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![Page 1: Interprofessional Education & Collaborative Practice Issues for Allied Health Virtual day of Allied Health & Rehabilitation December 03 2015 John H.V.](https://reader031.fdocuments.us/reader031/viewer/2022012914/5a4d1b037f8b9ab059987a49/html5/thumbnails/1.jpg)
Interprofessional Education & Collaborative Practice
Issues for Allied Health
Virtual day of Allied Health & RehabilitationDecember 03 2015
John H.V. Gilbert, C.M., Ph.D., FCAHSPrincipal & Professor Emeritus, College of Health Disciplines,
University of British Columbia.Adjunct Professor, The National University of Malaysia
Adjunct Professor, Dalhousie UniversityCo-Chair, Canadian Interprofessional Health Collaborative
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Overview of Presentation
The WHO (2010) Study Group Report Interprofessional Education
Collaborative Practice Health & Education Systems
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Improved Health
Outcomes
Health & Education Systems
Local Context
Present & Future
Health Workforc
e
OptimalHealth
ServicesCollaborative
PracticeCollaborative
Practice-Ready
Interprofessional Education
Local Health Needs
Strengthened Health System
FragmentedHealth System
HealthWorkforce
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Present & Future Health
Workforce
Collaborative Practice-Ready
Health Workforce
Interprofessional Education
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High Level IPE Strategy 1“Interprofessional”
Use the right word - Use the word rightIPE
A three-part definition
“Learning With, From and About,For the purposes of collaboration,To improve the quality of care”*
Quality: Structure, Process, Outcome**
*WHO (2010) Framework for Action on Interprofessional Education & Collaborative Practice – following the CAIPE definition (2002)
**Donabedian A. Evaluating the quality of medical care. Milbank Memorial Fund Quarterly, 1966, 44: 166–206.
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Present & Future Health
Workforce
Collaborative Practice-Ready Health
Workforce
Staff trainingChampions
Institutionalsupport
Assessment
Learningoutcomes
Logistics &scheduling
Programmecontent Compulsory
attendanceContextual
learning
Adult learningprinciples
Sharedobjectives
Interprofessional Education
Managerialcommitment
EDUCATOR (TEACHER) MECHANISMS
CURRICULAR (LEARNER) MECHANISMS
Learningmethods
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High Level IPE Strategies 2Framing IPECP for Teaching & Learning
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High Level IPE Strategies 3
• Design and implement system-wide;• Build knowledge about what works
in specific situations and contexts;• Develop adult learning competency
based approaches to IPE e.g.: PBL, CBL, Simulation
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Curricular Reform A Lesson Learned
“Changing a college curriculum is like moving a graveyard - you never know how many friends the dead have until you try to move them.”
(Variously attributed to either Calvin Coolidge or Woodrow Wilson)
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Collaborative Practice-
Ready Health Workforce
Optimal Health
Services
CollaborativePractice
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Collaborative Practice-Ready
Health Workforce
Optimal Health
Services
Governancemodels
Structuredprotocols
Shared operatingresources
Shared decision-making processes
Supportivemanagement
practices
Facilities
Spacedesign
Personnelpolicies
Collaborative Practice
Communicationsstrategies Built
environment
Conflictresolutionpolicies
ENVIRONMENTAL MECHANISMS
INSTITUTIONAL SUPPORT MECHANISMS
WORKING CULTURE MECHANISMS
COLLABORATIVE PRACTICE
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Collaborative Practice
Strategies 1
The PatientNot Just
Another Hockey Puck
• People• Process• Technology• Information
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Patient Care Quality Improvement B.C. 2013-2014
IPECP Collaborative Strategies 2Understand the Patient’s Concerns
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IPECP Collaborative Practice Strategies 3
• Design and implement system-wide.• Build as a key health workforce
strategy.• Develop coordinated collaborative
connections between all educational & practice partners.
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IPECP Collaborative Practice Strategies 4
• Design appropriate space, and complete administrative support.• Build a clear work plan. • Develop equitable funding, and
accountability.
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IECP Collaborative Practice Strategies 5Set teaching, learning and practice
in an appropriate framework.•Evaluate and measure.•Monitor outputs, outcomes, and impacts.
•Assign responsibility appropriately and effectively.
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IPECP Collaborative Strategies 6Practice Education (PE)
An Old Idea - A Central Tenet?
“For the things we have to learn before we can do them, we learn by doing them.”
(Aristotle, Nicomachean Ethics (350 B.C.E))
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IPECP Collaborative Strategies 7Engage, encourage, and reward
The Practice Educator
Facilitator
Assessor EvaluatorCommunicator
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FragmentedHealth System
Strengthened Health System
Health & EducationSystems
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FragmentedHealth System
Strengthened Health System
Remunerationmodels
Riskmanagement
Accreditation Regulation
Professionalregistration
Capitalplanning
Financing Commissioning
Fundingstreams
Health & EducationSystems
HEALTH SERVICES DELIVERY MECHANISMS: Structure & Process
PATIENT SAFETY MECHANISMS: Outcomes
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Interprofessional Collaborative PracticeSome Real Problems
• interpersonal differences e.g. age, gender, culture• fear of change e.g. place, time, persons• stereotypic rivalry e.g. me, him/her, them• power, income and status e.g. salary vs. fee-for-service• language e.g. gender, profession, social class, jargon• models of practice e.g. medicine, nursing, social work• management structures e.g. acute care, community• management priorities e.g. money, space, people
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IPECP: The Global Network• The American Interprofessional Health Collaborative (AIHC),• The Australasian Interprofessional Practice and Education
Network (AIPEN),• The Centre for the Advancement of Interprofessional Education
(CAIPE), • The Canadian Interprofessional Health Collaborative (CIHC),• The European Interprofessional Education Network (EIPEN) • The Japan Association for Interprofessional Education, (JAIPE)
and • The Nordic Interprofessional Education Network (NIPNET).
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What we have learned