Neurodivergence Across the Life Span: Virtual IPE Experience
STEP 1:
Please click the Zoom Registration button below to sign-up for the event: you must register before 11:59pm EDT on Friday Mach 21, 2025.
REGISTER HERE
To ensure that you have the latest Zoom client check out their downloads page here to download and install the Zoom client for your device. Prior to the event you can test your Zoom client using Zoom’s test meeting feature here. If you need assistance installing the zoom client for your device please see Zoom’s client install support page here. If you are having connection issues and need to call in follow the directions from your Zoom confirmation email.
STEP 2:
REVIEW THE FOLLOWING MATERIAL BEFORE ATTENDING THE VIRTUAL IPE EVENT:
*note this case deals with sensitive family matters and a child with ASD.
Case Notes -mandatory
Case Video- mandatory
Neurodivergence-informed therapy article
NeurodivergenceInformed Therapy Intro
Introduction to Neurodiversity-Informed Strategies
Please review before attending VIPE -To Think About in preparation for VIPE breakout session:
- Recognize the top 3 care needs for Abel that are needed: immediately; 6 months; 5 years; and 10 years (the 6-month scenario took place during the COVID-19 pandemic)
- What is your profession and do you see a role for your profession in the care for this patient and family?
- Identify potential resources (settings/community) for family and for the child
- Recognize when to add another profession to the collaborative team (whom - immediate vs future needs)
- How do you engage providers and other non-health service sectors/experts in the community that are not in your direct network?
- What factors can you think of that may impact care for the patient (location, different availability between states, insurance, policy (state/federal), state budget)?
MORE INFORMATION ON VIPE
TIMELINE:
- 5:00PM – 5:10PM EST: Introduction
- 5:10-5:20PM EST: Breakout Group Facilitators exit Seminar room to launch their breakout rooms and await students
- 5:10PM – 5:20PM EST: Participants exit Seminar room and enter corresponding breakout room
- 5:20PM – 6:20PM EST: Breakout groups analyze the patient case, execute on IPE objectives, and prepare for presentation*
- 6:20-6:25PM EST: rejoin the main group
- 6:25PM – 7:25PM EST: Group presentations* on case results
- 7:25PM-7:30PM EST: Closing
VIRTUAL INTERPROFESSIONAL EDUCATION COLLABORATIVE (VIPE) INFORMATION & INTRODUCTION
World Health Organization Definition of Interprofessional Education (IPE) and Collaborative Practice:
· “Interprofessional education occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.
· Interprofessional education is a necessary step in preparing a “collaborative practice-ready” health workforce that is better prepared to respond to local health needs.
· A collaborative practice-ready health worker is someone who has learned how to work in an interprofessional team and is competent to do so.
· Collaborative practice happens when multiple health workers from different professional backgrounds work together with patients, families, careers and communities to deliver the highest quality of care. It allows health workers to engage any individual whose skills can help achieve local health goals”
GOAL OF VIPE:
To provide virtual health care students from multiple universities with an interprofessional orientation and virtual training experience in the care of patients across the continuum of care, with an emphasis in promoting their physical, psychological, social and spiritual well-being through collaborative health care practices.
VIPE Learning Objectives: This experience will allow participants to work towards competency in the following interprofessional objectives derived from the IPEC Core Competencies for Interprofessional Collaborative Practice. https://www.ipecollaborative.org/resources.html(link is external)(link is external)(link is external)
VE1. | Place interests of patients and populations at center of interprofessional health care delivery and population health programs and policies, with the goal of promoting health and health equity across the life span. |
RR9. | Use unique and complementary abilities of all members of the team to optimize health and patient care. |
CC3. | Express one’s knowledge and opinions to team members involved in patient care and population health improvement with confidence, clarity, and respect, working to ensure common understanding of information, treatment, care decisions, and population health programs and policies. |
CC4. | Listen actively and encourage ideas and opinions of other team members. |
TT3. | Engage health and other professionals in shared patient-centered and population- focused problem-solving. |
- describe the principles of interprofessional care,
- describe the roles of healthcare professionals and their scope of practice as it relates to this case,
- consider the role that prevention and community-based resources play in the case,
- collaborate with a geographically and professionally diverse group of students to identify similarities and differences in developing health sector solutions, and
- explore the need for counseling, advocacy and follow-up care.
VIPE FORMAT
Students will:
- Work in student teams, representing health disciplines from multiple universities
- Be assigned an IPE faculty facilitator
- Attend an online virtual Interprofessional education session
- Engage in a simulation/discussion of interprofessional care through case vignette(s)
- Students will complete ICCAS and UWE Interprofessional Questionnaire surveys
RESOURCES
https://www.autismspeaks.org/tool-kit resource_type[606]=606&resource_type[606]=606&state[391]=391(link is external)(link is external) -This is a tool kit for allied health professionals working with children and adults with autism
https://www.autismspeaks.org/tool-kit/autism-dental-care(link is external)