Grants

An interprofessional student team uses evidence-based practice skills to develop a plan of care for a patient with multiple health and social challenges.

The Office of Interprofessional Education is committed to advancing research and scholarship in interprofessional education and collaborative practice. Current and previous grants are described below.

HRSA Health Resources & Services Administration Logo
Yu-Ping Chang

The overarching purpose of this project is to increase access to team-based and integrated addictions and behavioral health services in underserved primary care settings in WNY.  Specifically, this grant will develop and implement enhanced addictions and behavioral health education in students who qualify for the HRSA Behavioral Health/Substance Use Disorder (BH/SUD) Scholars Program, and provide these students with a stipend to offset living expenses during the last year of their clinical practicums. This enhanced addictions and behavioral health education training will include clinical placements in integrated primary care settings located in rural, vulnerable, and underserved communities, as well as comprehensive addictions and behavioral health training and workshops.

Students will be prepared to deliver integrated behavioral care by performing a broad range of clinical skills through development of an interprofessional education collaboration. Graduate students from four professional programs will be invited to become HRSA BH/SUD Scholars including: (1) Mental Health Counseling (MS degree); (2) Rehabilitation Counseling (MS degree); (3) Social Work (MS degree); and (4) Psychiatric Mental Health Nurse Practitioner (Doctor of Nursing Practice (DNP) degree).

Current Grants

Seed Grant

Development of Interprofessional Objective Structured Clinical Examinations

Fred Doloresco, Nicholas Fusco, Kelly Foltz-Ramos

The objective of this project is to develop and assess objective structured clinical examinations (OSCE) cases involving interprofessional activities. OSCEs are widely used to assess clinical knowledge and skills of healthcare students. However, there is a lack of data on utilizing OSCEs to improve interprofessional education (IPE). It is vital to understand how students can practice interprofessional skills because IPE is emphasized in accreditation standards of multiple healthcare education programs. Data from this research will be used to apply for additional funding, such as a National Science Foundation, National Institute of Health, or a Macy Foundation Grant, with the intent on designing interprofessional OSCEs with the healthcare professional programs at our university.

Innovative Instructional Technology Grant (2017 - 2018)

Improving Health Care Delivery for Refugees and African Americans Using Technology-Enhanced Interprofessional Experiential Learning

Patricia J Ohtake, Kim Griswold, and Linda Pessar

Using technology-enhanced interprofessional experiential learning, health professions students will improve healthcare delivery for refugee and underserved populations by increasing their cultural sensitivity and understanding of health care disparities through engagement with refugee and underserved African American communities and learning to communicate with individuals with limited English proficiency using professional interpreters.

Previous Grants

Innovative Instructional Technology Grant (2014 - 2016)

Interprofessional Evidence-based Healthcare Decision-Making: Impact of Teaching Health Information Literacy Skills to Interprofessional Healthcare Teams

Amy Lyons and Patricia J Ohtake

The purpose of this project was to assess the impact of a “flipped classroom” approach to health information literacy skills development on the ability of interprofessional groups of health professions students to collaboratively develop an evidence-based interprofessional plan of care. Our findings showed that:

  • health professions students gain foundational EBP knowledge and skills and experience in interprofessional teams by transitioning uni-professional, traditional EBP instruction to a flipped classroom educational strategy with students from multiple health professions programs;
  • students preferred the flipped classroom approach to a more traditional approach and favored learning in an interprofessional group.