Transcript Barriers to Interprofessional Education

Interprofessional 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
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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?
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Interprofessional Education (IPE)
1. Is there a real need? YES
2. If so, should this Faculty introduce IPE in
the near future? YES
3. 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..?
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Five Competencies Required of Health
Professionals in Assuring Patient Safety
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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)
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Collaborative
Practice
Interprofessional
Education
Interdependent
Pre-Licensure
Need to train health
professionals to practice
collaboratively
Post-Licensure
Need teaching settings with
health professionals who
practice collaboratively
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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 (communitybased) (D. Lee)
• Collaborative practice (hospital-based)
(J. Sung)
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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?
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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
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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.
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Health Professional Learner
Competencies
Knowledge
Roles
Skills
Communication
Reflection
Attitude
Mutual respect
Open to trust
Willing to
collaborate
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Strategy
• Develop a context in which learning
together becomes a vital part of
working together
– Go beyond silo style of training
• Create an early opportunity for students
from different professions to explore a
variety of issues
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Features 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
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J Interprofessional Care, 2005
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Possible Formats
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Courses
Clinical rounds
Seminars
Interprofessional day on a timely topic
Disease-focused forum
Case-based simulated learning
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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
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Collaborative
Practice
Interprofessional
Education
Interdependent
Pre-Licensure
Need to train health
professionals to practice
collaboratively
Post-Licensure
Need teaching settings with
health professionals who
practice collaboratively
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Barriers to Interprofessional Education
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Culture
Professional identity
Accountability and expectations
Clinical responsibility
Academic schedule and load
Availability of interprofessional education
expertise and of educational content
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Curricula Comparison
Medicine (5 years)
Knowledge
Skills
Attitude
Nursing (4 years)
Pharmacy (3 years)
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
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)
Development of long term relationship
with client
Caring for patients
Team work
Team work
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Status
• Few well controlled studies
• Mixed results
• Little direct evidence for persistent
improvement or behavior change among
learners
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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
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Outcomes
• Improved efficiency, quality and safety of
patient care
• “ .. The right healthcare professional doing
the right job at the right place…..”
• CUHK differentiates
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