INTERPROFESSIONAL
EDUCATION &
TEACHING
Basics Program for New Faculty
November 1, 2012– 2:45-4:15 pm
Serena Beber, SETFHT, Toronto East General Hospital
Judith Peranson, DFCM, St. Michael’s Hospital
INTRODUCTIONS
•
•
•
•
Familiar with IPE concepts?
Previous IPE experience?
Feel confident teaching in IPE settings?
Personal learning objectives?
LEARNING OBJECTIVES
1. To review the rationale for IPE in health
professional education.
2. To discuss key components of an IP learning
experience.
3. To generate practical tips for common IPE
settings, including small group and one-to-one
clinical teaching.
AGENDA
1. Introductions
2. Why are we doing this?
3. IPE Basics
•
Key features
4. Tips for IP Teaching
•
•
•
Challenges unique to IPE
Small group learning
One-to-one clinical teaching
5. Taking IPE home
VIDEO 1 - REFERRAL
The videos used in this workshop can be
purchased from the University of Toronto’s Centre
for Interprofessional Education at ipe.utoronto.ca.
Find the order form
here: http://ipe.utoronto.ca/resources/dvd-tools.
For University of Toronto faculty, staff and students
with UTOR IDs, the Library has now made the
series available via streaming, click to
access here.
VIDEO 1: REFERRAL
• What is happening in the scenario?
Who is involved?
• Is this a teachable moment? If so, what issues
around roles or collaboration could be
discussed?
• What are some alternative options for handling
this scenario?
A NEW VISION
FOR HEALTH CARE IN CANADA
“If health care providers are expected to
work together and share expertise in a
team environment, it makes sense that
their education and training should
prepare them for this type of working
arrangement.”
Romanow, 2002
INTERPROFESSIONAL CARE
•Interprofessional Collaboration (IPC)
is the provision of:
• Comprehensive health services to patients
• By multiple health care providers who
• Work collaboratively to deliver quality care
• Within and across settings
Interprofessional Care:
A Blueprint for Action in Ontario, July 2007
EVIDENCE FOR IPC
Growing evidence that IPC leads to:
• Increased access to health care
• Improved outcomes in chronic illness
• Less tension and conflict among providers
• Better use of clinical resources
• Easier recruitment and less turnover of staff
Interprofessional Care:
A Blueprint for Action in Ontario, 2007
It shouldn’t be so complicated…
so why is it?
Socialization – Identity and Autonomy
System / Institutional Barriers
Real-world Professional Practice
–
–
–
–
Different “cognitive maps”
“Role blurring” – overlapping competencies
Gender and power issues
Regulatory and liability issues
Patient Expectations
INTERPROFESSIONAL
EDUCATION
Interprofessional education occurs when
(learners) from two or more professions
learn about, from, and with each other to
enable effective collaboration
and improve health outcomes.
Professional is an all-encompassing
term that includes individuals with the
knowledge and/or skills to contribute
to the physical, mental and social
well-being of a community
WHO, 2010
VIDEO 2 – Ulcer Management
The videos used in this workshop can be
purchased from the University of Toronto’s Centre
for Interprofessional Education at ipe.utoronto.ca.
Find the order form
here: http://ipe.utoronto.ca/resources/dvd-tools.
For University of Toronto faculty, staff and students
with UTOR IDs, the Library has now made the
series available via streaming, click to
access here.
VIDEO 2: ULCER MANAGEMENT
• What key features of IP learning are
demonstrated in this scenario?
• How did the facilitator demonstrate effective
facilitation?
• If the group did not progress as quickly as in this
instance, how else might the facilitator have
intervened?
INTERPROFESSIONAL EDUCATION
≠
MULTIPROFESSIONAL EDUCATION
What is the
key element
in IPE?
INTER-ACTION
INTERPROFESSIONAL
EDUCATION
Requires background knowledge of
one’s own role and scope of practice
Involves interactive learning with
different professional groups
Educational goals:
 Knowledge of and appreciation for other
professional perspectives and skills
 Skills in being an effective team player
IP LEARNING REQUIREMENTS RESIDENCY
CanMEDS-FM Competencies
Collaborator
Communicator
Professional
Manager
Triple C Competency-Based Curriculum
– Comprehensive Care and Education
– Continuity of Education and Patient Care
– Centered in Family Medicine
CFPC Report of the Working Group on Postgraduate
Curriculum Review – Part 1 (March 2011)
COMMON CHALLENGES IN IPE
When to introduce?
Appropriate mix of learners?
Time and space issues?
Faculty development?
Physician engagement?
VIDEO 3 - SHOTS
The videos used in this workshop can be
purchased from the University of Toronto’s Centre
for Interprofessional Education at ipe.utoronto.ca.
Find the order form
here: http://ipe.utoronto.ca/resources/dvd-tools.
For University of Toronto faculty, staff and students
with UTOR IDs, the Library has now made the
series available via streaming, click to
access here.
VIDEO 3: SHOTS
What challenges to IP learning are
illustrated in this scenario?
What attempts were made to enhance IP
learning?
How could this learning opportunity be
improved?
INTERPROFESSIONAL LEARNING
IN CLINIC
The same as adult education principles,
with emphasis on specific areas
•Small Group Learning
•Situational Learning
TIPS FOR SMALL GROUP
TEACHING
1. Plan ahead.
2. Convene the group and develop a mutually
acceptable agenda.
3. Create a positive atmosphere.
4. Focus the group on the task at hand.
5. Promote individual involvement and active
participation.
6. Vary the teaching methods.
Steinert, 1996
TIPS FOR SMALL GROUP
TEACHING
7. Provide relevant information and respond
appropriately.
8. Observe & clarify group process.
9. Work to overcome commonly encountered
problems.
10.Synthesize and summarize the group discussion.
11.Evaluate the session and plan for follow up.
12.Enjoy yourself and have fun!
Steinert, 1996
IPE IN PRIMARY CARE
ONE-TO-ONE CLINICAL TEACHING
Informal or unscheduled IPE
Cross-discipline teaching and collaboration
Model collaborative care, enthusiasm for
teaching and clinical competence
Is the patient present?
SUMMARY
1.Why are we doing this?
– Video 1 - referrals
Taking
– Video 2 – ulcer management
IPE
– Key features
3.Tips for IP Teaching
Home...
– Video 3 – shots
2.IPE Basics
– Challenges unique to IPE
– Small group learning
– One-to-one clinical teaching
TAKING IPE HOME
What could YOU incorporate
into your current teaching setting to
enhance collaborative learning
• For learners from your own discipline?
• For a learner from a different profession?
THANKS!
Questions? Comments?
Serena Beber
serena.beber@utoronto.ca
Judith Peranson
judith.peranson@utoronto.ca
RESOURCES & REFERENCES
• UofT Centre for IPE: http://ipe.utoronto.ca/
• Canadian Interprofessional Health Collaborative (CIHC)
• http://www.cihc.ca/
• Oandasan, I., & Reeves, S. (2005). Key elements for interprofessional
education. part 1: The learner, the educator, and the learning context. Journal
of Interprofessional Care, 19(suppl 1), 21-38.
• Oandasan, I., & Reeves, S. (2005). Key elements for interprofessional
education. Part 2: Factors, processes, and outcomes. Journal of
Interprofessional Care, 19(suppl 1), 39-48.
• Steinert, Y. (1996). Twelve tips for effective small-group teaching in the
health professions, Medical Teacher, 18, 99203-207.