Interprofessional education represents occasions for learners from two or more professions learn with, from, and about each other to improve collaboration and the quality of care." CAIPE definition, 1997.
“Interprofessional education is the process by which a group of students or workers from the health-related occupations with different backgrounds learn together during certain periods of their education, with interaction as the important goal, to collaborate in providing promotive, preventive, curative, rehabilitative, and other health-related services.”
– World Health Organization (1988)
This claim is that IPE is only working when things improve.
It is the process by which we train or educate collaborative health care providers. changing the way we see ourselves.
It is a complex process, requiring us to see things quite differently.
It requires interaction between and among learners.
Interprofessional education was introduced in the mid-1960s but has been slow to catch on.
students learn about roles of their and other's professions, changing the way they view health care
students learn behaviours to expand team function
Bridges need to be built among disciplines.
Memorial University makes Health Promotion and Profesisonalism and Teamwork part of their core learning.
There needs to be education about education. Prepare students (and teachers) for what is to come.
Participatory activities of partnership are required.
Be lean - cut the superfluous stuff and get to the heart of things.
upper campus is likely going to be using IPE to push for capital campaign.
needs to mandated within curriculum
"Whilst the concept of multi-professional learning has strong appeal, it is necessary for those responsible for educating health care professionals to demonstrate its superiority over separate learning experiences" (Munro, Felton, and McIntosh, Is multidisciplinary learning effective among those caring for people with diabetes? 2002)
Benefits of interprofessional education include:
Many people and reports show effective training of educators and facilitators is critical.
U of T has a one week training course in interprofessional education. I hear they want to be a centre of excellence in interprofessional education.
We are together in undergrad, split up during the pre-clinical years, and then come together again for clinical times. Pas bon.
Dal's modules have been working for over a decade.
These modules use 'hypothetical scenarios'
Evolution of Interprofessional Learning: Dalhousie University's "From Family Violence to Health" Module - Journal of the Canadian Dental Association, 2003)
The IHRTP is in place to train health researchers in three areas: mentoring, knowledge translation, and social accountability. Professionalism is targeted with workshops, skills seminars, and lectures. It is important to ensure grants have "contextual application for research knowledge"
Seamless care required three patient-driven action plans:
We all gather around the patient, family, and health need. This is a great starting off spot. Then off we go to learn about what we all do in our respective camps. Then we come together again and let each other know what we've learned...
Maybe we should all give speeches to each other during IPLs.
Are we educating students according to acute care models, or chronic care models?
Involve college students and students from diagnostics!!!
dietitians!!!
Social interactions need to be increased, as bonding doesn't really happen in the workspace. Living together and socializing is a really good thing
Have potlucks
Change orientation week
One difficulty is that we all have our different models of care, and PBL might lead to some jarring collisions. Appreciative inquiry will help select the best aspects and leave out the rest.
Do activity-based practicums involving different disciplines
Change interview structure
Baker RG, Norton P, et al, CMAJ, 2004
Szaz G. Second Interim Report of the Committee of IPE in the Health Sciences, University of British Columbia, 1968.
Models of Interprofessional Learning In Canada, David Cook, 2005
Interprofessional Education for Collaborative Patient-Centred Practice: Relevant Documents. Health Canada, 2004.
World Health Organization. (1988). “Learning Together to Work Together for Health. Report of a WHO Study Group on Multiprofessional Education for Health Personnel: The Team Approach”. Technical Report Series 769:1-72.