Common Reading

Starting in their first semester, students enroll in three one-credit interprofessional courses that are integrated into their programs of study. Working in interprofessional teams and guided by expert faculty, students learn foundational collaborative skills to enhance safe, quality, and equitable care.  The MGH Institute Common Reading Program provides incoming students, and members of the MGH Institute community, an opportunity for shared reflection on important topics impacting the health of individuals and societies.

Sitting Pretty: The View from My Ordinary Resilient Disabled Body by Rebekah Taussig is the current pre-assigned book that all matriculating IHP students, regardless of profession, are asked to read prior to their scheduled orientation.

This first-person narrative centers on the experiences of Rebekah Taussig. The author shares her personal journey growing up with lower body paralysis and highlights complex depictions of disability in our culture. Rebekah Taussig “paints a beautiful, nuanced portrait of a body that looks and moves differently that most” (National Endowment for the Arts) and her work as a disability studies scholar allows the reader to reflect on key concepts in disability representation, identity, and community.

The Common Reading serves as a foundation for the interprofessional team-based learning students engage in during their time at the MGH Institute. Each program builds a one-hour session into their program orientation to discuss the book through the lens of interprofessional collaborative practice and justice, equity, diversity, and inclusion, thereby introducing new students to important core values of the IHP. These sessions are typically facilitated by interprofessional faculty members.

About a month before orientation, you will receive a direct link through your school e-mail address that will allow you to access an electronic version of Sitting Pretty: The View from My Ordinary Resilient Disabled Body. You may also independently purchase a paper copy of the book. If you do not receive an email with the link, please ymendezrainey [at] mghihp.edu (email Yolanda Mendez Rainey).

IMPACT Three Course Sequence

HP818: IMPACT I

Through a variety of experiential learning activities designed to promote team-based analysis, problem-solving, and solution-oriented thinking, students develop foundational knowledge of the core competencies for interprofessional collaborative practice. These include:

  • Effective communication
  • Team-based care
  • Roles and responsibilities
  • Values and ethics

Also embedded in this course is Community IMPACT Day, where students, faculty, and staff, regardless of role, rank, or discipline work together in teams to support identified needs of community agencies and partner sites.

Community IMPACT Day

The IHP plays an active role in helping those in our local and global communities. At the beginning of every academic year, our commitment to serve is reflected in a traditional day of service. This important annual event is embedded into the IMPACT I course curriculum. Past service projects include:

  • Creating educational sessions or resources for seniors in the community, such as fall prevention tips and stress management strategies.
  • Community enrichment for local organizations, such as The Appalachian Mountain Club and Charlestown Community Center.
  • Addressing the physical and emotional needs of families and children through volunteer organizations, such as Cradles to Crayons, Project Linus, and The Ronald MacDonald House.
  • Conducting wellbeing activities with local children at Harvard Kent Elementary School and the Kennedy Center.

HP819: IMPACT II

With an emphasis on quality and safety, student teams build on the foundational knowledge established in IMPACT I and develop their skills through a series of interprofessional opportunities to support application to practice. These include:

  • Team-based simulations
  • Case-based discussions
  • Engagement with community health mentors

 

Health Mentors

IMPACT II concludes with an opportunity for students to work directly with clients from the community living with chronic health conditions and/or functional limitations. These individuals, known to the IHP as health mentors, have generously agreed to share their homes and stories with students in order to support learning. Health mentors help students to:

  • Value the perspective of the health mentor and understand that our clients are central to the interprofessional team.
  • Appreciate how a person’s health conditions and limitations interact with personal and environmental factors.
  • Learn perspective-taking and to value the contribution of every member of the interprofessional team.

IMPACT Peer Facilitators

Peer Facilitators are students who have graduated from IMPACT I and II and have been selected from a pool of applicants to support interprofessional students and faculty in IMPACT II. Peer Facilitators are representative of the IHP programs and have articulated or demonstrated a specific interest in interprofessional collaborative education and practice. This unique paid opportunity enables students to learn invaluable leadership skills for practice, including the ability to:

  • Facilitate small group sessions
  • Mediate group dynamics
  • Foster diplomacy and collaboration

 

"My biggest takeaway from being a peer facilitator is the value of being able to bridge the gap between students and faculty in interprofessional simulations. This enabled me to grow and realize my strengths and knowledge, while also facilitating the learning of the students. Overall being a peer facilitator seems like a symbiotic experience where you are able to benefit while benefiting other students."

-Peer Facilitator graduate
 

HP821: IMPACT III

Values and ethics are core components of interprofessional collaborative practice. Led by a group of faculty clinicians with ethics expertise, IMPACT III helps students dive more deeply into this important area of clinical practice and learn the skills necessary to ensure patients receive equitable, client-centered care. Skills addressed include:

  • Practical, solution-oriented approach to ethical dimensions of practice
  • Ethical decision-making models