‘IPE the future: What next
for CAIPE?’
Liz Anderson and Frances Gordon
Purpose: refining our ideas
Consider where will we be in 5 years time
This talk aims to:
• Generate debate and discussion
– Consider what next for CAIPE
• Remember: The pedagogical shift is still
emerging it has not been long journey so
far
Topics for reflection
1. Influencing Commissioners and
Professional Bodies
2. Shaping the interprofessional professional
o Pre and post registration so much more to do?
o Building the next generation of leaders
3. Students and patients/service users
o Change agents
4. CAIPE in the new millennium
o Definitions, research, international alliances
Topics for reflection
1. Influencing Commissioners and
Professional Bodies
2. Shaping the interprofessional professional
o Pre and post registration so much more to do?
o Building the next generation of leaders
3. Students and patients/service users
o Change agents
4. CAIPE in the new millennium
o Definitions, research, international alliances
The arguments
• Convince the people with money that
– Collaborative practice is essential and can
happen – mandates by the government to
deliverers of care and providers of
education (HEE) stress joint
commissioning and multi-professional
training to achieve collaborative practice
Outcome measures
• Professional Bodies?
• Health Education England
• Our own?
Frameworks for Educational Outputs
Adapted Kirkpatrick Framework
Hammick et al., 2007
1.
2a
2b
3
4a
4b
Reaction
Learners views on the
educational experience are
positive
The Education Outcomes Framework
Department of Health, 2013
Commissioning education where
Domain 1.
Excellent Education
Modification of
attitudes
Learners demonstrate a change
in reciprocal attitudes or
perceptions
Domain 2.
Acquisition of
knowledge and
skills
Learners gain new knowledge
and understandings linked to
interprofessional collaboration
Domain 3.
Behavioural
change
Learners transfer IPL to their
practice setting
Domain 4.
Chances in
organisational
practice
Learning supports wider changes
in the organisation and delivery
of care
Domain 5.
Benefits to
Patients
The learning advances
improvements in health or
wellbeing of patients
Competent and
Capable staff
Flexible workforce
receptive to research
and innovation
NHS Values and
behaviours
Widening
participation
learners have a good experience
and the teaching is delivered in a
safe environment for patient staff
and learners
Education which ensures
practitioners with the skills and
knowledge to do the job and
work effectively in a team
Education which ensures
practitioner who can be
responsive to change uses the
best practice to assure high
quality care.
Practitioners who understand
human kindness, compassions
and assure a good patient
experience.
Opportunities for all to fully
participate and be supported to
reach their potential using valuing
diversity positively
Questions for CAIPE
• Are commissioning models reflecting
sufficient conceptual discrimination
between, and understanding of
interprofessional; multiprofessional/disciplinary; skill mix; etc
etc?
• Can CAIPE priorities be identified that
support and influence the more detailed
commissioning outcomes?
Topics for reflection
1. Influencing Commissioners and
Professional Bodies
2. Shaping the interprofessional professional
o Pre and post registration so much more to do?
o Building the next generation of leaders
3. Students and patients/service users
o Change agents
4. CAIPE in the new millennium
o Definitions, research, international alliances
Balancing Act
Undergraduate
Postgraduate
Interprofessional professional a life long learning plan
What: WHO Curriculum Guide
• Published in 2009
• Multi-professional
• Comprehensive evidencebased framework
• Aims to provide
knowledge and skills for
the clinical environment
• 11 key topics
1.
2.
3.
4.
5.
What is patient
safety?
Why applying human
factors is important
for patient safety
Understanding
systems and the
effect of complexity
on patient care
Being an effective
team player
Learning from errors
to prevent harm
6.
Understanding and
managing clinical risk
7. Using qualityimprovement methods
to improve care
8. Engaging with patients
and carers
9. Infection prevention
and control
10. Patient safety and
invasive procedures
11. Improving medication
safety
Questions for CAIPE
• Consider your experiences in
developing relevant IPE across the
continuum
• How can CAIPE influence these
changes?
Topics for reflection
1. Influencing Commissioners and
Professional Bodies
2. Shaping the interprofessional professional
o Pre and post registration so much more to do?
o Building the next generation of leaders
3. Students and patients/service users
o Change agents
4. CAIPE in the new millennium
o Definitions, research, international alliances
Academics as change agents or
• Patients
– Involving service users in IPE powerful e.g. social
movement of disability
– National teaching forums HEA
• Students
– Higher professionalism teaching in the wake of
national disasters
– Students demanding IPE; perceptions through
research
– Service models; students clinics, volunteering
etc.
Questions for CAIPE
• With whom should CAIPE work?
Topics for reflection
1. Influencing Commissioners and
Professional Bodies
2. Shaping the interprofessional professional
o Pre and post registration so much more to do?
o Building the next generation of leaders
3. Students and patients/service users
o Change agents
4. CAIPE in the new millennium
o Definitions, research, international alliances
Balancing Act
Research;
Scholarship
Realities of
working with
practice to
change culture
Interchangeable but where to put our efforts?
CAIPE
• Research alliances
– How generate income for PhD students or small
studies; UK network of research Academic
clinical careers
• International
• Scholarship versus front line change?
– International research?
• Where are the common systems?
• Time to modernise the definition (a
distraction or does it mitigate against what
we seek to achieve?)
Research Possibilities
• Active work to support PhD students etc
• Alliances with international groups will
become more important
Definitions
Utilitarian view: Its good or patient care…?
Emancipatory view: It empowers professionals outside medicine?
“Interprofessional collaboration has not signified the same thing to all who use and
apply the term”, ... “There is no clarity of IPC” Academic Medicine, Vol 88, 10.
Definitions
“Interprofessional collaboration has not signified the
same thing to all who use and apply the term”, p3 ,
Haddara & Lingard 2013.
Questions for CAIPE
• What scholarship is required?
• How should CAIPE be involved/lead?
Your work
Identify the priorities
• Influencing the outcomes statements
• The balance of IPE within the UK
(pre/post)
• Working with change agent
• Research/ scholarship