EFPC congress Gőteborg 2012
Interprofessional Education for
Primary Care Professionals
L. van Amsterdam
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Interprofessional Education
(IPE)
Developing EFPC Position Paper
Coordination by Jan van Es Institute
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The importance of interprofessional education (IPE)
-
support conditions for better population oriented and people
centeredness and the outcome and quality of care
-
challenge how to reconstruct and transform organisations into
ones with better collaboration aiming towards more efficiency
and effectiveness.
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problem? urgency?
what future demands?
- High quality affordable healthcare
- For an ageing population
- An ageing workforce
- Shift from problem orientend to goal
oriented primary care
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Definition IPE
Interprofessional education (IPE)
occurs when two or more
professions learn with, from and
about each other to improve
collaboration and the quality of
care. (CAIPE, 2002)
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The scope of IPE
“...includes all such learning in
academic and work based
settings before and after
qualification, adopting an
inclusive view of "professional".
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The Lancet Report (2010)
focuses on ‘transformative learning’
as to
- prepare not only scientists or
professionals, but
- also prepare ‘change agents’
‘triple-loop learning’ (Argyris) is effective on three levels:
-
learning from action
-
learning from thinking
-
learning from wanting and thus get the feel you are the
owner of change.
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Core competencies for Interprofessional
Education en interprofessional
collaborative practice
(IPEC 2012) (1)
- define and teach interprofessional
competencies
- make it part of the learning process,
engage students of different
professions in interactive learning
with each other
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Core competencies for Interprofessional
Education en interprofessional
collaborative practice
(2)
- build on each profession’s expected
disciplinary competencies
- to work effectively as members of
clinical teams while students is seen
as fundemental
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Evidence
(Jill Thistlethwaite, 2012) (1)
- learning together enhances
future working together
- IPE fosters positive interaction
among different professions
- IPE improves attitudes towards
other professionals
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Evidence
(2)
- IPE initiatives are diverse
- good evaluation methodology
and data are limited
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Problems, barriers, solutions
(1)
- professional accreditation
organizations mandate only for
their own professions
- Make
multidisciplinary
accreditation for joint efforts
possible
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Problems, barriers, solutions
(2)
- the way the educational system
is constructed
- hard to come to agreements on
interprofessional
and
multidisciplinary
educational
program
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Problems, barriers, solutions
(3)
- cultural differences between the
professions, each focusing on their
own domain (silo)
- focus more on communication and
collaboration between professionals
- make
better
use
of
existing
integrated settings for IPE (act as
change agents)
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Some examples
Cultural barriers
Kazachstan: become
‘friends’ first
Netherlands: breaking down
hierarchical barriers
Albania: experience
interference or cooperation
Successful examples:
Sweden: broadening
medical training gp’s & other
Netherlands: house of
multi-disciplinary practice
4/8/201526-07-10
Legal & financial barriers
Hungary: practice nurse, 15
years experience in primary
care = still illegal
Italy: gp’s & nurses teams
for chronic diseases, works
fine, financing stopped =
teams stopped
Switzerland: there must be
a need for cooperation = too
many patients, not enough
doctors
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Definition of professional integration:
(Pim Valentijn, JvEI, 2012)
“Interprofessional partnerships with
shared accountability arrangements
for the delivery of services to a
defined population”
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Paradigmashift and a multi-national
approach (1)
- develop
a
shared
understanding
- gather
good
examples,
practice based evidence
- national and international
literature
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Paradigmashift and a multi-national
approach (2)
- to further identify supportive
and detracting indicators
- develop mutual power of change
- put lessons into practice
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How to influence change on the
different levels?
Cultural / personal level
Legal and financial levels
System level:
Educational level:
4/8/201526-07-10
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Discussion
1. Tell us your own experience
2. Successful strategy
3. Other fields of exploration
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Jan van Es Institute: Netherlands Expert Centre
for Integrated Primary Care
Mission
The Jan van Es Institute is the independent centre of expertise of
integrated primary care that bridges the gap between science and practice.
It focuses on continuously improving, translating and disseminating
knowledge, about the organisation of integrated primary and communityoriented health care. The goal is to achieve better coherence in care, in
order to obtain better outcomes for patients, professionals and society.
Vision
The Jan van Es Institute contributes to expand and disseminate existing
and new knowledge based on scientific and practical research. Lessons
learnt based on practical experience are translated into new research
questions and knowledge. The generated knowledge is transformed into
practical tools for care providers, purchasers of care, policy makers and
patients / consumers.
www.jvei.nl
For the international embedding there is a cooperation with the European
Forum for Primary Care; wwwl.euprimarycare.org
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