ipe: a vehicle to collaborative practice
TRANSCRIPT
Interprofessional education: a vehicle to collaborative practice – are we on track?
Author: JM FRANTZ
PRESENTATION OUTLINE
� Concerns related to IPE � The case of FCHS, UWC � How do we address the concerns? � Challenges and Benefits � Conclusion
INTRODUCTION
� There is widespread and growing belief and passion that IPE and IPP can be the vehicle to address the health and social problems of our society through collaborative approaches
CONCERNS RELATED IPE � Identify what types of IPE is working now
and bring it to scale rapidly and merge educational reforms and practice (Thibault, 2012)
� Absence of an explicit theoretical framework suggests a disconnect between educational theories and their application to practice (Abu-Rish et al. 2012).
� Inconsistent reporting of study settings, populations and outcomes for IPE activities (Abu-Rish et al, 2012)
CONSIDERATIONS FOR THE SUCCESS OF IPE
� Barr highlighted that there is a need to consider the paradigm shift from conceptualising IPE to operationalising IPE (Barr, 2013).
� In addition, considerations also needs to be given to the possible conflicts between members of interprofessional teams from different disciplines (Aguilar et al 2014)
QUESTION
� How do we address the concerns related to IPE and IPP in South Africa and specifically within the Faculty of Community and Health Sciences at UWC where recourses are limited
The case of the University of the Western Cape, South Africa
HOW DO WE ADDRESS THE CONCERNS RAISED?
CONCERN 1: Absence of an explicit theoretical framework suggests a disconnect between educational theories and their application to practice
� UWC Conceptual Model based on Boyers Model of Scholarhsip
� Scaffolding Model
The UWC conceptual model for IPE using Boyers Model
• Multidisciplinary approach to cases
• Collaboration between university and community organizations to address health and social needs
• Real world dilemmas are used with authentic learning approaches
• Community needs in the curriculum is a priority
• Advancing and discovering new interventions and applications for IPE
• Applying knowledge of IPE in a scaffolding manner
Scholarship of
Teaching
Scholarship of
Discovery
Scholarship of
Integration
Scholarship of
Application
SCAFFOLDING MODEL
Interprofessional practice in the real settingand research
Interprofessional theory courses in
years 2
Interprofessional theory courses year 1
Concept disucssioons in the world café
format providing Ipe opportunity
World café format to discuss case studies and role clarification
Faculty development FGD in year 1
CONCERN 2: Inconsistent reporting of study settings, populations and outcomes for IPE activities
� The design and implementation of inter-professional learning activities to improve inter-professional education and practice in South Africa is on the increase and is being discussed at various local, national and international forums.
� South Africa embraces the primary health care approach which aims to respond equitably to basic health care needs and also address the underlying social, economic and political causes of poor health.
NATIONAL HEALTH PLAN
� The underlying philosophy for restructuring the health system was the PHC approach and it places emphasis on comprehensive promotive, preventive, rehabilitative and curative care.
WHY THIS COMPREHENSIVE PLAN?
� South Africa faces a quadruple burden of diseases that will only be addressed if there is adequate resources for all programmes and interventions thus IPE and IPP as a vehicle for high quality care across all settings
� However the challenge is that resources does not match the needs of society.
� Can higher education institutions train health professionals that can make a difference?
CONCERN 3: Conceptualizing IPE vs Operationalising IPE
� According to Barr (2013) in order to overcome the barriers to operationalising IPE the following key principles are important: ◦ 1. Planning together ◦ 2. Incorporating different approaches to learning ◦ 3. Incorporating different disciplines into one faculty
PLANNING TOGETHER AS A FACULTY
PLANNING TOGETHER WITH OTHER STAKEHOLDERS
INCORPORATING DIFFERENT APPROACHES TO LEARNING
Case group discussions
World Café
Case studies
INCORPORATING DIFFERENT DISCIPLINES INTO ONE FACULTY
Faculty of Community and Health Sciences
Public health
Occupational Therapy
Nursing
Sports and Exercise
Natural Medicine Psychology
Physiotherapy
Dietetics
Social Work
HAVE WE GOT IT RIGHT?
CHALLENGES
� Lack of buy-in from all the disciplines � Individual professionalism and identity
protection � Logistics � Resources in the final phase of
implementation in terms of community settings
BENEFITS � Interdisciplinary faculty and all disciplines
are readily available � Directive from the management to put IPE
and IPP on the faculty agenda and drive it as a focus area
� Better understanding amongst students of the different roles
� Faculty development initiatives in the faculty demonstrate the principles and competencies of IPE (teamwork, roles and responsibilities and communication)
BENEFITS CONTINUED
� IPE competencies incorporated into the graduate attributes of the institution.
CONCLUSION � Support from the management to drive the IPE
agenda is beneficial � Theoretical implementation of IPE is easier but
IPP can be facilitated � A holistic approach to IPE includes teaching,
research, integration and application � A champion to drive the process is essential � Starting from year 1 and building to the actual
practical implementation contributes to a better understanding
� Role modeling through faculty development initiatives assists the process
THANK YOU