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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6 Learning from Students, Patients, and Communities
6 Learning from Students, Patients, and Communities
Pages 75-84
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From page 75... ...
STUDENT EXPERIENCES AND TRANSFORMATIONS In his closing address at the workshop, Paul Worley from the School of Medicine at Flinders University, Australia, described what he heard workshop participants repeatedly describe as a "transformation of the health care system." However, Worley suggested, the transformation of a system starts with people or, more specifically, with individuals. He encouraged the audience to listen to students and to encourage that transformation to occur in their students.
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From page 76... ...
The BOX 6-1 Lucy, M.D. Global Physician Trainee Photo courtesy of Paul Worley.
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From page 77... ...
Worley said that he sensed that the transformation that Lucy experienced was what many of the workshop participants were trying to convey to their stu dents. The goal is not just to give technical skills or to transmit information or to inspire, but to change the hearts of the people who are the next generation of health professionals.
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From page 78... ...
Namwase is currently at Makerere University in Uganda pursing a degree in nursing while holding several leadership roles with the Medical Students Association and the Students Professionalism and Ethics Club in Uganda. According to Namwase, IPE helps students appreciate other professionals and helps students avoid developing negative stereotypes that could impede future work with other students.
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From page 79... ...
Lewis said that this program was similar to the one discussed by Erin Abu-Rish in that it focused more on the social aspect of interprofessionalism. According to Lewis, the program brought students together from different health professional schools for monthly meetings that highlighted examples of good teamwork going on at the medical university as well as in community service projects.
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From page 80... ...
But, she said, that course exposed her to IPE, which was the impetus for her pursuit of more interprofessional opportunities at the university. As she reflected upon her IPE experiences at the university, she said that she felt that the elective IPE courses helped her learn about what interprofessionalism is and that her experience at the student-run clinic helped her apply the theoretical knowledge in practice.
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From page 81... ...
This team will be made up of culturally sensitive members who are more likely to connect with and possibly build a trusting relationship with their patients and thus make positive health outcomes more probable. In considering pedagogic innovations -- or as some Forum members prefer "androgogic" innovations that targets adult teaching methods -- Okun stressed that it is important to create active learning processes that enhance access to "the right people at the right time." This could include better use of technology by learners and patients of all ages and in all communities.
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From page 82... ...
Okun also emphasized the urgency for acting immediately if IPE innovators in the United States are to seize current opportunities through accountable care organizations, primary care, medical home models, and accreditation standards. However, Okun warned innovators to be careful not to create IPE in silos, which could then develop its own set of silos.
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From page 83... ...
When providers realize their livelihoods are not threatened and when there is verifiable objective evidence that the concept works, Jones said, then trust evolves among providers of care and between providers and patients. Workshop speaker Stefanus Snyman from Stellenbosch University highlighted person- and people-centered care when responding to a question about how patients reacted to receiving a more holistic clinical assessment through the World Health Organization (WHO)
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From page 84... ...
This example shows that students are equipped to become change agents to improve patient outcomes and to strengthen health systems. And, as Paul Worley said, "The key is to give learners enough space to be the amazing creative individuals they are." Key Messages Raised by Individual Speakers • Students are beginning to demand an interprofessional educa tion.
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