186726 Using the ICF to develop patient treatment plans and to promote interdisciplinary teamwork

Tuesday, October 28, 2008: 5:15 PM

David W. Hollar, PhD , UNC School of Medicine, Department of Medicine, Chapel Hill, NC
Cherri Hobgood, MD , Emergency Medicine, UNC School of Medicine, Chapel Hill, NC
Ellen Roberts, MPH, PhD , Program on Aging/Division of Geriatric Medicine, University of North Carolina School of Medicine, Chapel Hill, NC
Susan Sawning, MSW , UNC School of Medicine, Chapel Hill, NC
Donald Woodyard, BS , Educational Development, UNC School of Medicine, Chapel Hill, NC
Amanda Ferguson , UNC School of Medicine, Chapel Hill, NC
Introduction. A Health Affairs Interdisciplinary Case Conference (HAICC) was conducted in which health professions students from varying disciplines worked together in teams, using the ICF to assess a standardized patient (SP), establish a diagnosis and intervention, and promote awareness of each discipline's contributions. HAICC uses the ICF for holistic evaluation and teamwork skills.

Methods. Exactly 575 students from nine professional health programs were stratified into 70 groups, with relatively proportionate membership per group. The SPs were trained to portray a multiple trauma accident victim and to display verbal evidence of co-occurring depression, substance abuse, mobility limitations, and isolation from family/peer support. A faculty preceptor evaluated the group's teamwork skills at developing an appropriate treatment plan that addressed the four ICF domains.

Results. On quantified conditions, the groups were consistent with identification of conditions (p = .968). For barriers, 86% of groups identified energy and drive functions (b130), 81% alcohol and drug problems (e1101), 81% hematological system functions (b435), 81% low family and friend support (e310, e320), 71% pain (b280), and 62% mobility of joint functions (b710). There was no significant correlation between identification of this problem and group evaluation score (r = .064, p > .05).

Conclusions. The ICF served as a constructive instrument to promote teamwork among health professional students from varying disciplines. Various limitations of the exercise scenario, including time and complexity of the worksheet and low rating of barrier severity (33%), require modification to promote accuracy of data recording while preserving the dynamics of the group interaction.

Learning Objectives:
At the conclusion of this session, participants will (a) understand applications of the ICF in clinical settings, (b) use the ICF to direct health professions students to understand the four ICF domains, (c) apply the ICF to interdisciplinary healthcare teamwork promotion, and (d) teach students the contextual facilitators and barriers faced by individuals with disabilities.

Keywords: Health Education, Disease Management

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am a faculty member in the UNC School of Medicine, have been an active APHA member since 2002, and have taught as well as performed research in the following areas: disability issues, public health epidemiology, and medical education.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.