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INTERPROFESSIONAL EDUCATION (IPE). Dr Vimmi Passi, Course Director, Masters in Medical Education Institute of Clinical Education, Warwick Medical School. LEARNING OUTCOMES. Description Importance Principles of IPE WHO Framework for IPE IPE in Practice Designing Effective IPE - PowerPoint PPT Presentation
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INTERPROFESSIONAL EDUCATION (IPE)
Dr Vimmi Passi, Course Director, Masters in Medical EducationInstitute of Clinical Education, Warwick Medical School
LEARNING OUTCOMESDescriptionImportancePrinciples of IPEWHO Framework for IPEIPE in PracticeDesigning Effective IPE Challenges of IPE
CAIPEThe Centre for Advancement of Interprofessional Education
DESCRIPTION IPE occurs when two or more professions learn
with, from and about each other to improve collaboration and the quality of care.
MultiprofessionalInterprofessionalUniprofessional
CtThe education ensures that learning has
taken placeRequires active learning as there is exchange
of ideas, skills and knowledgeAims at collaboration
Interprofessional Education
Profession X
Profession Z
Profession Y
Multiprofessional Education
One or more students or professionals learn alongside one another.
The learning may be around acquisition of a clinical skill or knowledge, learners may occupy the same physical space and use the same learning materials.
Uni Professional Learning
This is in which students learn together as a single group e.g. doctors, nurses, dentists, midwives etc and do not learn with or alongside other professional groups.
Collaboration
An interprofessional process of communication and decision making that enables the separate and shared knowledge and skills of healthcare providers to synergistically influence the ways client/patient care and broader community health services are provided.
The Importance of IPE
Improved Interprofessional Education
IPE
Improved Interprofessional Practice
IPP
Improved Health
Outcomes
Thistlewaite J and Nisbet G. Interprofessional education Clinical Teacher : 2007 (4) : 67-72
CAIPESeven Principles of Interprofessional Education
Works to improve the quality of careFocuses on the needs of service users and carersInvolves service uses and carersEncourages professions to learn with, from and
about each otherRespects the integrity and contribution of each
professionEnhances practice within professionsIncreases professional satisfaction
Communities of Practice
Teams can be seen as Communities of PracticeGroup who work together to achieve a common
goalTrainees learn from each otherJunior medical staffNursing colleagues
Lave J, Wenger E ( 2003) Situated Learning : Legitimate Peripheral Participation, Cambridge University Press.
CtCommunity health workersProjectspoliticians
ORGANIZATIONAL STRUCTURE
HEALTH CENTRE IN CHARGE
NURSING OFFICER
NURSE IN CHARGE
NURSE
WARD ATTENDANT
ENVIRONMENTAL HEALTH OFFICER
HEALTH SURVEILLANCE
ASSISTANT
HSA
VILLAGE HEALTH
COMMITTEE
CLINICAL OFFICER
MEDICAL ASSISTANT
PATIENT ATTENDANT
GROUND LABOURERS
SCENARIO 1Mrs Z reports to the Labour ward in second
stage of labour and progressed to delivery of a live full term baby with good apgar’s score. As you attempt to deliver the placenta, she starts bleeding profusely and the placenta appears to be stuck. Discuss the management
Consider the following who are involved in the care (Active players)What are the activities to be doneWho will do what (Sharing responsibilities)Reflection
SCENARIO 215 year old mother is admitted in the
postnatal ward following uneventful 1st, 2nd , 3rd and 4th stages of labour. She looks depressed and is mute. She is refusing to eat and her breast are tender to touch.
Consider the following who are involved in the care (Active players)What are the activities to be doneWho will do what (Sharing responsibilities)Reflection
SCENARIO 3Mrs T has delivered a flat baby due to
meconium aspiration. Apgar score at 1 minute is 2/10. Manage baby T
Consider the following who are involved in the care (Active players)What are the activities to be doneWho will do what (Sharing responsibilities)Reflection
SCENARIO 4Mimi a 19 year old girl reports to the
antenatal clinic with history of blurred vision and severe headache. Her blood pressure is 170/120. On admission she starts fitting. How would you manage Mimi
Consider the following who are involved in the care (Active players)What are the activities to be doneWho will do what (Sharing responsibilities)Reflection
Rationale for IPE
IPE
Healthcare
Teamwork
Learning
IMPORTANCE
Framework for Action on Interprofessional Education and Collaborative Practice : WHO : 2010
‘ After almost 50 years of inquiry, there is now sufficient evidence to indicate the IPE enables effective collaborative practice which in turn optimizes health services, strengthens health systems and improves health outcomes.’
WHO : Collaborative Practice Can Improve
• Access to and coordination of health services• Appropriate use of specialist clinical
resources• Health outcomes for people with chronic
diseases• Patient care and safety
WHO : Collaborative Practice Can Decrease:
Total patient complicationsLength of hospital stayTension and conflict among caregiversStaff turnoverHospital admissionsClinical error ratesMortality rates
IPE in PracticeInterprofessional Education in Practice
Interprofessional Education in Practice
Learning Outcomes for IPE
• Teamwork• Roles/Responsibilities• Communication• Learning/Reflection• The Patient• Ethics/attitudes
Thistlethwaite et al 2010 : Learning outcomes for IPE : Literature review and synthesis.
How to Design Effective IPE ?
Designing Effective IPE Key Principles
• The perceived relevance of the learning opportunity
• The perceived demands of the learning context
• The relationship of current learning to prior learning
• The learners’ self concepts
How to Design Effective IPEBe aligned with anticipated participants’ current
concerns, priorities, knowledge and expertise.
Respect participants’ self concepts as successful learners and members of particular professions
Restrict itself to a manageable level of diversity so that everyone can contribute and gain from IPE
Aim to challenge learners in a supportive way that guides and scaffolds their learning, adjusting the level of challenge as experience and confidence grows.
Management of Interprofessional Groups
Encourage learning from one anotherEnsure adequate, diverse and equal mix Topic is of relevance to all participantsUse knowledge, skills and expertise of all
participantsDo not let one group dominate ideasChallenge stereotyping and negative views
The Contact HypothesisThe Contact Hypothesis
The Contact Hypothesis
Each group should have equal status. Interaction should be conducted in a co-operative atmosphere. Participants should be working towards common goals and experience
successful joint working.The Authorities should support the initiative.Participants should be made aware of group similarities and group
differences.Participants should have positive experiences.Participants from different groups should perceive one another as typical
members of their group.
What Makes a Good Facilitator ?
Self aware and open minded attitudeGood communication skills, listening, use of
diffusing languageQuestion ChallengeBalance discussionLearn within groupAppropriate learning resource
CtBuild in diversity: Insensitivity and bias to be
avoidedKeep the group on track and manage
dynamicsBe mindful of power to ensure equalityCreates a safe spaceHandles negative behavior immediatelyPromotes transformation as experience is
used during the teachingHas caring attitudeProvides effective feedback
CtPersonal emotional controlFacilitates reflectionCriticize ideas not peopleHas every one can learn spirit
MODELS TO EMBRACE DIVERSITYRecognize the situation Express yourself Speak up!Acknowledge underlying feelings of
frustrationClarify reasons for the commentTalk meaningful interventions
CtHalt discussion and consider the comment,
reflect on itEngage with the issue, discuss, observe
behaviourAllow trade opinions people to express their
thoughtsLearn: Listen and learn from other people’s
experiencesSynthesis: Why is this discussion matter, how
did this process of discussion work
CtDiversity should be included: Teaching
resources and modes of assessmentCultural humility crucial
Your own scenarioIn your teams develop a short scenario based
on your own clinical experience
Who were are active playerWhat were the tasksHow was responsibility sharedWhat were the leadership qualities you used
in your team?
What are Challenges of IPE ?
Challenges of IPE
Differences in language and jargonDifferences in schedules and professional routinesVarying levels of preparation, qualifications and
statusDifferences in requirements, regulations and norms
of professional educationFears of diluted identityConcerns regarding clinical responsibility.
Headrick LA, Wilcock PM, Batalden PB (1998) Interprofessional Working and Continuing Medical Education. BMJ 316((7133): 771-4.
The Challenges of IPE
Develop and IPE Session
QUESTIONS
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