Curriculum Reform: On The Crest of the Wave

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Curriculum Reform On The Crest of the Wave
Paul A.W. Gamble DrPH October 9, 2007
B E S T E X P E R I E N C E B
E S T E D U C A T I O N
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Michener
The Centre of Excellence for the Advancement of
Applied Health Sciences Education
B E S T E X P E R I E N C E B
E S T E D U C A T I O N
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Michener
Currently, Michener has approximately 5,100
students (890 of whom are full-time), a faculty
and staff of 160 Only post-secondary
institution primarily funded by a Canadian
provincial Ministry of Health to educate health
professionals Michener has international
experience in a number of regions and countries
including Lebanon, Bangladesh, India, South
Africa, Saudi Arabia and the Caribbean
B E S T E X P E R I E N C E B
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Michener
Professional Programs Chiropody Medical
Laboratory Science Nuclear Medicine Radiation
Therapy Radiological Technology and Respiratory
Therapy Advanced Practice Programs Anesthesia
Assistant Anesthesia Technology Asthma
Educator Cardiovascular Perfusion Technology
Chronic Obstructive Pulmonary Disease Educator
Clinical Laboratory Quality Manager Clinical
Research Associate Diabetes Educator Diagnostic
Cytology Genetics Technology Lamaze Certified
Childbirth Educator Magnetic Resonance Imaging
Picture Archiving Communication Systems
Administrator Respiratory Patient Educator
Sleep Medicine Technology and Ultrasound Internat
ional Health Professional Bridging
Programs Diagnostic Cytology Magnetic Resonance
Imaging Medical Laboratory Technology
Radiological Technology (X-Ray) and Respiratory
Therapy
B E S T E X P E R I E N C E B
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Challenges for the Education Model

• Clinical Education Sustainability
• Human resource shortages
• Reduced patient support
• Increased costs
• Lack of inter-rater reliability
• Lack of consistency in student access to cases
• Isenberg S., Mcgaghie W., Petrusa E., Gordon
  D., and Scalese R
• Features and uses of high-fidelity
  simulations that lead to effective
• learning A BEME systemic Review. Med Teach
  2005 27(1) 10-28.

B E S T E X P E R I E N C E B
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Call to Action
Canadas future health system is dependent
upon the modernization of health care which is
directly linked to a different approach to
educating and training health personnel. Repor
t to Canadians 2005, Health Council of Canada
B E S T E X P E R I E N C E B
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Traditional Educational Model for Health Care
B E S T E X P E R I E N C E B
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Reality Check
Clinical sites have done a fabulous job
educating our students. Since allied health is
very different from medicine and nursing, it is
the clinical sites that tend to absorb the cost
of our students. And weve sent them in as
totally green individuals and said now , youre
going to make good allied health practitioners,
and they have done it, with willingness and their
own time.
B E S T E X P E R I E N C E B
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Market Realities of the 21st Century

• For Academic Programs
• The absolute number of clinical partners and
  clinical placements within partners is declining
• Increasing competition between academic
  institutions for securing clinical placements
• Clinical log jams resulting
• Clinical placements in small and/or rural
  settings may present limitations
• Increasing pressure for inclusion of non
  traditional clinical sites

B E S T E X P E R I E N C E B
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Challenges We Heard from our Clinical Partners

• No time to teach basic skills
• No time to remediate/update skills
• Need to be prepared to function in
  multi-disciplinary environment
• Students more demanding of experience outcome

B E S T E X P E R I E N C E B
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Outcome of Strategic Missioning
Academic Innovation

• Purpose
• To optimize the learning experience and push the
  envelope to achieve state-of-the-art curriculum
  design, development and delivery

B E S T E X P E R I E N C E B
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What we did ..and How we did it

• Undertook literature reviews
• In house research
• Focused conversations with staff, students and
  partners
• Sought out experts
• Undertook sight visits
• Held plenary presentations
• Made presentations re our intent
• Discussed with our funder

B E S T E X P E R I E N C E B
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Academic Innovation Strategy
The Three Pillars

• Interprofessional Education
• Simulation Education
• Competency Assessment

B E S T E X P E R I E N C E B
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Academic Innovation
We recognized, to meet the changing environmental
realities, we needed to move from a very
traditional behaviouralist curriculum model.
B E S T E X P E R I E N C E B
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Generic Curriculum Framework for Current
Programs
Year 1 Program Specific Content _at_ Michener
Year 2 Program Specific Content _at_ Michener
Year 3 Clinical Education _at_ Clinical Partner Site
B E S T E X P E R I E N C E B
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To an Innovative Curriculum

• Adopting a curriculum design and model routes
  which incorporated Inter Professional Education
  (IPE), simulation and assessment of readiness.
• This innovation was evidence informed on the best
  evidence we could find
• We recognized we were setting a new standard

B E S T E X P E R I E N C E B
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Micheners New Education Model
Readiness To Practice
B E S T E X P E R I E N C E B
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Micheners Outcome Objectives and Expectations

• Best Experience
• Best Education
• Best Outcomes

B E S T E X P E R I E N C E B
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Back to that Crest of the Wave.
B E S T E X P E R I E N C E B
E S T E D U C A T I O N
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The Ontario health care system will function
more effectively if it embraces the practice
of interprofessional care. This Blueprint was
developed following a year-long process of
obtaining input from decision makers and leaders
in the health care and education sectors, as well
as consumers. Achieving effective implementation
of interprofessional care requires a
comprehensive action plan that identifies the
roles each partner or participant should
undertake. This Blueprint provides direction on
key foundational activities that should be
carried out in the short, medium and long term.
http//www.healthforceontario.ca/WhatIsHFO/IPCProj
ect/IPCBlueprint20for20Action.aspx
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IPC BLUEPRINT DIRECTION 1 - BUILDING THE
FOUNDATIONCreate a firm foundation upon which
key interprofessional care activities can be
implemented and sustained
A Blueprint for Action in Ontario.
IPC BLUEPRINT DIRECTION 2 - SHARING THE
RESPONSIBILITYShare the responsibility for
ensuring that interprofessional care strategies
are effectively implemented among interested
parties
IPC BLUEPRINT DIRECTION 3 - IMPLEMENTING
SYSTEMIC ENABLERSProvide systems, processes and
tools that will allow interprofessional care to
be taught, practiced and organized in a systemic
way
IPC BLUEPRINT DIRECTION 4 - LEADING SUSTAINABLE
CULTURAL CHANGE Lead a sustainable cultural
change that recognizes the collaborative nature
of interprofessional care and embraces it at all
levels of the health care and education systems
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IPC Principles and ProcessesThe principles and
processes of IPC have been successfully
integrated into the core curriculum of all of
Micheners programs for the 2007 academic year.
Evolving refinement of IPC in our curriculum is
supported by effective organizational feedback
mechanisms.IPC in Clinical Practice
Professional development for our educators, our
clinical partners and providers in the health
system has been developed and is available to
support the transformation of clinical practice
in Ontario.Evidence Based Impacts of
IPCAnalysis of the impacts of IPC on our
educators, students and in the clinical setting
serves to support the evidence based, not
evidence informed evolution of IPC.
Alignment of Michener Achievements with the IPC
Blueprint
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Questions?
Paul A.W. Gamble DrPH Pgamble_at_michener.ca
B E S T E X P E R I E N C E B
E S T E D U C A T I O N