Interprofessional Education for Collaboration Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary (2013) / Chapter Skim
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2 Interprofessional Education
2 Interprofessional Education
Pages 7-24
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From page 7... ...
This success is measured by better and safer patient care as well as im proved population health outcomes. Although different situations may require different team members, who each bring to the team a unique set of skills, workshop participant Jody Frost emphasized that the patient, the family, other caregivers, and the community are integral members of all teams regardless of the context.
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From page 8... ...
Participant Jody Frost emphasized the need for focusing on a health professional team that includes all of the health professionals that need to be there along with the patient, the family, the caregiver, and the community. "If we're going to walk the talk," she said, "we need a new language.
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From page 9... ...
A Social Responsibility for Collaboration The authors of WHO's 2010 publication Framework for Action on Interprofessional Education and Collaborative Practice defined a professional within "interprofessional education" as any individual "with the knowledge and/or skills to contribute to the physical, mental and social well-being of a community." In addressing the social well-being of a community, Sandeep Kishore -- who represented one of the student perspectives presented a the workshops -- referred to this definition when emphasizing the social responsibility of health professionals to work together to provide optimal services to communities. He went on to say that part of the social responsibility of health professionals is to work together in addressing the "causes of the causes" of ill health that must then be taught to students in an interprofessional manner (see Box 2-1)
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We can't operate as health professionals alone. We have to reach out to other professions.
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Presenters at the workshop offered three examples of interprofessional education grounded in coursework and experiences that teach social responsibility. Jan De Maeseneer from Ghent University described how students at his university learn about social determinants and health inequities by traveling to impoverished communities in Ghent, Belgium, to learn with students from other disciplines.
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The lack of health providers drove him to the university sector to train and influence future health professionals. His efforts began with just eight students receiving education in rural health clinics.
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It also changes the dynamics and provides an opportunity for understanding how other health providers think. Benefits of a Community-Based Interprofessional Education Community Benefits • niversity engagement in rural communities: Asking community members U to set the program outcomes establishes a direct link between community values and program results.
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• upervisors have the opportunity to give back to the educational system S that trained them and to help form the next generation of health care delivery teams. Success Factors The success of the rural interprofessional health education organized by Worley and his colleagues was due to four main factors.
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Similarly, improved population health also has faults as an outcome measure of health in rural communities. In Australia overall population health has improved, but the life expectancy of the aboriginal population is 15 to 30 years less than that of the Australian white population.
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Stefanus Snyman, the coordinator of interprofessional learning and teaching at Stellenbosch's Centre for Health Professions Education, said that he sees IPE as a tool for equipping students to become change agents in order to improve patient outcomes and strengthen health systems in Africa. He believes that IPE can be a vehicle for transformative learning and that it is an instrument to foster educational interdependence between the health and the educational systems.
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This program involves roughly 250 health mentors and roughly 1,300 students from the Jefferson Medical College and the schools of nursing, pharmacy, and health professions, the last of which includes occupational therapy, physical therapy, and couples and family therapy. Each team is made up of students from these different health disciplines, and over the course of 2 years, the students in the teams learn directly from their health mentors -- who are patients in the community -- about these individuals' health status and living conditions.
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Workshop presenter Dawn Forman from Curtin discussed this framework, which underlies the curriculum and also extends into interprofessional practice. The IPE curriculum starts in the first year, she said, with 23 health professional schools following a model for ensuring client safety and quality.
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Figure 2-2 and 4-1 Bitmapped then review the home environment and the patient care setting. With this information, the students jointly develop a customized fall prevention plan that is discussed with the patient and his or her family member.
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She also said the Aetna Foundation is funding evaluation measures within this unique interprofessional space to see how the agriculture experts, the urban planners, the physicians, the managers, and the chief executive officers of these community health centers develop sustainable farmers' markets. This is the sort of culture shift to which students should be exposed, Barclay said, and it was the sort of interprofessional education offered to students in North Carolina under the direction of J
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From page 21... ...
Duke now man ages networks of Medicaid providers in six counties involving 60,000 people in every primary care site, every health department, and numerous other community groups. To provide the sort of comprehensive care needed in complex societies with complex medical needs, their group required not only committed doctors but also health departments, care managers, dentists, dietitians, health educators, information technicians, physician assistants, nurse practitioners, pharmacists, physical therapists, psychologists, public health workers, and social workers.
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Interprofessional Education Having developed a clear understanding of how to engage with communities and how to provide optimal care that saves money, the Duke University School of Medicine's Department of Community and Family Medicine is now redesigning its educational programs to align student educational experiences with the les sons learned from the department's community engagement. The new curricula emphasize teamwork and collaboration at all levels.
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Doctor of physical therapy 7. Prevention research All of the Duke Family Medicine offerings are extremely competitive, and the restructured family medicine residency is no exception, having received 540 excellent applicants for 4 total slots.
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2010. Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world.
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