integrated curricula 2018 - ubc health · integrated curricula 2018 overview of the integrated...

1 Version: 6/28/2018

*The information in this document may change based on input from programs

Integrated Curricula 2018

Overview of the Integrated Curriculum Approach

Under the umbrella of ‘UBC Health,’ the health professional programs at the University of British Columbia have

implemented an integrated approach to health professional education that supports learning that is unique to each

profession; seeks economies of scale for foundational knowledge common to all programs through technology; creates

relevant opportunities for interprofessional learning in complex areas of healthcare; and supports programs to meet

accreditation standards related to interprofessional education in a meaningful way around content areas that benefit

from a collaborative approach. The integrated curricula are designed to ensure interprofessional learning is not an add-

on, but a meaningful, required component of students’ programs.

Topics

Integrated topics include the following, which will be delivered in an order that makes sense and builds learning across

sessions:

• Professionalism

• Ethics

• Indigenous Cultural Safety

• Resiliency

• eHealth

• Conflict Management

Development of the Integrated Curricula

The Office of UBC Health provides support for interprofessional working groups of content experts, educators, learners,

and patients/clients to come together to develop the integrated curricula. Working groups have developed

interprofessional competency profiles and curriculum frameworks related to the content areas, providing a foundation

and grounding for the integrated content. The content is enhanced by the interprofessional development and delivery.

The Office of UBC Health has in-house instructional design support that has facilitated the development of engaging

technology enhanced learning within the integrated curricula. The Office also works directly with programs to ensure

successful implementation the integrated activities.

Implementation of the Integrated Activities

Working with the UBC Health Council and Curriculum Committee, the Office of UBC Health has been able to secure

protected time for the delivery of the interprofessional components of the integrated curricula across the health and

human service programs at UBC. A total of 8 timeslots were secured for the delivery of the interprofessional

components of the integrated curricula across two years. UBC Health has made a commitment to the health professional

programs that integrated activities will be scheduled during all 8 of the protected timeslots by 2018. Implementation of

the Integrated Curricula is a complex undertaking. This document provides a comprehensive overview of the activities

and delivery approach for all integrated curricula to ensure successful implementation across programs.

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Integrated Curriculum Activity Details This table lists the Integrated Curriculum activities that will be delivered in 2018 and onwards.

Professionalism (2 hours)

Interprofessional Professionalism Interprofessional Workshop (2 hours)

Workshop delivered during the first Protected Time year in October and November. Designed to act as a foundation for the other integrated curricula.

iEthics (8 hours)

Foundations of Ethical Practice (Q#1) Online Module (1 hour) Interprofessional Workshop (2 hours)

Workshop delivered during the first Protected Time year in October and November. Online module released to students 2 weeks prior to their assigned workshop.

Ethical Decision-Making (Q#2) ** Online Module (2 hours)

Delivery at the discretion of programs. UBC Health will provide access at time requested by program and provide completion report. Students submit online reflection to programs.

Interprofessional Ethical Decision-Making (Q#3)

Online Module Interprofessional Workshop (2 hours)

Workshop delivered during the second Protected Time year in October and November. Online module released to students 2 weeks prior to their assigned workshop.

Moral Resilience (Q#4) ** Online Module (1 hour)

Delivery at the discretion of programs. UBC Health will provide access at time requested by program and provide completion report. Students submit online reflection to programs.

Resiliency (2 hours)

TBD Interprofessional Workshop (2 hours)

Workshop delivered during the first Protected Time year in October and November.

eHealth (3 hours)

Foundational of Health Informatics** Online Module (1 hour) Delivery at the discretion of programs. UBC Health will provide access at time requested by program and provide completion report.


Workshop delivered during second Protected Time year in October and November.

UBC 23-24 ICS Indigenous

Cultural Safety (12 hours)

Introduction & Cultural Safety and Cultural Humility (Q#1)

Online Module (1.5 hours) Interprofessional Workshop (2 hours)

Workshop delivered during the first Protected Time year in October and November. Online module released to students 2 weeks prior to their assigned workshop.

Aboriginal Perspectives of History:

People, Land, and Health (Q#2) ** Online Module (2 hours)

Delivery at the discretion of programs. UBC Health will provide access at time requested by program and provide completion report.

Indigenous People’s Health Part One:

Social Determinants of Health (Q#3)**

Online Module (2 hours) Delivery at the discretion of programs. UBC Health will provide access at time requested by program and provide completion report.

Indigenous People’s Health Part Two: Health Outcomes and Capstone Workshop (Q#4)

Online Module (1 hour) Interprofessional Workshop (2 hours)

Workshop delivered during second Protected Time year in October and November. Online module released to students 2 weeks prior to their assigned workshop.

Conflict Management

(2 hours)


Workshop delivered during second Protected Time year in October and November. Designed to act as a capstone activity for the integrated curricula.

** Face-to-face components will be delivered during protected time. It is up to program to determine when the online components are delivered. These might be pre-work for the face-to-face components where appropriate. The Office of UBC Health will ensure your students have access to the modules and will track participation.

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Professionalism – Interprofessional Professionalism 2-hour interprofessional workshop (no online component) This workshop is in the early stages of conceptualization by an interdisciplinary working group. The goal of this workshop is to bring together students to learn about professionalism, focus on professionalism in an interprofessional context, and prepare students for interprofessional interactions during the integrated activities. The workshop will be grounded in an interprofessional competency profile being developed by the working group.

Workshop Learning Objectives:

• Assess stressors and system factors that affect professionalism • Value the importance of resiliency and wellbeing in supporting professional behaviours • Develop a collective commitment across professions to patients/clients/families/communities/society • Develop a collective commitment to other professions that will support professional behaviours • Demonstrate effective communication and collaboration skills • Value professionalism as a continuous learning journey

iEthics The Integrated Ethics Curriculum was the first integrated topic and has been delivered in its entirety for the past 2 years. It will continue to be delivered, using the same approach, in 2018 and onwards.

QUARTILE #1 – Foundations of Ethical Practice

One-hour self-directed online module followed by a two-hour interprofessional workshop. Students receive access to the online module two weeks prior to their scheduled interprofessional workshop. During the online module students consider non-complex ethical situations in everyday life, explore their personal and professional values, and are exposed to the role of professional codes of ethics and ethical decision-making frameworks. Students learn about the principles of health care ethics and the importance of ethical practice. During the interprofessional workshop, students come together to delve more deeply into issues related to ethical practice. They compare their values and professional codes of ethics with students from other disciplines, while discussing a non-complex case.

Online Module Learning Objectives:

• Define ethics and its relevance to personal and professional decision-making and ethical practice

• Recognize and respond to common, non-complex ethical issues in everyday life

• Identify how your personal values, beliefs and perspectives can impact your responses to ethical situations

• Analyze where your own values, beliefs and perspectives are reflected, or not, by your profession’s code of

ethics

• Recognize the need for professional ethics in health care

• Define the principles of health care ethics

• Describe the purpose of an ethical decision making framework

Foundations of Ethical Practice

(Q#1)

Online Module and Interprofessional

Workshop

(3 hours)

Ethical Decision-Making

(Q#2)

Online Module

(2 hours)

Interprofessional Ethical Decision-

Making (Q#3)


Workshop

(3 hours)

Moral Resilience (Q#4)

Online Module

(1 hour)

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• Articulate how personal and professional values, beliefs and perspectives influence ethical decision-making

• Compare codes of ethics from different professions

• Use your professional code of ethics to describe your professional responsibilities in relation to specific ethical

scenarios

• Describe how the fundamental elements of an ethical decision-making framework might be applied in specific

cases

QUARTILE #2 – Ethical Decision-Making Two-hour self-directed online module. During this module, students delve more deeply into the elements of the ethical decision-making framework presented during the foundational module. They are presented with content that will support them to work through the framework. After being exposed to an example of how the framework can be applied to a specific case, students work through a non-complex case on their own. At the end of the module, students can print off their reflections to be submitted to their program. *It is up to program to determine when this is delivered. The Office of UBC Health will ensure your students have access to the modules and will track participation.

Learning Objectives:

• Describe how ethical practice is a component of professionalism

• Explain the obligations that result from your role in society as a profession

• Identify the perspectives that need to be considered in ethical decision making and why they are important

• Demonstrate respect for all participants by considering their values, beliefs and perspectives when engaged in ethical decision making

• Demonstrate cultural sensitivity when engaging with participants in ethical decision making

• Apply an ethical decision making framework to a non-complex clinical situation QUARTILE #3 – Interprofessional Ethical Decision-Making Half-hour self-directed online module followed by a two-hour interprofessional workshop. During this activity, students come together with learners from other professions for an interactive, case-based session during which they work with an interprofessional group to discuss a complex ethical case. There is a short online module that prepares learners for their interprofessional group work, during which they act as a member of an interprofessional ethics committee and discuss a complex ethical case that centers on quality of life and end of life options for care. Students receive access to the online module two weeks prior to their scheduled interprofessional workshop.


• Demonstrate how to effectively approach differences in your personal values and beliefs with those of others as

they relate to ethical practice

• Consider multiple perspectives in addition to your own when involved in shared ethical decision making

• Demonstrate collaborative practice competencies with other members of the healthcare team when engaged in

complex ethical discussions

• Apply an ethical decision making framework to a complex clinical situation in an interprofessional setting

• Recognize the importance of effective collaboration with patients/clients/families and healthcare team

members when engaging in shared ethical decision-making

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QUARTILE #4 - Moral Distress in Ethical Practice: A practice-based reflection An online resource to support student learning around ethical practice while on placement. This online module is

designed to consolidate learning within the integrated ethics curriculum, which has been implemented throughout

students’ professional programs. The module focuses on moral resiliency. It provides support to work through a guided

reflection based on their experience in practice. It is up to programs to decide how to implement the module, which is

designed to be flexible and support different program needs. *It is up to program to determine when this is delivered.

The Office of UBC Health will ensure your students have access to the modules and will track participation.


• Identify sources of moral distress and their impact

• Reflect on ethical situations in practice and identify strategies to increase your moral resilience

• Develop an action plan to increase your responsiveness to stressful situations

UBC 23-24 Indigenous Cultural Safety Learning Experience This curriculum is being developed by the Centre of Excellence in Indigenous Health, with logistical support from the

Office of UBC Health

QUARTILE #1 - Cultural Humility and Allyship Workshop 1.5 hour online module followed by a 2-hour interprofessional workshop Introduction - Territorial acknowledgement and introduction to course

• Acknowledgment of the Musqueam people and their traditional ancestral, unceded territory

• UBC 23-24 Initiative and the TRC Calls to Action

• Description of the UBC 23-24 Interdisciplinary Indigenous Cultural Safety Learning Experience

• Recognizing the importance of self-care throughout the learning experience Cultural Safety and Cultural Humility - Cultural safety and cultural humility requires a practice of self-reflection, beginning with self-awareness of ones own social, historical, and geographical location. In this module students explore the notions of culture, race and identity formation and how their own personal perspectives, values and beliefs impact their interactions and experiences in society. The concepts and origins of cultural safety are introduced in this first module.

Cultural Safety and Cultural

Humility (Q#1)


Workshop

(3.5 hours)

Aboriginal Perspectives of History: People, Land, and Health

(Q#2)

Online Module

(2 hours)

Indigenous People’s Health Part One: Social Determinants of

Health (Q#3)

Online Module

(2 hours)

Indigenous People’s Health

Part Two: Health Outcomes (Q#4)

Online Module

(2 hours)

Interprofessional Workshop

(2 hours)

October/ November

2017

March 2018

June 2018

October/ November

2018

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Interprofessional Workshop - ICS Cultural Humility and Allyship Workshop - Cultural safety emphasizes partnership and reciprocity, which includes building relationships, establishing trust and employing respectful processes of engagement. During this in-person facilitated workshop students will come together and engage in activities and small group discussions that explore and celebrate diversity. Online Module Learning Objectives:

• Analyse concepts of culture and identity formation

• Identify own social, historical, and geographical location within the structure of Canadian settler society in the context of the past, present, and future

• Describe the Cultural Competency Continuum and distinguish between cultural awareness, cultural sensitivity, cultural competency, cultural safety and cultural humility

• Identify the different types of racism, including: overt racism, structural racism, symbolic racism, gendered racism, and implicit racism.

• Describe ways that racism, discrimination, and bias impact the health of individuals and communities Workshop Learning Objectives:

• Explore diversity and aspects of identity

• Examine Intersectionality in relation to privilege and oppression

• Acknowledge Indigenous people’s diverse perspectives on culture, language and identity

• Explore concepts of stereotyping, prejudice and implicit bias

• Discuss how to integrate cultural safety and cultural humility approaches into health care practice and strategize to leverage power relationships between health care professional and patient/client

QUARTILE #2 - Aboriginal Perspectives of History: People, Land, and Health Two-hour self-directed online module. Cultural safety is inclusive of cultural competency, part of which is having knowledge of the history of Indigenous people and the colonial history of Canada. In this module students explore Aboriginal perspectives on history, colonization, law and governance, community, resiliency, and wellness. *It is up to program to determine when this is delivered. The Office of UBC Health will ensure your students have access to the modules and will track participation. Learning Objectives:

• Recognize that Indigenous histories extend back as far as pre-creation from time immemorial

• Consider Canada’s colonial history

• Recognize Aboriginal Rights and Title and how these impact health outcomes

• Consider the impacts of the Indian Act on Indigenous peoples health

• Recognize Aboriginal health disparities as well as Indigenous perspectives on health and wellness and strength and resilience

• Describe the complexity of Aboriginal health governance and jurisdiction over Aboriginal health care in Canada Detailed Description: Module Two begins with origin stories and a video of Indigenous speakers describing their perspective of history, oral histories and connection to land. This module covers Canada’s colonial history, starting with the doctrine of discovery, disease, the Indian Act, Indian Rights and Title (Section 35 of the Canadian Constitution, Indigenous and Northern Affairs Canada, UNDRIP and the TRC Calls to Action), the histories of Reserves, Residential Schools, Indian Hospitals, Child Welfare and the 60’s Scoop, ending this section with a Cindy Blackstock quote and article about the Canadian Human Rights Tribunal and the UBC Reconciliation Pole. There are several short videos throughout this section of our Indigenous speakers sharing personal stories of how they have been impacted by Canada’s historical and ongoing colonization, as individuals, families, communities and Nations. In the next section of Module Two, the complexities of

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Aboriginal Health Governance are described, beginning with a Dr. Alika Lafontaine quote and article about Indigenous Health in Canada. Then this section goes on to cover; jurisdiction, (federal, provincial, reserve), Non-Insured Health Benefits, First Nations and Inuit Health Branch, First Nations Health Authority, and Jordan’s Principle. Then the module moves on to Urban Aboriginal Health, and the barriers to care that are specific to Urban Indigenous populations. QUARTILE #3 - Indigenous People’s Health Part One: Social Determinants of Health Two-hour self-directed online module. Cultural safety takes into consideration power imbalances and applies a social justice lens to health care practice, empowering the patient/client to be equal decision makers in their care plans and supporting self-determination. In this module, students examine the social determinants of health and their impact on Indigenous people, families and communities. Students also explore cultural safety in practice and creating culturally safe spaces and organization. *It is up to program to determine when this is delivered. The Office of UBC Health will ensure your students have access to the modules and will track participation. Learning Objectives:

• Consider Indigenous people’s relationship with their environment in their traditional ancestral territories the ways the health of the environment impacts the health of communities, families and individuals

• Define and discuss the concept of “self-determination” as it relates to Indigenous peoples, communities, and Nations

• Discuss the social determinants of health in relation to the impacts of colonization

• Recognize language, culture and connection to land and family as protective factors.

• Describe case studies of First Nations social determinants of health Detailed Description: Module Three begins with Indigenous Nations relationship with land, environmental stewardship, natural resources, and sustainability, land claims, title cases, self-governance and self-determination. Social determinants of health are outlined and described through an Indigenous lens. Dr. Charlotte Loppie’s tree analogy is introduced as well as a strength based analogy. This module covers, education, employment, health care, environment, food security, access to clean water, child welfare and early childhood development, housing, and colonization as experienced by the distinct three Aboriginal groups in Canada, First Nations, Inuit and Metis. We will also cover a strengths based view of determinants of health, including language, culture, sense of belonging, and connection (family, community, territory). There will be a section of virtual case studies of First Nations social determinants of health and the final section of Module Three will highlight a few case studies of communities, organizations and programs implementing policies and practices that strive to promote healing and provide culturally safe care to Indigenous populations. QUARTILE #4 - Indigenous People’s Health Part Two: Health Outcomes Two-hour self-directed online module followed by an interprofessional workshop. It is the client/patient who determines whether the care they receive is culturally safe. This last module focuses on the internal and intrapersonal impacts of colonization on individual health outcomes and family and community health. There is an emphasis on strength and resiliency in this module. Students also reflect on what they have learned about cultural safety and cultural humility and applying the knowledge to their future professional practice. *This module will be available to students two weeks prior to the protected time face-to-face session. The Office of UBC Health will ensure your students have access to the modules and will track participation.

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Learning Objectives: • Recognize Indigenous models of health and wellness, health practices and traditional medicines • Describe strategies to engage with Indigenous people and communities • Summarize the work of the Truth and Reconciliation Commission of Canada, the 94 Calls to Action and the

implications for Indigenous peoples health and wellbeing • Summarize concepts of intergenerational trauma and intergenerational strength • Critically reflect on the role of health care professionals in addressing Indigenous health disparities and health

outcomes • Critically reflect on own understanding of cultural safety, cultural humility and Allyship

Interprofessional Workshop- Indigenous Cultural Safety Transforming Care Capstone Workshop- This final workshop aims to empower future healthcare professionals to address the harmful systemic healthcare practices that impact health outcomes and to effect meaningful lasting change as an Ally on a personal and structural level by a.) Discussing the content and key messages of the UBC 23 24 ICS learning experience as a whole; b.) Drawing connections between all modules and the previous workshop; c.) Strategizing the practical application of knowledge acquired; and d.) Broadening their scope of understanding beyond patient practitioner care to understanding that to begin to address the health needs of Indigenous individuals and communities requires creating a system of healthcare that applies a social justice lens and:

• Acknowledges the impacts and legacy of colonialism

• Recognizes and respects the identities of Indigenous people, the Nations and communities to which they belong and the territories from which they come

• Supports self-determination and the reclamation of healthy thriving Indigenous individuals, communities and Nations.


• Summarize content and key messages of UBC 23 24 ICS learning experience

• Map learning pathways, resources and practical application of knowledge and skills developed in the context of their future practice as a health care professional

• Outline specific, measurable goals towards a culturally safe practice

Resiliency Two-hour interprofessional workshop (no online component). This workshop is in the early stages of conceptualization, in conjunction with the work of the newly formed resiliency working group. The workshop will be part of a flexible series of learning opportunities that support resiliency. The workshop integrates the Inquiring Mind workshop that has been adapted by Opening Minds, the anti-stigma initiative of the Mental Health Commission of Canada, from the Canadian Department of National Defence and Canadian Forces’ Mental Health Training for Managing Students and Road to Mental Readiness (R2MR) programs. Learning Objectives: The goal of this workshop is to give students practical knowledge of mental health and mental illness so they can:

• Learn the mental health continuum model

• Reduce stigma and negative attitudes

• Support peers with mental health problems

• Maintain their own mental health and improve their resilience

eHealth - Foundations of Health Informatics

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This integrated activity is being revised, after initial delivery in 2017. The revised version will be launched in 2019, and

will become part of the second Protected Time year. This activity will consist of a foundational online module (1 hour)

and an interactive interprofessional workshop (2 hours). The objective of the online module and workshop are to

provide a grounding in the principles of safe, effective and appropriate clinical practice in a changing environment,

where technology is playing a more central role. During this workshop, students map out a patient journey, focusing on

the information and communication technology (ICT) and other communication strategies that support effective, safe,

person-centred care. This activity is structured as a game during which each team will earn points. The team’s goal is to

earn the most points and get to the goal of healthy patient by developing the most comprehensive and appropriate care

plan. The learning is grounded in the interprofessional Health Informatics Competency Profile developed by an

interprofessional working group from UBC Health, and will aim to prepare students to integrate the principles into

health informatics learning delivered by their programs and the health authorities.

Online Module Learning Objectives:

• Define ICT within the healthcare context

• Describe the history and evolution of ICT in Canada

• Define and differentiate key terms and concepts and their use in different contexts of care

• Describe the overarching goals of ICT within the current healthcare context

• Describe how ICT supports safe, collaborative, person-centred care to diverse populations across practice

settings

• Describe the principles that guide effective ICT use in healthcare

• Define digital literacy and explain the way it impacts the use of ICT

• Discuss the potential impact of ICT on the relationship between patients/clients and their health care team


• Analyze how ICT supports or inhibits safe, collaborative, person-centred care to diverse populations across

practice settings

• Identify and propose strategies that support the use of ICT in a manner that enhances (i.e. does not interfere

with) the relationship between patients/clients and their health care team

• Describe the utilization of a variety of ICT on the context of today’s healthcare environment

• Compare and contrast a variety of ICT to support collaboration and continuity of care

• Look for opportunities to use ICT to support patient safety and quality improvement

Conflict Management This workshop is based on content that has been delivered, and found to be effective, with practicing health care

professionals working as part of an interprofessional team. The workshop focuses on the conflicts that can arise in an

interprofessional work environment, how conflict can be constructive, and how to engage in shared decision-making

capitalizing on the constructive nature of conflict.


• Analyze potential causes of conflict in a complex system

• Distinguish between constructive and destructive conflict

• Identify the benefits of constructive conflict in relation to shared decision-making

• Apply strategies to effectively manage interprofessional conflict

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