Conceptualise Interprofessional Education Dr Stefanus Snyman (MBChB, MPhil (HealthScEd), DOM) Centre of Community Technologies Demonstrate impact of forming interprofessional teams on systems for health
Impact of the formation of interprofessional teams on systems for health
Jan 23, 2018
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Conceptualise Interprofessional
Education
Dr Stefanus Snyman (MBChB, MPhil (HealthScEd), DOM)Centre of Community Technologies
Demonstrate impactof forming
interprofessional teams on systems for health
Universal Health Coverage
Health professionals addressing the health needs
Transformative
learning
Interdependence
in providing
healthcare
HEALTH EQUITY
Person-centered & Population-based
VISION
Interprofessional
education &
collaborative
practiceLeaders as agents of change
Competency-based education
Community-based
Inter- & transprofessional
teams
Task sharing & shifting
Innovative information technology
Community-orientated primary care (COPC)
Trained for 3 years after school Visited the same ±150 families in their homes every 4 -6 weeks: • Built relationships • Collected information on births, deaths, nutrition status, illness, functioning, employment, sanitation, water, food, work, education, etc.
Socio-medical diagnoses Drs Sydney & Emily Kark
Community-orientated primary (COPC)
Provided: Health advice & encouragement
1st Aid & Household treatment Smallpox vaccination Referral when needed Shared decision-making Continuity of care Feedback at community meetings Drs Sydney & Emily Kark
Outcomes of interprofessional approach
1942 1950Syphilis 5.8% 2.3%
Impetigo 82% 7.8%
Kwashiorkor 10-12 Cases / Week 10-12 Cases / Year
Infant mortality rate 275 101 / 1 000 live births
Interprofessional Education and Collaborative
Practice
Evidence:Improved patient outcomes
Philosophy:It’s the right thing to do
Catalyst:For change
“Healthcare is a team sport,
currently being played by individuals”
Person-centredservice
Communication
Team functioning
Role clarification
Collaborative leadership
Conflict resolution
Reflection
CLIENT SAFETY & QUALITY
COLLABORATIVE PRACTICE
Competencies for
interprofessional
collaborative
practice
International Classification of Functioning , Disability
and Health (ICF)
Provide scientific basis
Interprofessional teamwork
Common language
Permit comparison
Systematic coding scheme
A statistical, research, clinical, social policy
and educational tool to:
ICanFunction mHealth Solution (mICF)
“No mobile-friendly health
service solution to see
each person’s functioning
as a dynamic interaction
between the person’s
health condition,
environmental factors,
and personal factors”.
WHO (2013)www.icfmobile.org
Democratization
of Health Services &
Informatics
RATIONALE FOR INTERPROFESSIONAL EDUCATION AND COLLABORATIVE
PRACTICE
REFORMING
SYSTEMS FOR
HEALTH
HEALTH EQUITY
through
TRANSFORMING HEALTH PROFESSIONS EDUCATION
Bio-psycho-social-spiritual approach incorporating the complex interrelatedness of:
• changes in body functions and body structures,• functioning and fulfilling life roles, in the context of • barriers and facilitators of environmental factors influencing
health (including social determinants of health)• personal factors influencing health
which required competencies related to a
HOLISTIC CARE, SHARED DECISION-MAKING AND PERSON-REPORTED OUTCOMES
resulting in
through
creating the opportunity for
PERSON-DRIVEN DATA
a person-centred approach
IPECP RATIONALE
HEALTH EQUITY
through
REFORMINGSYSTEMS FOR
HEALTH
implying
to provide
which is dependent on
obtained by utilising paradigm-shifting
REFORMING SYSTEMS FOR HEALTH
BIG DATA
• universal health coverage by
• reducing institutionalised care,
• focusing on preventative healthcare
• ultimately resulting in predictive health care
a focus on community-based practice through• harmonising health-education (interdependence)
• breaking down silo's and professional tribalism• embracing interprofessional collaborative practice• decreasing power relations• using information technology
PERSON-DRIVEN DATA
through
RATIONALE FOR INTERPROFESSIONAL EDUCATION
REFORMING
SYSTEMS FOR FEALTH
ultimately resulting in
predictive health careperson-centred approach
holistic care, shared decision-making, patient-
reported outcomes
resulting in
big data
which is dependent
made possible by
resulting in
contributing to reaching
Personalised healthcare in a strengthened
systems for health
mHealth TECHNOLOGY
PATIENT-DRIVEN DATAcreating the
opportunity for
obtained by utilising paradigm-shifting
HEALTH EQUITY
Government & Professional
Finances
Organizational stability
Healthy stakeholder relations and roles
Coordinated policy framework between sectors
Institutional
Staff development plans
IPE policy and/or vision
Synchronizing degree programmes (calendars, timetables, level outcomes)
Assessment and accreditation requirements
What is needed to allow IPE to serve as
catalyst for Universal Health Coverage?
Decentralised, community-base training
Patient-centred approach utilising ICF
Interprofessional bio-psycho-social-spiritual approach
Health information systems to enable Interprofessional Collaboration
Democratization of health informatics
IPE accreditation: time tables & duration of modules
Funding
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