Transcript Slide 1

Interprofessional Education for Collaborative Patient-Centred Practice:
The Manitoba Initiative
Judy Anderson, Christine Ateah, Colleen Metge, Moni Fricke, Laura MacDonald, Penny Davis, Sora Ludwig
Representing the Faculties of Medicine, Nursing, Pharmacy, Dentistry and School of Medical Rehabilitation, University of Manitoba
Goals & Objectives
Five Faculties/Schools [Medicine, Nursing, Pharmacy, Dentistry & School of Medical
Rehabilitation], two (2) partners [Winnipeg Regional Health Authority & the Northern
Medical Unit] and three (3) practice platforms have a 5-phase initiative to:
Research Measures
Integration of IECPCP
Goals and Learning Objectives
1. Develop the awareness of the critical nature of patient problems with the quality of
health care and develop interest in improving the practice of health care and patient
safety through a patient-centred approach to collaborative interprofessional
education, practice and research.
Our research measures at this point in our project are focused on the student experience
(orientation, awareness & demonstration). We propose to use action research methodology to
investigate and develop new skills and approaches to interprofessional patient-centred care.
KNOWLEDGE
& PRACTICE
2. Demonstrate the effectiveness of collaborative, patient-centred practice by
immersing small interprofessional groups of pre-licensure students in one of four
collaborative practice settings in urban, rural and remote locations in Winnipeg,
Manitoba and Nunavut.
Action research methods bridge the divide between research and practice (e.g., “what to do in a
collaborative practice”). (Somekh, 1995) As well, use of action research methods may address the
perceived failure of social sciences research to make a difference in outcome, i.e., bringing about actual
improvements in patient care or practice (e.g., “establishing collaborative patient-centred practices”).
For a project of this nature, action research means to: find a starting point (establish interprofessional
patient-centred care), clarify the situation (try to define the essential components of care with a ‘learner
community’ of health professional students and willing practice partners), develop action strategies (what
are the respective roles of individuals and the team in care), put them into practice and make the findings
known (scholarly communication or knowledge-translation activities). (Altrichter H et al., 1993)
Inter-Professional
Patient-centred
Care in Primary Care
Practice
During this learning experience, students and the ‘champions’ will:
3. Evaluate and communicate behavioural changes, which is the direct outcome
required, to improve practice and result from, new knowledge, attitudes, skills and
values including respect and valuation of input from other professionals. After
Research Ethics Board approval, research methodologies will compare behaviours
between participating and control subjects. Research findings will be communicated
broadly in presentations, and written and online reports.
4. Implement a broader program of interprofessional education in core curricula.
Results of the demonstration and evaluation phases will be used to design strategies
to target courses and programs that involve collaborative learning and practice.
5. Sustain the collaborative learning and practice by faculty and students through
the research platform of the Initiative. Research activities will engage, develop and
lead future interprofessional collaborations, such as projects on quality improvement
in patient care; collaborative practice rounds; and effective collaborations with
patients.
INFORMATION
Collaboration
A. Define Health
Engage in and demonstrate collaborative practice
1. Define ‘health’ from the context of your professional culture and, after discussion, from the
perspective of the other health-professional cultures. [As the ‘champions’, we have done this:
e.g. for Pharmacy]
Core Skills
Patient-centred care
Care objectives
Experiential rotations
completed
PHARMACY: Pharmacy students completing their third year of professional education:
Summarize the components of patient-centred quality of care
DATA
Health Defined
SEVEN (7) core skills:
1. Communication
2. Critical thinking
3. Problem solving
4. Decision making
5. Professionalism
6. Self-assessment
Collaboration***
Define health at the individual, family, practitioner & community level
Pharmaceutical care means the
provision of drug therapy and other
pharmaceutical patient care services
intended to achieve outcomes related
to curing or preventing a disease,
eliminating or reducing a patient's
symptoms, or arresting or slowing a
disease process, by identifying and
resolving or preventing potential and
actual drug-related problems.
With respect to care of the patient,
students should be able to do the
following at the end of the third year:
(1) use of a systematic approach to gather
information about a person in order to
assess their needs when:
(2) application of pharmacotherapeutic
knowledge including knowledge about:
Students will have completed the
following experiential sessions:
A. 1st year: 1-week service
learning
B. 2nd year: 1-week each in
hospital and community
pharmacy (2 weeks total)
C. 3rd year: 2-weeks each in
hospital and community
pharmacy (4 weeks total)
(3) formulation and defense of
clear/concise recommendations to
manage the condition or clinical situation
(4) provision of recommendations
(including self-care recommendations)
within a context of professional
commitment to the care of the patient
INFO NEEDS
= feedback loops indicate that consideration of all material in the care of a patient is a
continuous process and is useful for improving patient care decisions in an interprofessional environment
Project Phases
2. Define ‘health’ from the perspectives of a patient and a community health provider.
3. Based on Objectives #1 and #2, describe a holistic model of healthcare
B. Develop an Approach to Patient-Centred Quality Care
4. Review the relevant literature on patient care and health-care provider perspectives to arrive at
key features of care:
a. Define and characterize high-quality patient care
b. Develop an approach to care that builds the synergy between features of quality care and
patient-centred care.
The Manitoba Initiative
Our Premise:
C. Engage in Collaborative Learning about Patient-Centred Practice
Interprofessional education, collaboration and patient-centred
practice (IECPCP) are essential for improving the quality of
Professional Identity
(orientation)
November 2006
We are HERE
patient care and patient safety but are
not standards in current education programs.
5. Define collaborative practice as related to primary healthcare in Canada today.
6. Identify a list of the roles that various professionals contribute or could contribute to a
collaborative practice
7. Identify the patient’s role in a collaborative practice model
8. Evaluate how expectations of practice, care and impact of care differ when care is provided by
a group vs. care provided by a team
D. Define and Evaluate Interprofessionalism in Primary Health Care
The Manitoba Initiative involves three diverse practice
platforms, education, practice and research
to develop and sustain IECPCP.
Progress to date: we have
• identified our 5 Faculty/School “Champions”
• agreed on pre-licensure students for IPE at practice sites
• developed learning objectives for the students’ experience
• hired Office Assistant and Research Associate
• enrolled 3 faculty champions in designing and completing a new PhDlevel course (Education) on interprofessional education and learning
9. Define interprofessionalism in practice and contrast it to the collaborative model of practice
10. Obtain perspectives of interprofessionalism from administrators, regulatory bodies,
professional, patients to understand advantages and challenges
Somekh B. The contribution of action research to development in social endeavours: a position paper on action research methodology. Br Ed Res J
1995;21(3):339-355.
Altrichter H, Posch P, Somekh B. Teachers investigate their work : an introduction to the methods of action research. London ; New York: Routledge; 1993.
Acknowledgements
The Manitoba Initiative is supported by Contribution Agreement from Health Canada: 6804-142005/6880031; we are very grateful for the ongoing support of the Deans/Director of the units
involved in this initiative.