Interprofessional Social and Ethical Dilemmas in Healthcare (ISEDH)
Description
Interprofessional Social and Ethical Dilemmas in Healthcare (ISEDH) is delivered online each spring semester to enhance healthcare students’ ethical competence in an interprofessional team environment. Competence in this area is crucial for healthcare professionals to recognize ethical dimensions in team-based decision-making situations and is essential for delivering high-quality patient care.
This course is available to participating TAMU Health schools (schools of dentistry, medicine, nursing, and pharmacy) as a stand-alone course or as content that is integrated into existing courses.
Course Goal and Essential Components
ISEDH aims to foster team-based learning and encourages students from multiple healthcare backgrounds to build their interprofessional and ethical competencies in preparation for collaborative practice. Toward this goal, ISEDH modules incorporate the following:
Stage 1: Pre-Team Zoom Meeting (Asynchronous)
Module Overview (Cases 1-5)
The Module Overview contains a faculty introduction to the case along with instructions, the case summary, and a set of associated case questions. Students can also review the case text in the module. (Module 1 differs slightly from Modules 2-5 as the Module 1 case discussion occurs during the scheduled online Orientation.)
Online Discussion: Part 1 (Cases 2-5)
After the Module Overview, students engage each other in asynchronous, in-depth online discussions by applying knowledge, agency, independent research, and critical thinking to interprofessional ethical cases. Students also debate the pros and cons of responses to various approaches being suggested. This will take place through Discussion Boards in Canvas.
Stage 2: Team Zoom Meeting (Synchronous)
Student teams will meet synchronously via Zoom with their faculty facilitators, first at the scheduled Student Orientation for Case 1 and later for each of the Cases 2-5. Student teams will establish their own Zoom links for cases 2-5 and ensure the entire team and faculty facilitator have calendar invites with the links. During these meetings, students will do the following: Students can also ask questions, seek clarifications, and discuss assignments/projects with the facilitator during these meetings. iRAT/tRAT ISEDH Readiness Assurance Testing (RAT) is meant to provide additional context for each case, provide a framework within which students can teach concepts to one another, and set the stage for the next phase of the Team Meeting: the graded live case discussion. The RAT is broken down into two parts: 1) Individual Readiness Assurance Testing (iRAT) and 2) Team Readiness Assurance Testing (tRAT). Both iRAT and tRAT are delivered online in the Canvas Modules. At the beginning of the Team Zoom Meeting, students will take the iRAT individually. They will then discuss the iRAT questions as a team to establish the best answer for each. After that, they will complete the tRAT as a team (a single submission that any individual student can submit). Completion of the iRAT/tRAT is part of the team grade for the Team Zoom Meetings.
Post-Team Zoom Meetings (Asynchronous) (Cases 1-5)
Online Discussion: Part II
For Cases 2 through 5, students will return to the Discussion Board after the Team Zoom Meetings to express introspection, reflection, and new perspectives by engaging peers in a substantive discussion. The grade for the Online Discussion will consider content from both pre- and post-Team Zoom Meetings. Case 1 will only engage in this aspect of the Asynchronous Online Discussion.
Stage 4: Final/Capstone Project & Peer Review
Complete the iRAT (see iRAT/tRAT below) - ~5 minutes Discuss the iRAT questions - ~10 minutes Complete the tRAT (see iRAT/tRAT below) - ~5 minutes Engage in a robust discussion of the Case - ~40 minutes For the Final/Capstone Project, student teams identify an ethical issue in the healthcare literature or from a current event where two or more disciplines are represented. The student team will respond to the ethical issue in an 8-10 minute video presentation. They will rate each others’ performance and contributions to the team effort thereafter.
2024 Course Learning Objectives (CLO)
By the end of this course, students will demonstrate an ability to work in an interprofessional team while maintaining a climate of mutual respect and shared values by:
CLO1. Value diversity, identities, cultures, and differences that characterize patients, populations, and the health team.
CLO2. Value the expertise of health professionals and the implications these factors can have on team functions and health outcomes.
CLO3. Manage ethical dilemmas specific to interprofessional patient/population-centered care.
CLO4. Maintain competence in one’s own profession in order to contribute to interprofessional care.
CLO5. Reflect on self and team performance to inform and improve team effectiveness.
2024 Program Learning Outcomes (PLO)
To accomplish the learning objectives, students will employ and will be assessed on the following 2023 Interprofessional Education Collaborative (IPEC) Core Competencies:
VALUES AND ETHICS PLO1. Apply high standards of ethical conduct and quality in contributions to team-based care.
COMMUNICATION PLO2. Examine one’s position, power, hierarchical role, unique experience, expertise, and culture toward improving communication and managing conflicts.
ROLES AND RESPONSIBILITIES PLO3. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.
TEAMS AND TEAMWORK PLO4. Use shared leadership practices to support team effectiveness.
ISEDH Faculty of Record
The Faculty of Record are those faculty who: 1) have participated on the ISEDH Planning Committee and 2) are responsible for submitting official grades in Howdy for their respective schools.
Other Resources
ISEDH Course Guide is available here for more information. Canvas-related student resources are made available on the ISEDH Canvas Homepage. Students are encouraged to familiarize themselves with these resources and use them when needed. Students should also see their course syllabi for School and University policies, including additional student resources.