that you will
collaborate with the learners of the other profession.
 Determine how team members will continue to communicate with each other after
each profession follows up individually with the patient.
 Actively participate in synchronous virtual IPE event on designated date and designated
time via Zoom. It is expected that you have internet access and a working camera so all
participants can be seen and heard during the Zoom call.
 Complete the required end of module evaluation and turn in all required documents to
your program specific Canvas page.

Canvas Pre-Work
Before you meet with your team, you should complete all the review and pre-work content,
familiarize yourself with your patient, current health and social status, and how you would
approach smoking cessation with this patient. Each of these components will prepare you to
work collaboratively with your team and provide your patient with the best possible care and
considerations.

Student Learning Objectives

As a result of participating in this event, you will be able to:
1. Recognize the strengths that individuals bring to teams, which may be regardless of
discipline and formal role
2. Consider how similarities and differences across professions influence caregivers’
understanding of health and healthcare priorities
3. Describe health and healthcare as inclusive of individuals, populations, and
communities.
4. Explain how all members of the healthcare team share accountability to improve
outcomes relevant to prevention and healthcare
5. Demonstrate effective methods of collaborating with team members to clarify each
person’s responsibilities
6. Discuss the importance of teamwork in person-centered and community focused care
7. Demonstrate active listening while encouraging ideas and opinions of others
8. Identify ways in which to improve team performance

Pharmacy Case Scenario

JP presents to their local retail pharmacy. For several years, this pharmacy has been the only
location at which they have had their prescriptions filled and they have a good rapport with the
pharmacist there. JP comes in today to pick up their medication prescriptions.

Dentist Case Scenario

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JP Stevens reported to the general dentist’s office for a new patient exam. It had been four
years since Stevens’ last dental visit, but now, concerns about pain and mobility in the lower
anterior teeth, which started about two months ago, have prompted the desire to seek care.

Recommended Resources
 The current state of tobacco cessation treatment. Cleveland Clinic Journal of Medicine.
July 2021 https://www.ccjm.org/content/88/7/393
 Interventions for tobacco smoking cessation in adults, including pregnant persons: US
Preventive Services Task Force recommendation statement. Journal American Medical
Association. January 2021
https://jamanetwork.com/journals/jama/fullarticle/2775287?
utm_campaign=articlePDF&utm_medium=articlePDFlink&utm_source=articlePDF&utm
_content=jama.2020.25019
 Centers for Disease Control and Prevention; Smoking and Tobacco Use web page. CDC
web page. Last updated December 8, 2021 https://www.cdc.gov/tobacco/patient-
care/clinical-tools/index.html

Overview of Faculty Role and Responsibilities

**Any faculty member, preceptor, alum, graduate student, resident, fellow, licensed
practitioner, or other professional associated with a health science program may serve as a
facilitator for this event**

Students will be assigned to interprofessional groups. Each student will individually review
information on the Canvas site before attending the event and prepare to participate in an
interprofessional group conversation regarding a video that is specialty-specific depicting the
same standardized patient (SP) interacting with two separate health care providers. Students
will be expected to come prepared for this interaction, having reviewed all required
information. The students are also expected to participate during the event. The goal of the
interdisciplinary interaction is to prioritize patient concerns that need to be addressed including
the issue around which they will collaborate (smoking cessation) with the learners of the other
profession. There is also the expectation that the dentistry and pharmacy students need to
address how they will continue to communicate with each other after each profession follows
up individually with the patient.

Faculty Facilitator Responsibilities:

 Participate in a facilitator development session to review skills in facilitation and
debriefing interprofessional teams, expectations for students and facilitators, and event
activities.

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 o A live “just-in time” facilitator review and Q & A session will occur on
September 14th at 1:30pm via Zoom
 Review Faculty and Student Overview and Expectations for the event.
 Participate in the live synchronous virtual IPE event on Thursday, September 14th from
1:30pm-4:30pm via Zoom; facilitator will need to have working internet access and a
working camera so all participants can be seen and heard during the Zoom call. There
are two sessions starting at 2:15pm and 3:30pm. Each session will have a unique Zoom
link with prepopulated assigned breakout rooms.
 Observe student team interactions with dentist and pharmacy student discussing a
mutual SP and note frequency of collaborative behaviors on Team Behaviors Form
 Facilitate a debrief session following the encounters
 Complete a short Exposure Event Facilitator Survey via Qualtrics

During the event

 Students and faculty will join for a brief introductory presentation to review information
related to the event
 Students will be assigned to breakout rooms in Zoom and discuss patient specific
questions and initial plan regarding tobacco use and dependence with an ultimate goal
of assisting this patient with smoking cessation. At the end of the huddle, it is expected
that each discipline determines how dentist and pharmacy will subsequently interact
individually with the patient based on their role as a health care provider and when
dentistry and pharmacy will follow up regarding the mutual patient’s plan. This is to help
each discipline learn how to develop and create patient specific goals and treatment
plans that will benefit the mutual patient.
 Following the interdisciplinary huddle with pharmacy and dentistry, the faculty
facilitator will lead a debrief with all group members to review and discuss this activity
 Facilitators will leave ~5 minutes at the end of the event for both students and faculty to
complete the post event evaluation
 Upon completion of the post event evaluation, students are welcome to sign off of the
Zoom call

Event Timing (50 minutes total):

 Welcome/Event Agenda: 5 minutes
 Team building/icebreaker: 5 minutes
 Patient case (SP) overview: 5 minutes
 Collaborative activity: 10 minutes
 Debrief: 15-20 minutes
 Evaluation and Wrap Up: 5 minutes

Faculty Role
Observation and Completion of Team Behaviors Form

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 Observe the team within their collaborative encounter and debriefing that follows. Look
for engagement and participation. Notate frequency of collaborative behaviors on the Team
Collaborative Behaviors Assessment Form

Team Debrief
 You will guide the debrief and all team members will be expected to participate. During
the team debrief your goal is to facilitate conversation among the dental and pharmacy
students.
 At the end of the debrief, you should be able to evaluate and discuss each discipline’s
concerns about the patient, patient information that may be unique to each discipline that
should be shared with the other discipline, since it may have an impact on therapeutic
decisions for the mutual patient, and the expectations of when and what will be covered
when each discipline follows up with the patient and each other.

Things to remember when you are facilitating a debrief session:

 Whenever possible ask open ended questions (avoid yes/no questions).
 Be comfortable with silence (up to 20-30 seconds) after asking open ended questions.
Give the learners a chance to think before calling on them individually.
 Calling on learners to share their feelings about their experience is suggested for
engagement. It also helps you make sure to get input from all learners and professions
when possible.
 You should try to talk only about 25% of the time. Most of debrief period is for the
LEARNERS to speak to each other. The facilitator can guide the discussion by putting
forward questions to the group which tie back to concepts from session learning
objectives.
 You want to encourage the learners to self-reflect, not necessarily teach them the “right
answers”.
 Incorporate perspectives of all students, including asking students to reflect on their role
as an observer and participant in the SP interaction.

Listed below is a process for how to structure your team debrief. Feel free to use this as much
or as little as you like, based on your experience and preference:

1. Start the session gauging how the students felt during the experience:
a. How did you feel during the interaction?
b. Was this a challenging interaction? If so, why? If not, what previous experiences
have you had that made this situation easy to navigate?
c. Do you feel like you addressed all issues? How did you do this?
d. Was everyone part of the conversation? Why or why not?
e. Do you feel like the conversation was completed, was there closure? Why or why
not?

2. Transition the discussion to their strategy and teamwork:

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 a. What was your plan going into your conversation? Did you set any goals?
i. Was your plan successfully executed? Describe how.
ii. Did you accomplish your goals? Why or why not?
b. Did your team assign roles? If so, discuss the process of assigning roles. How did
it work?
i. Do you feel like your team members fulfilled their assigned roles?
ii. Was there any difficulty with this?
c. What were the biggest challenges in this scenario as a team?
d. Were there ethical issues or challenges at play amongst your team?
i. Were there any issues that challenged your own values and ethics (as a
person or professional)?
e. What did you feel was the most successful aspect of your plan?

3. Transition the discussion to interprofessional collaboration, and how it changed the

experience.
a. Did you learn anything about any of your professional colleagues that helped the
team during this case (their skillset, ability to access resources, problem solving,
etc.)?
b. What role did you play on the team? How did everyone contribute to the team?
c. What advice would you have for another student coming in and participating in
this activity?

4. Transition to wrap up the case and the benefits of the exercise:

a. What was the most beneficial part of this experience for you?
i. Ask all participants around the room to share something they felt they
learned or reinforced as a result of this experience.
ii. Make sure the students feel comfortable asking clarifying questions and
provide examples from your personal experience working in an
interprofessional team to help reinforce the importance of this
collaborative team approach.
b. What for you is the take-away from this exercise? Does it change any part of
your professional practice?

5. NOTE: To ensure that teams achieved the expectations related to team care of the case
patient, be sure that during the huddle or the debriefing session. the following topics
are addressed by the team:
a. Identified an appropriate smoking cessation product for this patient (roles and
responsibilities)
b. Plan for a smoking cessation date based on date of dental procedure (teamwork)
c. Discussed counseling points that need to be addressed by each profession with
this patient (communication)
d. Scheduled patient follow-up that is timely (values and ethics)
e. Determined a date for both professions to meet to follow up on mutual patient
concerns and plan (teamwork)

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 f. Understand role of motivational interviewing and how and why it would be
appropriate with this case (communication)

Summary and Wrap Up

Thank you for your participation in the Dentistry – Pharmacy Collaborative Care Approach
to Screening, Brief Intervention and Referral to Treatment for Tobacco Cessation. During
this event, students and facilitators will receive a post module evaluation. Please leave 5
minutes at the end of your session for students to complete this BEFORE leaving the event.
Once both students and faculty complete the post module evaluation, they are free to leave
the Zoom session.