1 interprofessional education (ipe) “.. occurs when two or more professions learn with, from, and...
TRANSCRIPT
1
InterprofessionalInterprofessional Education (IPE)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)
1. Is there a real need?
2. If so, should this Faculty introduce IPE in the near future?
3. How should we coordinate IPE among our programs in Nursing, Pharmacy, Public Health and Medicine?
4. 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)
1. Is there a real need? YES2. If so, should this Faculty introduce IPE in
the near future? YES3. How should we coordinate IPE among
our programs in Nursing, Pharmacy, Public Health and Medicine? Office of Educational Services
4. 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
InterprofessionalEducation
Pre-Licensure
Collaborative Practice
Post-Licensure
Interdependent
Need to train health professionals to practice
collaboratively
Need teaching settings with health professionals who practice collaboratively
6
Agenda (2:30-3:15 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 (3:40-4:30 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
KnowledgeRoles
SkillsCommunication Reflection
AttitudeMutual respect Open to trust Willing to
collaborate
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 ProgramsFeatures 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
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
InterprofessionalEducation
Pre-Licensure
Collaborative Practice
Post-Licensure
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 ComparisonMedicine (5 years) Nursing (4 years) Pharmacy (3 years)
Knowledge Medical related knowledge Basic Sciences (10 units)
TCM (3 units)
Basic Sciences (7 units)
Psycho-social aspect of health
Medicine ethics
Psycho-social aspect of nursing (3 units)
Health care policy and public health care system (3 units)
Ethical and Legal Aspect of Nursing (3 units)
Health promotion
Health care system (3 units)
Pharmacy ethics
Health promotion
Skills statistics
IT literacy
IT in nursing practice
(3 units)
Nursing Research (3 units)
Pharmaceutical research methods & techniques(2 units)
English communication and writing skills (1 course)
Faculty language requirement
Faculty language requirement
Interviewing skills
Discussion skills
Management skills(3 units)
Leadership skills
Literature research skills
counseling
presentation skills (3 skill modules)
non-verbal communication questioning
active listening
responding and public speaking
Communication and Counseling
Communication with other health care professionals
Counseling (3 units)
Attitude Development of long term relationship with client
Caring for patients
Team work
Team work
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