Interprofessional Education IPE

1
Interprofessional Education (IPE)

• .. Occurs when two or more professions learn
  with, from, and about each other to improve
  collaboration and the quality of care ..
  (CAIPE, 1997)

S. Griffiths, D. Lee, V. Lee, J. Sung
2
Interprofessional Education (IPE)

• Is there a real need?
• If so, should this Faculty introduce IPE in the
  near future?
• How should we coordinate IPE among our programs
  in Nursing, Pharmacy, Public Health and Medicine?
• What, if any, are the global student learning
  outcomes for Nursing, Pharmacy, Public Health and
  Medicine in light of these decisions?

3
Interprofessional Education (IPE)

• Is there a real need? YES
• If so, should this Faculty introduce IPE in the
  near future? YES
• How should we coordinate IPE among our programs
  in Nursing, Pharmacy, Public Health and Medicine?
  Office of Educational Services
• What are the global student learning outcomes..?

4
Five Competencies Required of Health
Professionals in Assuring Patient Safety

• Delivering patient-centered care
• Working as part of interdisciplinary teams
• Practicing evidence-based medicine
• Focusing on quality improvement
• Using information technology
• Health Professions Education Bridge to Quality
  (2003)

5

Interdependent
Need to train health professionals to practice
collaboratively
Need teaching settings with health professionals
who practice collaboratively
6
Agenda (230-315 p.m.)

• IPE A holistic model of health professional
  education (V. Lee)
• Common approaches A shared need
• (S. Griffiths)
• Cadenza training program (community-based) (D.
  Lee)
• Collaborative practice (hospital-based)
• (J. Sung)

7
Agenda (340-430 p.m.)

• Current situation in the teaching of common
  science courses
• Next step Working group
• Impact on profession-specific curriculum
• Elective or required?
• Format?
• Logistics issues
• Resources
• Demonstration project?

8
Objectives

• To promote the active participation of each
  profession in patient care,
• To optimize staff participation in clinical
  decision making within and across disciplines
• To foster respect for disciplinary contributions
  of all professionals
• To provide mechanisms for continuous
  communication among care-givers and health
  professionals

9
Goal

• To change the way we educate healthcare providers
  to ensure they have the necessary knowledge,
  skills, and attitudes to work effectively in
  interprofessional teams within the evolving
  healthcare system.

10
Health Professional Learner Competencies
11
Strategy

• Develop a context in which learning together
  becomes a vital part ofworking together
• Go beyond silo style of training
• Create an early opportunity for students from
  different professions to explore a variety of
  issues

12
Features of Interprofessional Programs

• A combination of didactic and clinical
  instruction
• Explicit attention to non-clinical skills
  communication, group, and conflict resolution
  skills
• Non-traditional interprofessional problem-based
  learning strategies

13
J Interprofessional Care, 2005
14
Possible Formats

• Courses
• Clinical rounds
• Seminars
• Interprofessional day on a timely topic
  Disease-focused forum
• Case-based simulated learning

15
Requirements for Implementation

• Support from the top
• A dedicated core faculty drawn from existing
  disciplinary faculty
• Facilitation time for students who wish to
  participate
• Formal and informal student interaction outside
  of discipline barriers, through student
  organizations
• The establishment of strong community
  partnerships, along with recognition of the role
  that community plays in the practice education of
  students

16

Interdependent
Need to train health professionals to practice
collaboratively
Need teaching settings with health professionals
who practice collaboratively
17
Barriers to Interprofessional Education

• Culture
• Professional identity
• Accountability and expectations
• Clinical responsibility
• Academic schedule and load
• Availability of interprofessional education
  expertise and of educational content

18
Curricula Comparison
19
Status

• Few well controlled studies
• Mixed results
• Little direct evidence for persistent improvement
  or behavior change among learners

20
UCSF IPE Pilot Initiative 2008

• Pharmacy students shadowed medical students
• Responsibilities, priorities, and pressures of
  the medical student learning experience
• Different levels. Expectations and perspectives
  within medicine
• Collaboration of nursing and medical perspectives
  on patient care

21
Outcomes

• Improved efficiency, quality and safety of
  patient care
• .. The right healthcare professional doing the
  right job at the right place..
• CUHK differentiates