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The Heart Disease Group Project (HDGP): A Longitudinal,
Team-Based, Self-Study Case Using Interprofessional Teams
Timothy R. Ulbrich, PharmD; John D. Sutton, MD; Heather A. McEwen, M.L.I.S., M.S.; Susan P. Bruce, PharmD,
BCPS; Mark Penn, MD, MBA
Northeastern Ohio Universities Colleges of Medicine and Pharmacy
Background
 The Heart Disease Group Project (HDGP), as part of the
longitudinal curriculum, takes place over six months during the
second Medical (M2) and Pharmacy (P2) year.
 Teams of 8-10 medical and pharmacy students are
presented with a 66-year old patient entering the health care
system for the first time with a myocardial infarction (MI).
Each team is responsible for researching competencybased topics including patient care, medical knowledge,
practice based learning, systems based practice,
communication skills, and professionalism.
Six meetings (3 mandatory and 3 voluntary) are held, and
consultants (in addition to a medicine and pharmacy faculty
member) attend these meetings to answer student questions.
Each team is required to submit one cumulative paper,
prepare team members for a randomly assigned oral
presentation, and perform self and peer evaluations.
Patient Mr. Smith
CLINICAL ASPECTS
PSYCHOSOCIAL ASPECTS
 66 year old Caucasian Male
 No recent contact with health
care system
 All diagnoses new this admission  Medicare A and B coverage
 Six new medications started
 No Medicare Part D coverage
 .No adult immunizations noted
 Self-employed, wife unemployed
 Obese (BMI 35), poor diet and
exercise habits
 Recent guardianship of grandson
 Ex-smoker (45 pack year history)  No advance directives
• Dietary recommendations
• Exercise plans
• Discharge instructions
• Discharge summary
• Reflective essay
• Peer evaluations
• Oral team presentation
Professionalism
Challenges
Interpersonal /
Communication
Skills
Patient Care
Successes
Project
Assignments
Medical
Knowledge
Systems Based
Practice
Practice Based
Learning
• Indications for adult
immunizations
• EKG physiology & summary
• Cardiac biomarker results,
physiology
• Physiologic basis of signs and
symptoms
• Hyperlipidemia pathophysiology
Assessment
• Lifestyle Modifications
(description in conversation
format)
• Discussion of Living Will
and DPOA
• Four EBM treatment
summaries
• Four EBM Diagnosis
summaries
• Summary of Part A, B
benefits
• Summary of Medicare D
Plan
• Summary of resources for
grandson
• State of Ohio DPOA and
Living Will
• Multidisciplinary
Management Team
Future
Plan
•Timing in the curriculum
•Self-direction
•Coordinating schedules for students
•Team dynamics
•Skill level of learners
•Technology support
•Identify the complexities of patient care
(clinical & psychosocial)
•Recognition of the value of team
•Experience peer evaluation
•Experience team-based care
•Active, engaged and self-directed
learning
•Interprofessional learning activity
•Increase teamwork
•Encourage sharing of knowledge
among students
•Provide a debriefing process
•Expand consultant list
•Research project to assess outcomes
Acknowledgements
 Dr. John Sutton for his work developing the HDGP and
for his commitment to interprofessional education