Thomas 20 Nov SEARAME Conf Multi-Professional Education

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Multi-Professional Education in HumanResources for Health: Possibilities in South

East Asia

Prof Dr. Thomas V Chackodrthomasvchacko@gmail.com  

Prof & Head Community Medicine & Medical Education,

Director, PSG-FAIMER Regional Institutehttp://psg.faimerfri.org/ 

Member Exec Committee, SEARAMEhttp://searame.org/ 

PSG Institute of Medical Sciences & Research,http://psgimsr.in/ 

Coimbatore, India

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Improving Health requires Team-work

• Team Training during

Professional training?

• Training during / at

workplace?

• Mostly “No”!! 

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Overview of the Presentation

• What is Multi-professional Education (MPE)?

• Why MPE? , Advantages

• How to move towards MPE?

 – What do we learn from others who have attempted MPE?

 – Barriers to implementing MPE

 – Enabling factors/ practices to overcome barriers

•

Possibilities / evolution towards MPE• Inter-professional Education and Collaborative

Practice between workforce

• Summary and Conclusions

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Inter-professional Education & Collaborative Practice WHO 2010

•

Multi-professional educationdefined as:

• “The educational experienceshared by members of different health professions” and  

•  Achieved by “the process in which

a group of students/ workers withdifferent educational backgroundslearn together during certain periods of their education , withinteraction as an important goal”  

What is Inter-Professional Education?• Occasions when two or more

Professionals learn from each other and about each other in order tocultivate collaboration and 

 professional insights (Barr, 2001)

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The Edinburgh Declaration 1988

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How to move towards MPE?

Learn from others who have attempted MPE!

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ENABLING FACTORS IMPLEMENTING M.P.E

Likelihood of Success  Harden 1998

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Learn from others….make MPE goals explicit AMEE Guide 12 , Part 1

The Dundee Undergraduate medical curriculum Goals:

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Latrobe University study

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Latrobe University study

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Faculty Development to ensure MPESteinert (2005)

• Aim to bring about change in individual & organizational level

• Target diverse stakeholders

• Address the main content areas: – IPE & collaborative Pt. centered practice

 – Teaching and learning – Leadership and organizational change

• Take place in a variety of settings; different strategies

• Model the principles of IPE & Collaborative practice (eg.

Teamwork)• Incorporate principles of effective educational design

• Consider the adoption of a dissemination model toimplementation

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BARRIERS TO IMPLEMENTING M.P.E

• Problems in making Time-table

• Different working practices and academic

policies in different Health Care Professionals

• Variation in learner’s ages 

• Fear of loss of identities

•

The power of the medical profession• Resistance to change

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MPE: Advantages, Negative impact factors

& Responsibilities

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The Steps – progression towards MPEThe Possibilities - Learn from others contd… Harden 1998

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The Steps – progression towards MPEThe Steps – progression towards MPE

The Possibilities - Learn from others contd… Harden 1998

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The Steps – progression towards MPEThe Possibilities - Learn from others contd… Harden 1998

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The Steps – progression towards MPEThe Possibilities - Learn from others contd… Harden 1998

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Inter-professional Education & Collaborative Practice WHO 2010

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Mechanisms shaping IPE at Practice level WHO 2010

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Inter-professional Education & Collaborative Practice WHO 2010

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SUMMARY & CONCLUSIONS

MPE/ IPE Contributes to:

• Development of own

professional role

• Better understanding of different professional’s roles 

• Better interaction and

communication between

different professionals• Improved patient / health

care

Inter-professional Education & Collaborative Practice WHO 2010

Th St i t d MPE

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MPE: The Continuum

The Steps – progression towards MPEThe Possibilities - Summary… Harden 1998

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Latrobe University study

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SUMMARY & CONCLUSIONS