Self-Assessment Questions

This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors

Article One (pp. 335–341)

1. The Institute of Medicine has recommended that professional education programs

   • create strong silos to maximize knowledge within one's discipline

   • include community programs to prepare graduates for interprofessional education

   • develop institutional competencies to supplement Interprofessional Education Collaborative competencies

   • prepare graduates who are ready to collaborate as part of interprofessional teams

2. Interprofessional collaborative practice and interprofessional education are important for addressing the Triple Aim, which includes

   • quality of care, cost of care, and population health

   • patient safety, research outcomes, and team work

   • attention to chronic disease, acute conditions, and long-term care

   • values, ethics, and communication

3. The four core competencies developed by the Interprofessional Education Collaborative

   • include quality, safety, communication, and ethics

   • focus primarily on interprofessional patient care

   • are not relevant to accreditation standards for speech-language pathology education

   • cover the range of competencies needed for graduates to assume their full professional role

4. Designing effective interprofessional educational experiences should include

   • a focus on Interprofessional Education Collaborative competencies only

   • a focus on professional competencies only

   • a variety of integrated learning experiences in different clinical and educational settings

   • a focus on chronic disease conditions that involve multiple professions

   Article Two (pp. 342–349)

5. Interprofessional collaborative practice and interprofessional education have become a high priority for decision makers in health care delivery and health professions education globally because

   • increasing numbers of people are living with complex chronic conditions

   • people's complex chronic conditions affect not just their health, but their ability to function and participate fully in life roles

   • care delivered by interprofessional teams enhances the quality of the patient experience, improves outcomes, and reduces costs

   • all of the above

6. The four core competencies for interprofessional collaborative practice brought forth by Interprofessional Education Collaborative are

   • goals of care, ethical responsibilities, interprofessional communication, teams and teamwork

   • values and ethics, roles/responsibilities, interprofessional communication, teams and teamwork

   • goals of discharge, roles/responsibilities, interprofessional communication, team hierarchies

   • discharge planning, roles/responsibilities, interprofessional communication, teams and teamwork

7. An important effort a clinical educator needs to make to carry out effective interprofessional education is to

   • familiarize him- or herself with the Interprofessional Education Collaborative competencies

   • attend to his or her own practice and try to identify when, where, and how interprofessional collaboration occurs

   • make his or her interprofessional collaborative practice explicit to the student

   • all of the above

8. As a part of folding interprofessional education into a student's clinical education, supervisors will want to create opportunities for students to practice which of the following?

   • Conducting oral motor examinations

   • Discussing clinical findings with other communication sciences and disorders students

   • Engaging in interprofessional collaboration to promote personcentered care

   • Aphasia diagnostics and therapy

9. To be an effective, contributing team member within today's complex practice environment, the toolbox that we help our students fill for use in practice must include

   • discipline-specific competencies

   • competencies needed to effectively employ and champion interprofessional collaborative practice

   • none of the above

   • A and B

   Article Three (pp. 350–359)

10. Interprofessional education

    • requires two disciplines to work together on a shared goal

    • provides opportunities for students to learn from, with, and about each other

    • assumes knowledge of other disciplines

    • expects learning to occur across disciplines through faculty instruction

    • emphasizes learning in three competency areas

11. Palliative care

    • occurs at end of life following a debilitating progressive disease

    • focuses on the needs of families

    • anticipates life-threatening illness

    • optimizes quality of life

    • emphasizes the physical needs of patients

12. Hospice

    • encompasses care throughout a patient's illness

    • is less intense than palliative care

    • emphasizes comfort care over curative care

    • advocates for the role of health care providers

    • is not covered by insurance

13. In the analysis of findings for the six disciplines in this interprofessional education/interprofessional collaborative practice study, speech-language pathology students had 100% agreement for which of the following statements?

    • The format and pace of the discussion time was conducive to learning.

    • Each member of the team shared responsibility for a constructive discussion of end-of-life care.

    • Student team members considered collaboration with other health care professionals to explore optimum care for patients and families at the end of life.

    • Members of the discussion group effectively communicated their roles and responsibilities to the group.

    • I feel more comfortable integrating the knowledge and experience of other professions to inform care of patients at end of life.

14. Although all disciplines shared strong positive agreement that the interprofessional education/interprofessional collaborative practice simulation activity was beneficial, which of the following disciplines identified their leaning as most positive?

    • Medicine

    • Nutrition

    • Speech-language pathology

    • Physical therapy

    • Social work

    Article Four (pp. 360–367)

15. Interprofessional education

    • builds on discipline-specific methods and practices

    • does not require a lot of time to see positive outcomes

    • is a critical step to creating a collaborative practice-ready workforce

    • has a strong evidence base for implementation

    • focuses on the role of disciplinespecific expertise

16. Roles and responsibilities as an interprofessional education core competency requires clinicians to

    • learn how to work with other professions to maintain a climate of mutual respect and shared values

    • have knowledge not only of their own contributions but those of other professions in the assessment and delivery of care

    • establish relationships based on shared values and apply principles of team dynamics to perform effectively and efficiently focuses on the needs of families

    • communicate with patients, families, communities, and other professionals in a responsive manner that supports high-quality care

    • listen, understand, and act as part of a team effort, never losing focus on the shared values for the child

17. Which of the following is the best example of interprofessional communication as defined for interprofessional education and interprofessional collaborative practice?

    • Maulik's team members, including the family, met several times to discuss and plan for his educational transitions.

    • Maulik's speech-language pathologist felt the physical therapist could bring a unique gross motor play perspective to support the targeted joint attention intervention.

    • Maulik's team members learned from each other as they embedded recommendations into their own practice.

    • Maulik's team members shared values for implementing evidencebased practices.

    • As Maulik transitioned to preschool, his new preschool teacher was invited to participate in the planning.

18. Which of the following is the best example of team-based practice as defined for interprofessional education and interprofessional collaborative practice?

    • As parent training was provided by the speech-language pathologist, all other team members learned about this evidence-based intervention.

    • Maulik's speech-language pathologist was also his case manager and shared his evaluation and progress reports with his pediatrician.

    • Maulik's clinicians incorporated the best available empirical evidence and respected the family's preferences in the interventions selected.

    • Maulik's clinicians used a systematic process for gathering information, selecting intervention goals, and planning interventions for his individualized education program.

    • Maulik's clinicians were confident in their capacity to work together to manage and creatively solve challenging problems.

19. Which of the following is a challenge in implementing interprofessional education and interprofessional collaborative practice?

    • Recognizing the value of teambased care

    • Thinking more holistically about patient care

    • Having more than one perspective to solve problems

    • Taking the time to understand and promote the practices of other disciplines

    • Achieving positive patient satisfaction and outcomes

    Article Five (pp. 368–380)

20. What is the acronym of the group that developed competencies for Interprofessional Education in 2011 and then revised those competencies in 2016?

    • IOM

    • AMA

    • ASHA

    • IPEC

    • CAA

21. According to the article, interprofessional education and interprofessional collaborative practice can be viewed as

    • inseparable

    • a continuum

    • an aspiration

    • only possible in education settings

    • obligations

22. What is a challenge of case-based learning in interprofessional education?

    • Students may have very different levels of clinical experience.

    • It takes too much time.

    • There is little evidence that casebased learning is effective in preparing health professionals.

    • Case-based learning can only be used in medical settings.

    • Case-based learning as a method has been replaced by team-based learning.

23. Which of the following is an example of a low-fidelity simulation in communication sciences and disorders?

    • Simucase

    • Virtual Alfred

    • Resusci Anne

    • OtoSim2

    • V-Trainer SLP

24. Augmented reality involves

    • an immersive virtual reality set of googles

    • extensive reading prior to a clinical experience

    • adding visual, auditory, or other data on top of a real experience

    • a highly qualified coach who acts as a mediator in a clinical setting

    • technology that has not yet been developed