Towards an IP Certificate at Laurentian
Example of a step-wise approach to pre-licensure IPE for
undergraduate students in multiple health disciplines
Dianne Cameron, PhD
Coordinator, Radiation Therapy Program
&
Collaborative Health Initiatives
Faculty of Science & Engineering
Northern Health Research Conference
Sudbury, June 4-5, 2010
Conflict Disclosure Information
Nothing
to Hide
Presenter:
Dianne Cameron, Laurentian University
Title of Presentation:
Towards an IP Certificate at Laurentian
I have no financial or personal relationships to disclose
Introduction
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IECPCP:
“interprofessional education for collaborative patient-centred care”
(Health Canada. Interprofessional Education for Collaborative, PatientCentred Practice. Discussion Paper & Research Report Request for
Proposal. October 2003)
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Interprofessional Education:
“occasions when two or more professions learn from and about each
other to improve collaboration and the quality of care”
(Centre for Advancement of Interprofessional Education (CAIPE), 1977,
revised)
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Collaboration:
“an interprofessional process of communication and decision-making
that enables the separate and shared knowledge and skills of health care
providers to synergistically influence the client/patient care provided”
(Way & Jones, 2000)
Introduction …
Interprofessional education (IPE) leads to
interprofessional care (IPC)
How do we get there?
Many valid ideas: short courses, seminars,
workshops, focus groups, …
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A quick search on Health Canada finds 10,000 references on IPE/IPC
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Collaborative practice initiatives for post-licensure IPE: – high priority,
good evidence of positive patient outcomes
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Pre-licensure IPE: less development, less evidence, lack of research
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How to prepare large numbers of students in many educational
programs/disciplines for fulfillment of interprofessional practice in
their professions ???
IPE/IPC issues from IECPCP report
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Necessity for a “spectrum of learning”
Call for competency-based IPE to guide teaching strategies
Little literature for educators on facilitating IPE: urgent need for
faculty development
Evaluation methods for program and student assessments
relevant to IPE are needed
Most successful collaborative practice initiatives were in service
or mixed settings (92%), rarely in higher education settings (7%)
Opportunities for IPE in transcultural perspectives are lacking or
inadequate in most professional programs and do not address
how to provide culturally sensitive care
IPE/IPC issues from IECPCP report…
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Professional schools should include clinical experiences where
students from the different professions work collaboratively in
teams providing care to culturally diverse populations.
Students in health care need to be aware of the contributions of
all health care providers, particularly non-traditional health care
providers, and how to work more collaboratively with them.
An interprofessional collaborative approach among
professionals, health care providers (traditional/non-traditional)
and the community is desirable and possibly the only feasible
way in which health care can be delivered in Canada's northern
native communities and remote settings
Successful implementation of interprofessional education will
require both individual and collective learning
IPE/IPC issues from IECPCP report…
IECPCP distinguishes between:
Educational Interventions to Enhance Learner Outcomes; and
Collaborative Practice to Enhance Patient Outcomes
• These concepts cannot work in isolation
• Interprofessional education conducted at the pre-licensure level of
training must take place in settings that house successful
collaborative practices by practicing health professionals who can
act as role models and provide experiences for students to work
collaboratively
• Competency alone is not enough for practice change to materialize
• Elements of collaboration need to be understood, promoted and
sustained throughout the continuum of learning
• Learners entering their training programs already have pre-existing
stereotypes developed about other health professionals
Challenges for undergrad IPE
Incorporation of IPE into undergraduate curricula has been slow,
and faces numerous challenges:
•Professional
programs need to focus on discipline specific
education
•Little
room in busy timetables for IP courses
•“Silos”
remain intact in many institutions
Administrative support is lacking
•Courses
not shareable across disciplines
•Faculty
assigned to one department or one program, one
instructor per course
•Class
•No
times across programs conflict
“credit” for extra-curricular IPE
Model for an IPE Certificate
Which courses are already in common among professional health
programs?
Which courses could be shared and/or revised to meet at least some
of the elements of IPE?
Identify a “core” set of required courses and an “elective” set
Make both sets tailorable to the needs of any participating program
For any program, students MUST take a certain
number of core IPE credits and MAY take
another number of elective IPE credits to gain
an additional IPE certificate
Collaboration is key!
Examples: Common Courses and
Health Disciplines at Laurentian
Sample Disciplines:
• Nursing
• Medicine
• Midwifery
• Radiation Therapy
• Social Work
• Gerontology
Sample Courses/Subjects:
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Anatomy and Physiology
Clinical or introductory chemistry
Pathophysiology or pathobiology
Bioethics
Public Health & Epidemiology
Patient Care
Microbiology, cell biology, genetics
Statistics
Research Methods; research project or
thesis
Examples: Common Electives
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Sample Disciplines:
• Nursing
• Medicine
• Midwifery
• Radiation Therapy
• Social Work
• Gerontology
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Introduction to Psychology
Human Biological Variation, Adaptations & Health
Ethnomedicine: Cross-Cultural Healing
Food and Disease Prevention
Origins of Sickness and Medicine
Ethnobotany
Organic Chemistry/Biochemistry for Health Sciences
Natural Products Chemistry
Business Communication
La médecine populaire
Aging and Wellness
Ethnogerontology (Aging in a Multicultural Society)
North American Native People: Tradition & Culture
Introduction to Ergonomics
Ethical Issues for the Elderly
Social Inequality
Women and Aging
Women’s Health Issues
Example Interdisciplinary Courses
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Interdisciplinary Pathophysiology
Clinical Research Methods in Interdisciplinary
Practice
Interprofessional Practice and Cultural Competency
Interprofessional Practice and Patient Care
Common Elements:
Team taught – instructors from various disciplines,
faculties, institutions
Case based, patient centred
Combination of individual learner and team projects
Students from different disciplines
Health care role exploration and role play
Pathophysiology
- Interdisciplinary Practice
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Uses the vehicle of common subject material in
pathophysiology, illustrated in patient case studies
Stresses a team approach to patient care to integrate
learners from different professional disciplines
Case studies explore a variety of episodic and complex
health challenges from an individual, family and
community perspective, cultivating an understanding of
interprofessional practice
Team taught by 7-8 faculty from radiation therapy,
oncology, midwifery, neuroscience, human biology,
radiology, nursing, forensic science… some from
Laurentian, some from Hôpital régional de Sudbury
Regional Hospital
Pathophysiology - Interdisciplinary
Practice…
Example Learner Activities (individual and team work):
• Each student is assigned a preliminary case study patient
and a health care role NOT matching his/her discipline
• Stage I case study report includes researching the role,
scope of practice, licensure, interaction with patient, case
based questions on pathophysiology, patient background
• Stage II case study – identifies classmates with different
health care roles sharing same patient; team must pool
information and submit joint case report
• Stage III case study – includes pathophysiology lab with
tests/exploration related to each case
• Final Health Care Team report & oral presentation
Clinical Research Methods in
Interdisciplinary Practice
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Prepares learners for conducting a clinical research project in a
team setting with health care professionals from various
disciplines
Integrates learners from different disciplines in exploring
methods for ethical human research, experimental design and
analysis, interpretation of results, and scientific presentation
Case studies in interdisciplinary research projects
Team taught by ~6 faculty from Radiation Therapy, Hôpital
régional de Sudbury Regional Hospital, Research Ethics Board,
NOSM IPE, Library
Weekly seminars from guests from various professions: Social
Work, Nursing, Oncology, etc.
Clinical Research Methods in
Interdisciplinary Practice…
Example Learner Activities (individual and team work):
• Critical evaluation of presentations attended (seminars)
• Chairing a seminar
• Literature Review
• Collaborative Editing
• Mock Ethics application
• Consent Form Design
• Questionnaire/Survey Design
• Team Research Proposal
• Research Team Poster & Oral Presentation
Interprofessional Seminar Series (2009/10)
Title
Speakers
Re-awakening the Spirit: An introduction to aboriginal
cultures and traditions for health care workers
Radiation-Induced Oral Side Effects in Head & Neck
Cancer Patients
Vivian Recollet, Health Educator and Promoter at
Shkagamik-kwe Health Centre
Dr. Debbie Saunders, Director, Dental Oncology Program,
Sudbury Regional Cancer Program
Interprofessional Education
Gayle Adams-Carpino, NOSM IPE Program Lead
Techniques for Literature Reviews
Jami van Haaften, Librarian, Sudbury Regional Hospital
The Help Line: Regional Personal Emergency Response
Service
France Spencer, Helpline Team Leader, Sudbury Regional
Hospital
Sheila Damore-Petingola, MSW, RSW, Coordinator,
Supportive Care Oncology Network-NE Region, Sudbury
Regional Cancer Program
Care for the Health Care Provider
How to Start a Research Project
Susan Boyko and John Macdonald
Role of the Primary Nurse in Oncology
Janice Romanko and Suzanne Levesque, Sudbury Regional
Cancer Program
Ethics Approval for Human Research
Jean Dragon, Laurentian Research Ethics Board
Fecal and Urinary Diversions: Ostomy Care 101
Kathleen Callaghan, BScN RN ET NCA, Enterostomal
Therapist, Sudbury Regional Hospital
The Research Proposal
Susan Boyko and John Macdonald
Oncology Presentations; Poster Session
2nd and 3rd year students
Radiation Therapy Clinical Research Projects
4th Year Student Presentations
Measuring Effectiveness
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Each course uses an entry/exit assessment tool to
evaluate changes in knowledge and awareness of
IPE/IPC by students who have completed the course
Participating course instructors are asked for input
before, during, and after course completion
Students complete a course evaluation at the end of
each course
Still needed: longer term tracking to evaluate effect of
undergraduate IPE on patient outcomes in
professional practice
References
1.
Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Effective interprofessional education Argument, assumption and evidence. CAIPE London, United Kingdom: Blackwell Publishing.
2.
Commission on the Future of Health Care in Canada. (2002). Building on values: The future of health care in
Canada: Final report. Commissioner: Roy J. Romanow. Ottawa: Queen's Printer.
3.
Health Canada (2004). Interprofessional education for collaborative patient-centred care (IECPCP)
4.
Health Force Ontario (2007). Interprofessional Care: A Blueprint for Action in Ontario.
www.healthforceontario.ca/IPCProject
5.
Martin-Rodriguez, L., Beaulieu, M., D'Amour, M., & Ferrada-Videla, M. (2005). The determinants of successful
collaboration: A review of theoretical and empirical studies. Journal of Interprofessional Care, 19(1 Suppl), 132147.
6.
McNair, R., Brown, R., Stone, N., & Sims, J. (2001). Rural interprofessional education: Promoting teamwork in
primary health care education and practice. Australian Journal of Rural Health, 9(Suppl), S19-S26.
7.
Oandasan, I., Baker, G.R., Barker, K., Bosco, C., D'Amour D., et al. (2006). Teamwork in healthcare: Promoting
effective teamwork in healthcare in Canada. Policy synthesis and recommendations. Ottawa: Canadian Health
Services Research Foundation.
8.
Parsell, G., & Bligh, J. (1999). Interprofessional learning. Postgraduate Medical Journal, 74, 89-95.
9.
Parsell, G., Spalding, R., & Bligh, J. (1998). Shared goals, shared learning: Evaluation of a multiprofessional course
for undergraduate students. Medical Education, 32, 304-311.
10.
Purden, M. (2005). Cultural consideration in interprofessional education and practice. Journal of Interprofessional
Care, 19(1 Suppl), 224-234.
11.
Zwarenstein, M., Reeves, S., & Perrier, L. (2005). Effectiveness of pre-licensure interprofessional education and
post-licensure interprofessional collaboration interventions. Journal of Interprofessional Care, 19(1 Suppl), 148-165.
Towards an IP Certificate at Laurentian
Example of a step-wise approach to pre-licensure IPE for
undergraduate students in multiple health disciplines
Dianne Cameron, PhD
Coordinator, Radiation Therapy Program
&
Collaborative Health Initiatives
Faculty of Science & Engineering
Northern Health Research Conference
Sudbury, June 4-5, 2010