1 Interprofessional Education (IPE) “.. Occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality.

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InterprofessionalInterprofessional Education (IPE)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? YES2. If so, should this Faculty introduce IPE in

the near future? YES3. 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

• 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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InterprofessionalEducation

Pre-Licensure

Collaborative Practice

Post-Licensure

Interdependent

Need to train health professionals to practice

collaboratively

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 (community-based) (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

KnowledgeRoles

SkillsCommunication Reflection

AttitudeMutual respect Open to trust Willing to

collaborate

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Strategy

• Develop a context in which learning together becomes a vital part ofworking 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 ProgramsFeatures 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

13J Interprofessional Care, 2005

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Possible Formats

• 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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InterprofessionalEducation

Pre-Licensure

Collaborative Practice

Post-Licensure

Interdependent

Need to train health professionals to practice

collaboratively

Need teaching settings with health professionals who practice collaboratively

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Barriers to Interprofessional Education

• 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 ComparisonMedicine (5 years) Nursing (4 years) Pharmacy (3 years)

Knowledge 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

Skills 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)

Attitude 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