Health Canada Registration #091501
INTERPROFESSIONAL DISASTER/ EMERGENCY
ACTION STUDIES (‘IDEAS’):
Promoting interprofessional collaboration and team building to
deliver safe and effective casualty and patient-centred practice in
disasters/emergencies and pandemics
Reference Number: 091501
PRIMARY APPLICANT ORGANIZATION:
Centennial College
PROJECT LEAD:
Renee Kenny, RN, M.Ed.
Dean, School of Community and Health Studies
Centennial College
ADMINISTRATIVE LEAD:
Centre for Applied Research in Health, Technology and Education
Centennial College, HP Science and Technology Centre
School of Community and Health Studies
PO Box 631, Station A
Toronto ON MIK 5E9
STREET ADDRESS:
Centennial College, HP Science and Technology Centre
School of Community and Health Studies
PO Box 631, Station A
Toronto ON MIK 5E9
TELEPHONE:
FACSIMILIE:
EMAIL:
416 289-5000, ext. 8070
416 289-5169
rkenny@centennialcollege.ca
Health Canada Registration #091501
6.1 PRIMARY APPLICANT ORGANIZATION
Overview of Organization
Centennial College is the lead proponent of the IDEAS Network which represents an innovative
consortium of five post-secondary institutions: The Michener Institute for Applied Health
Sciences, Ryerson University, George Brown College, the University of Toronto and Centennial
College. Each of these educational institutions has long standing, formal affiliations with
hospitals in the greater Toronto area, including the nine member hospitals of the Toronto
Academic Health Science Network. The IDEAS Network proposes to develop, implement and
evaluate Interprofessional Disaster/Emergency Preparedness Action Studies (‘IDEAS’):
promoting inter-professional collaboration and team building among pre-licensure students
across health and related disciplines including medicine, nursing, allied health, police
foundations, media and health administration to deliver safe and effective casualty and patientcentred practice in disasters/emergencies and pandemics.
Centennial College offers more than 95 diploma and certificate programs on a full-time and
continuing education basis in health science programs at the pre- and post-licensure level in
Nursing, Practical Nursing, Paramedic, Pharmacy Technician, Social Service Support Worker
and Police Foundations as well as business, communication arts, community and consumer
services, transportation, and engineering technology. Centennial’s new HP Science and
Technology Centre is a state of the art, wireless facility with the proven capacity to host highfidelity disaster/emergency simulations in its labs and simulated hospital. Centennial’s Centre for
Applied Research in Health, Technology, and Education (CARHTE) plays a central role in
conducting applied research and has successfully competed for significant research grant funding
from local, provincial and federal sources, and has established a recognized leading-edge
competency in applied research, e-learning and information technology applications in the health
sciences and education.
Suitability of the organization to undertake the project
As the proponent organization of the IDEAS Network, Centennial College alone supports
enrolments of 12,600 full-time students and 35,000 in Continuing Education. Centennial College
has extensive experience running a variety of large federally and provincially funded research
projects and programs, ensuring sufficient budgets and appropriate management structures are in
place, fulfilling monitoring and evaluation requirements, and delivering the expected outcomes
and results.
Centennial College has successfully co-designed, implemented and evaluated a mass casualty
disaster simulation inclusive of innovative, interdisciplinary online disaster/emergency
preparedness education with Dr. Laurie Mazurik, Medical Director for Centennial College and an
Emergentologist and Director of Disaster and Emergency Preparedness with Sunnybrook and
Women’s Health Sciences Centre and a member of the Toronto Academic Health Network
Emergency Preparedness Group. The Michener Institute for Applied Health Sciences has
extensive expertise in curriculum development and program design and evaluation. Using IPE
competencies developed by the Michener’s Inter-professional Education task force and the
disaster/emergency preparedness curriculum and high-fidelity simulations developed by Dr.
Mazurik and Centennial College, Centennial College and the Michener Institute will co-develop
an integrated IPE competency-based curriculum for disaster/emergency preparedness.
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Centennial College and the entire IDEAS Network are uniquely positioned to execute this
proposed project, to support extensive knowledge transfer through broad networks, institutional,
community and industrial partners, and to ensure long-term sustainability through extensive pre
and post-licensure educational programs.
Selected IPE, Disaster/Emergency Preparedness Research, Simulations and Curricular
Projects:
Centennial College
Luke, R., & Atack, L. (2004 – 2006) An Online Course in Infection Control and
Prevention for Interdisciplinary Health Care. Funded by the Ontario Hospital
Association Change Foundation 2004-6 Grants fund. $100,000.
Luke, R., & Atack, L. (2003-2004). Distributed Team-based Learning in Telehealth and
Telehomecare. CANARIE/ Office of Learning Technologies. $1,014,000.
Bandeira, G. Mazurik,L, Kollek, D. (2005-6). Ministry of Health and Long term Care.
Ontario Ministry of Health Guidebook for Designing, Executing and Evaluating Disaster
Exercises, $100,000.00.
Mazurik, L. (2005). Emergency Preparedness: Joint Exercise Toronto HUSARUniversity of Toronto Academic Hospitals - Centennial HP Centre. Building collapse
with several hundred trapped. Simulated incident and hospital - 600 participants. On-line
preparation and feedback.
Mazurik L, Wax, R. (2003) Protected Code Blue.
Mazurik L, Wax, R. (2003) SARS Personal Protective Equipment.
Mazurik, L., Luke R., et al. (2005-6) Communication Research Grant Application
currently awaiting results. CANARIE: Integrating mobile communication technology and
CANARIE network to create instant Disaster Management Systems. $2.2 million
The Michener Institute for Applied Health Sciences
Preece, M., Make Your Case: An interprofessional patient encounter. Curriculum
Project. The Michener Institute for Applied Health Sciences, 2005
Dunnington, S., Burns, P.,& Preece, M., Inter-professional Student Exchange.
Curriculum Project. The Michener Institute for Applied Health Sciences, 2005
Dunnington, S., Burns, P.,& Preece, M., DOSE: Discipline Oriented Simulation Expo.
Curriculum Project. The Michener Institute for Applied Health Sciences, 2005
Cuddy A., Burns, P.,& Preece, M., Interprofessional Ethical Learning Forum
Curriculum Project. The Michener Institute for Applied Health Sciences, 2005
Brennan W., Burns, P.,& Preece, M., Interprofessional Electronic Patient Record.
Curriculum Project. The Michener Institute for Applied Health Sciences, 2005
Olden-Powell, K. and Burns, P., Interprofessional Education for Collaborative PatientCentred Practice: A Literature Review., The Michener Institute for Applied Health
Sciences, 2005
Burns, P. Development of a IPE curriculum model for the applied health sciences. The
Michener Institute for Applied Health Sciences, 2005.
Parker, K and Parikh, S. (2001) Applying Prochaska’s model of change to needs
assessment, programme planning and outcome measurement. Journal of Evaluation in
Clinical Practice
Volume 7, Issue 4.
Lederman E, Ialomiteanua A, Parker K. (2004) The “real” impact of training may not be
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observable. The Canadian Learning Journal, Spring 2004: 10-15.
University of Toronto/Mount Sinai Hospital
Wax RS, Pinsky MR, Dunmire S, Cox C, Rogers PL. Experience with mock
resuscitation scenarios using a human simulator improves management of respiratory
distress by medical students. Am J Respir Crit Care Medicine 2001, 163(5):A258
Mazurik L, Wax, R. (2003) Protected Code Blue.
Mazurik L, Wax, R. (2003) SARS Personal Protective Equipment.
Lapinsky S, Hawryluck L, Wax R. SARS in the critically ill patient. Critical Care
Rounds 2003 May;4(4)
Wax RS, Campbell VT, Mazurik L. Using simulation to battle SARS: Development of
protocols to protect health care workers performing high-risk procedures during the
Toronto outbreak. Presented at the 4th Annual International Meeting on Medical
Simulation, Santa Ana Pueblo, New Mexico. January 16-18, 2004.
George Brown College
Shekter-Wolfson, L., Stulla, D, Seaberg, R. (2004-2005) Interprofessional Education
Project: IPE Learning Outcomes Development
Shekter-Wolfson, L, Stulla. D, Baillargeon, S. ( 2005) Interprofessional Education
Project: Client Services Integration, Oral Health Clinics
Shekter-Wolfson, L., Stulla, D., Seaberg, R. (2005) Interprofessional Education Project:
Interprofessional Applied Learning Labs, Heath Sciences and Nursing
Shekter-Wolfson, L, Stulla, D., Seaberg, R. (2004-2005) Interprofessional Education
Project: Faculty Development in IPE
Shekter-Wolfson, L., McKinnon, J. ( 2004-2005) IPE Health Informatics Graduate
Certificate Program
This application for funding is made with the complete knowledge and support of Centennial
College. (Appendix B: Primary Applicant Organization Endorsement.)
6.2 PARTNER INSTITUTIONS/ORGANIZATIONS
This project involves a partnership of five post-secondary institutions with health sciences prelicensure students from medicine, nursing, paramedicine, pharmacy technician, radiation
sciences, respiratory therapy, medical imaging, medical laboratory sciences, and additional prelicensure students from police foundation and social service worker programs and media.
 Centennial College (Nursing, Paramedicine, Pharmacy Technician, Police Foundation,
Social Service Worker, Centre for Creative Communications)
 Michener Institute for Applied Health Sciences: (Radiation Sciences, Respiratory
Therapy, Medical Imaging and Medical Laboratory Sciences)
 University of Toronto (Undergraduate Medicine)
 Ryerson University (Nursing, Social Work, Media)
 George Brown College (Nursing)
The IDEAS Network will consult the following organizations for input into the community
emergency/disaster simulations:
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1) Toronto Academic Health Science Network Emergency Preparedness Group (nine
Academic Hospitals within Toronto)
2) Sunnybrook-Osler Centre for Pre-Hospital Care
3) Toronto Public Health
4) Toronto Emergency Medical Services Training Division
5) Toronto Fire Services
6) Toronto Police Services
In addition, the advisory and steering committees for this project include patients, patients’
families, health care consumers, members of the community, academic researchers, policy
analysts and representatives from relevant municipal and provincial government agencies and
ministries.
Project Lead and Steering Committee
Centennial College’s Renee Kenny, Dean, School of Community and Health Studies is the
project lead, in collaboration with Steering Committee co-chairs Dr. Mary Preece, Vice President
Academic Affairs and Chair Interprofessional Task Force at Michener and Dr. Laurie Mazurik,
Medical Director at Centennial College and Director of Disaster Emergency Preparedness at
Sunnybrook and Women’s Health Sciences Centre Group.
Trust and cohesiveness between various partners is already well-developed through longstanding
interprofessional and inter-institutional relationships and collaborations. Good communication
between and among partners exists already and will be maintained through frequent, wellplanned and facilitated meetings and experienced project management. In addition, guiding
principles, terms of reference, intellectual property issues and mechanisms of communication and
conflict resolution have been secured and signed by all partners. (Appendix C: Executive
Endorsement)
Letters of support from all partner institutions are included (Appendix G: Letters of Support).
6.3 PATIENTS AND LEARNERS
Patients, families, healthcare consumers and students will advise the core project team on the
design, implementation and evaluation of the project at all stages by membership in the following
committees; Program Advisory Committee, Curriculum Assessment and Evaluation Committee
and the Project Steering Committee. In addition, they will be given the opportunity to volunteer
to participate in simulations to further provide insight and guidance to the project through playing
a variety of patient, family and observer roles within a mass casualty simulation.
Patient, Family and Healthcare Consumers Advisory Group
 Rob Selfridge
 Bruce England
 Vagia Campbell
 Alan Dick
Student Advisory Group
 Amy Cheng, Medical Student, University of Toronto
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






Chris Hicks, Emergency Medicine Resident, University of Toronto
Fatima Nathoo: 2nd year Respiratory Therapy Student, The Michener Institute for Applied Health
Sciences
Allison Hanson, Paramedic Student, Centennial College
(Ryerson Graduate Nursing Student)
Jerami Haden, Police Foundations Student, Centennial College
Kevin Zisso, President Nursing Student Society, George Brown College
Kangomba (Roger) Mbaya: 1st Year Ultrasound student, The Michener Institute for Applied
Health Sciences
6.4 STEERING COMMITTEE
The term IDEAS Network shall be used to describe collaborative partnership between
organizations participating in this IECPCP project development.
Project Lead:
Renee Kenny
Dean, School of Community and Health Studies, Centennial College
Co-Chairs of Steering Committee:
Mary Preece
Vice-President, Academic Affairs, The Michener Institute for
Applied Health Sciences, Chair, Inter-professional Education Task Force
Laurie Mazurik
Medical Director, Centennial College and Director of Disaster and Emergency
Preparedness, Sunnybrook and Women’s College Health Sciences Centre, Project
Director for ‘IDEAS.’
(Appendix H: Curriculum Vitae for Project Lead and Co-Chairs of Steering Committee)
Centennial College
Centennial College will take responsibility for developing the emergency/disaster preparedness
content focused on collaborative IPE patient-centered practice, building a learning management
system, simulation support for the IDEAS Program and adding technology to enhance the power
of the IPE Competency Evaluation Tools (evaluation plan. Centennial’s contribution to the
IDEAS Project will be lead by Renee Kenny, Dean Community and Health Studies and Laurie
Mazurik, Medical Director, Centennial College and Project Director for IDEAS.
Centennial will provide:
a) E-learning environment, live web conferencing supported by instructional design, online
simulation technology and educational programming experts.
b) High-Fidelity Hospital and Pre-hospital Incident Simulation Environments
c) Integration of Technology for Data Collection and Information Sharing
d) Knowledge Translation
e) Emergency/Disaster Preparedness Subject Content and Online Curriculum Content
Development and Delivery.
f) Students to participate as members of inter-professional disaster response teams
g) Faculty to mentor students and participate in curriculum evaluation.
h) Physical resources available for small and large-scale simulations
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Michener Institute for Applied Health Sciences
Michener will take the responsibility of integrating IPE competencies into the IDEAS
curriculum, creating outcome measure tools and training faculty in the use of these tools.
Michener’s contribution to the IDEAS Project will be lead by Dr. Mary Preece, Vice-President,
Academic Affairs, Chair, Inter-professional Education Task Force, Dr. Paula Burns, Director of
Curriculum Commons and Ms. Kathryn Parker, Director of Research.
Michener will provide:
a) Development of new and/or adaptation of existing educational outcome tools, for IPE
b) Training program for faculty from the IDEAS Network in the use of these tools
c) Integration of IPE Competencies into the IDEAS Curriculum
d) Students to participate as members of inter-professional disaster response teams
e) Faculty to mentor students and participate in curriculum evaluation.
f) Physical resources available for small scale simulations
University of Toronto Faculty of Medicine
Undergraduate Medicine Program (MD)
The University of Toronto has a long history of contribution to education, research and
innovation. Some of its medical students have already been involved in the simulations
conducted by Dr. Mazurik and have indicated their desire to not only learn about disaster
response, but work with others to define their roles.
The Undergraduate Medicine Program will provide:
a) organizational support and evaluative input
b) Educational and subject matter expertise from Dr. Anita Rachlis, Clerkship Director, Dr.
Rick Penciner, Undergraduate Emergency Medicine Course Director, Dr. Jay Rosenfield,
Associate Dean, Undergraduate Medical Education and Curriculum Director
c) Offering students an opportunity to participate voluntarily in the IDEAS Developmental
Program as inter-professional team members and/or student advisers and offering
protected time to participate in the 2 day interprofessional training course and/or 1 day
community exercise
d) Allowing students the longitudinal use of protected time should they create a University
of Toronto-approved educational project based on IDEAS.
e) Physical resources (e.g. computer lab space, training areas)
The Postgraduate Emergency Medicine Program
This program is the largest specialty training program for Emergency Medicine in Canada. Its
residents and faculty have participated in several full scale interprofessional disaster exercises. It
will continue to support the growth of knowledge in this field by contributing the following to
this proposal:
a) Subject Matter and Educational Expertise from Dr. Glen Bandeira, Fellow of the Royal
College of Physicians (FRCP) Residency Director, with a Masters degree in Medical
Education, and is a member of the Wilson Institute of Educational Research. He has
already contributed outcome evaluation tools to disaster simulations,
b) Resident Representative on the Advisory Committee
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c) Support for Residents who volunteer to train as faculty mentors for students by allowing
the longitudinal use of protected time should the resident create an academic educational
project based on IDEAS and approved by the Residency Director
d) Support to faculty mentors by creating CME Credits for the participation in simulations
Ryerson University and George Brown College
Ryerson and George Brown College will provide the following support and evaluative input to
the project by:
a) Offering nursing, social work and media students opportunity to participate voluntarily in
the IDEAS Developmental Program as interprofessional team members and/or student
advisors and offering protected time to participate in the two-day interprofessional
training course and/or one-day community exercise
b) Consideration to give students the longitudinal use of protected time should they create an
educational project approved by Ryerson in support of the IDEAS curriculum
c) Allowing faculty to voluntarily participate in the IDEAS development by undergoing
faculty training and participating in drills and/or exercises
d) Give consideration to grant longitudinally protected time to faculty who participate if they
produce an innovative educational module or publication based on IDEAS as a result
e) Physical resources as available for small scale simulations
Mount Sinai Hospital
Support for this project will be provided by the Mount Sinai Hospital Program for Resuscitation
Education and Patient Safety (PREPS). MSH PREPS has considerable expertise in using
simulation and other technology in support of resuscitation-related education objectives. More
specifically, MSH PREPS has provided simulation support during prior disaster exercises on
city-wide and provincial levels. MSH PREPS has conducted numerous projects in
interprofessional education, including crisis management for training for resuscitation teams,
automated external defibrillation certification for nurses and respiratory therapists, and
simulation-based training for critical care outreach/medical emergency team nurses. Dr. Randy
Wax is the medical director of MSH PREPS and a clinician-educator with the Department of
Medicine at the University of Toronto, and has received a Master of Education degree from the
Ontario Institute for Studies in Education at the University of Toronto. Dr. Wax and MSH
PREPS will assist this project by lending expertise in simulation scenario design, logistical
support in simulation curriculum delivery including provision of simulation engineers, instructors
and equipment.
Steering Committee Members:
Karim Bandali, PhD
Lynda Atack, RN, PhD
Kileen Tucker-Scott,
RN, PhD
Lorie Shekter-Wolfson
Jay Rosenfield, MD, MEd,
FRCPC
Rick Penciner MD
Director, Academic Strategic Advancement, The Michener
Institute of Applied Health Sciences
Professor, Nursing, Centennial College
Director, School of Nursing Ryerson University
Dean, Faculty, Community and Health Services, George
Brown College
Associate Dean, Undergraduate Medical Education,
University of Toronto
Undergraduate Emergency Medicine ,University of
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Randy Wax, MD, MEd, FRCPC
Allison J. Stuart
Claire Barry
Brian Schwartz MD, CCFP(EM),
FCFP
Ad Hoc
Ad Hoc
Ad Hoc
Ad Hoc
Bruce England
Fatima Nathoo
Toronto
Medical Director, Mount Sinai Hospital Program for
Resuscitation Education and Patient Safety (PREPS)
Assistant Professor and Clinician-Educator, Critical Care,
Department of Medicine, University of Toronto
Director, Ministry of Health and Long-Term Care
Emergency Management Unit
Ministry of Health and Long Term Care
Director, Sunnybrook Sunnybrook-Osler Centre for
Prehospital Care, Sunnybrook & Women's College Health
Sciences Centre Scientific Advisor, Emergency
Management Unit, Ontario Ministry of Health and Long
Term Care
Toronto Department of Public Health
Toronto Fire
Toronto Police
Toronto Emergency Medical Services Training Division
Patients, Families Representative – who experienced
SARS
Student Representative - 2nd year Respiratory Therapy
Student, The Michener Institute for Applied Health
Sciences
In addition, a working group of team leader specialists has been created to develop and
coordinate specific components of the project.
Working Group Leadership Team
Laurie Mazurik MD FRCPC
Gail Beagan, M.Ed, RN
Paula Burns, PhD, RRT
Devon Mallory
Robert Luke, Ph.D.
Trish Dryden, M.Ed, RMT
Medical Director, Centennial College
Leadership in curriculum content
Chair, Community Health and Wellness, Centennial College
Leadership in high-fidelity simulation
Chair, Primary & Critical Care,
Director, Curriculum Commons, The Michener Institute for
Applied Health Sciences
Leadership in curriculum development
E-learning Project Analyst, Centennial College
Leadership in E-Learning
Manager, Educational Informatics, Oncology Education,
Princess Margaret Hospital University Health Network
Assistant Professor, Department of Radiation Oncology,
University of Toronto, Faculty of Medicine
Leadership in Informatics
Coordinator, Centre for Applied Research, Centennial
College
Leadership in knowledge translation
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Kathryn Parker, PhD (abd)
Sam Mikhail, PhD
Director of Research, The Michener Institute for Applied
Health Sciences
Leadership in measurement and evaluation
Dean, Information Technology and Engineering, Centennial
College
Leadership in information technology and wireless
applications
6.5 PROJECT DESCRIPTION
Project Title
Interprofessional Disaster/ Emergency Action Studies (‘IDEAS’): Promoting interprofessional
collaboration and team building to deliver safe and effective casualty and patient-centred practice
in disasters/emergencies and pandemics
Project Overview
Patients are the primary focus of any emergency response. Interprofessional health care teams
provide first response to patients in a disaster or emergency scenario. Team performance however
may not be optimal and it is often the patient who suffers from this dysfunction. Improved
interprofessional practice in emergency response will lead to better patient outcomes when teams
have adequate knowledge and skills of all professions involved and can harness the vast array of
skills and abilities available.
Interprofessional education (IPE) has the potential to “develop a cohesive and integrated health
care practice among professionals in response to client’s needs.”1 Cohesive and integrated
practice is particularly relevant in the delivery of care during a public health emergency, act of
terrorism or a natural disaster. A recent national assessment of emergency planning in Canada2
suggests that health care professionals are not properly prepared for disasters. There is a pressing
need for more “emergency preparedness” training at all levels of education.3,4
For Ontario, the outbreak of Severe Acute Respiratory Syndrome (SARS) directly affected the
personal health of several hundred Ontario residents5. In addition to decreasing the health care
utilization for non-SARS conditions, health science students were removed from clinical
placements.6 Undergraduate interprofessional education (IPE) curriculum for health care
professionals in this area (disaster/emergency preparedness) could potentially lead to the
1
D'Amour, D., & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice and
interprofessional education: an emerging concept. Journal of Interprofessional Care, 19(Suppl), 8-20.
2
Ferrier, (2002). A National Assessment of Emergency Planning in Canada’s General Hospitals. Office of Critical
Infrastructure Protection and Emergency Preparedness, Government of Canada.
3
Bruce et al., (2005). Emergency Management Education in Canada. Public Safety and Emergency Preparedness
Canada, Government of Canada.
4
Falkiner, L. (2003). Inventory of Disaster Management Education in Major Canadian Universities. Institute for
Catastrophic Loss Reduction.
5
(Woodward et al., 2004
6
(Clinical Placement Advisory Committee, The Michener Institute for Applied Health Sciences, 2003)
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utilization of the individuals in the case of a disaster instead of these students being marginalized.
To date no clear plan on how to utilize students in disasters exists.
To optimize patient-centered care during disasters we propose to develop, implement, and
evaluate a pre-licensure interprofessional education (IPE) curriculum for disaster/emergency
preparedness (‘IDEAS’) consisting of four distinct and innovative components:
1. Disaster/emergency simulation as a diagnostic assessment of team learning needs in
integrated interprofessional and disaster/emergency preparedness competencies
2. An innovative web based instructional model to deliver and track integrated IPE and
interprofessional disaster and emergency action studies (‘IDEAS’)
3. High-fidelity disaster/emergency simulation for application and assessment of team and
system performance reflective of IPE competencies
4. Integration into community exercises to ensure that student involvement during actual
disasters/emergencies and pandemics, becomes part of local and provincial disaster
management plans,
Ensuring a unified and coordinated approach in disasters and/or pandemics requires that
benchmarks, standards and competencies in both IPE (Appendix I: Michener IPE Competencies,
Appendix J: Michener Curriculum Framework for Interprofessional Education) and in disaster
emergency preparedness be consistent across health disciplines and public health. Using the
principles of interprofessional education, the IDEAS Program will develop, implement and
evaluate a multi-stage curriculum using progressive simulation techniques (Appendix K:
Proposed IDEAS curriculum) with teams of students from all patient care disciplines from first
responders (police, fire, paramedicine), to hospital (medicine, nursing, social work and allied
health professionals) as well as media and information technology students. We propose to train
40-50 faculty and 200 students. Data will be gathered and analyzed at each stage by a Curriculum
Assessment and Evaluation Committee (CAEC), consisting of experts in interprofessional
competencies and curriculum design.
Conceptual Framework
Discussions within the literature strongly support the concept that interprofessional education
improves the quality of patient care.7,8 A conceptual framework developed by D’Amour and
Oandasan9 focuses on both the learners and the patients and highlights the symbiotic nature of
interprofessional education and collaborative practice. However, to date, evidence is limited on
7
Horsburgh, M., Merry, A.F., Seddon, M. (2005). Patient safety in an interprofessional learning environment.
Medical Education, 39(5), 512-3.
8
McNair, R. (2005). The case for educating health care students in professionalism as the core content of
interprofessional education. Medical Education 39(5), 456-64.
9
D'Amour, D., & Oandasan, I. (2005). Interprofessionally as the field of interprofessional practice and
interprofessional education: an emerging concept. Journal of Interprofessional Care, 19(Suppl), 8-20.
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how interprofessional education of the learner can improve patient care outcome10 and at what
point interprofessional education should be integrated in the socialization and educational
experience of diverse professionals.11,12 Zwarenstein et al13 have suggested that post-licensure
collaboration interventions may improve services and patient care. However, evidence regarding
the effectiveness of pre-licensure interprofessional education is still lacking. In addition,
Oandasan and Reeves14 have supported the idea of a spectrum of learning in that health science
students should still be exposed to the traditional uni-professional models of learning to gain
specific health profession competencies and also be provided opportunities for shared learning
using interprofessional learning strategies in clinical settings in the latter years of their programs.
To further enhance the conceptual framework it is necessary to validate learner outcomes for prelicensure and post-licensure health professionals through the use of a competency-based
curriculum model developed by The Michener Institute.
This project will enhance the framework provided by D’Amour and Oandasson by providing a
competency-based curriculum to support pre-licensure students in the attainment of IPE
competencies and by validating IPE competencies in disaster/emergency preparedness that
closely simulates real world experience. High-fidelity simulations can effectively provide health
science students with realistic and safe environments to experience and learn about various
emergency/crisis situations.15,16,17 Learning by simulation enables students to bridge the gap
between theory and practice, consolidate knowledge, skills and attitude with respect to how their
performances affect patient safety and provides opportunities to work together with other health
care professionals in small interprofessional groups for the many aspects of patient care.18,19,20,21
By integrating shared high-fidelity simulations into the curriculum and practices of our partner
10
Zwarenstein, M., Reeves, S., & Perrier, L. (2005). Effectiveness of pre-licensure interprofessional education and
post-licensure collaborative interventions. Journal of Interprofessional Care, 19(Suppl), pp.148-165.
11
Curran, V.R., Deacon, D.R., Fleet, L. (2005) Academic administrators’ attitudes towards interprofessional
education in Canadian schools of health professional education. Journal of Interprofessional Care, 19(Suppl), 76-86.
12
Oandasan, I., & Reeves, S. (2005). Key elements of interprofessional education. Part 2: factors, processes and
outcomes. Journal of Interprofessional Care, 19, 39-48.
13
Zwarenstein, M., Reeves, S., & Perrier, L. (2005). Effectiveness of pre-licensure interprofessional education and
post-licensure collaborative interventions. Journal of Interprofessional Care, 19(Suppl), pp.148-165.
14
Oandasan, I., & Reeves, S. (2005). Key elements of interprofessional education. Part 2: factors, processes and
outcomes. Journal of Interprofessional Care, 19, 39-48.
15
Gaba, D.M. (2004). The future vision of simulation in health care. Quality & Safety in Health Care Online, 13, i2i10.
16
Gordon, 2004 Oriol NE, Cooper JB: Bringing good teaching cases "to life": a simulator-based medical education
service. Acad Med 2004; 79: 23-7
17
Flanagan, B., Nestel, D., & Joseph M. (2004). Making patient safety the focus: crisis resource management in the
undergraduate curriculum. Medical Education, 38, 56-66.
18
Donovan, T., Hutchinson, T., Kelly, A. (2002). Using simulated patients in a multiprofessional communications
skills programme: reflections from programme facilitators. European Journal of Cancer Care, 12, 123-28.
19
Gordon JA, Shaffer DW, Cooper JB, Raemer D, Graydon-Baker E, Pawlowski J, Topulos G, Hurford W, Feinstein
D, Tancredi D, Gray M: A randomized controlled trial of simulation-based teaching versus traditional instruction in
critical care and emergency medicine. Anesth Analg 2003; 97: S13
20
Flanagan, B., Nestel, D., & Joseph M. (2004). Making patient safety the focus: crisis resource management in the
undergraduate curriculum. Medical Education, 38, 56-66.
21
Ziv, A., Wolpe P., Small S., and Glick, S. (2003). Simulation-based medical education: an ethical imperative.
Academic Medicine, 78(8), 783-788.
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organizations, we will be able to conduct informative and rigorous evaluations that will assess
outcomes at patient, provider, learner, team, organization and system-wide levels.
Context: External and Internal Drivers
This project capitalizes on synergies between institutions and internal and external drivers.
Educational institutions have a need to ensure that all health care students are prepared to work in
an interprofessional team environment within the clinical setting22. Historically, health
professionals have been educated in profession-specific silos23. Education for these professionals
needs to better reflect the interprofessional teamwork needed for collaborative patient-centred
practice24. To this end the educational partners in this project are committed to sharing the work
they have done to develop IPE competencies and curriculum.
For educators of students in the applied health professions, an interprofessional, competencybased curriculum is driven by a number of factors. With collaborative patient-centred practice as
the paradigm for health care, it is imperative that future health care professionals engage in
interprofessional conversations with current providers, patients and their support persons and
invite other providers to contribute their perspective. In applied health science, pre-licensure
curriculum must support the development of collaborative competencies and ensure learners are
prepared to work in collaborative practice.
Context: patient population, practice site, discipline and level of training of learners,
scheduling, length of program
All populations are potentially vulnerable to the effects of disasters/emergencies and pandemics.
In our proposed project a percentage of high-fidelity simulations will target specific populations
(e.g. paediatric). Most will be designed to spotlight specific types of disasters (e.g. multiple
trauma chemical spill, flood, pandemic).
The partners to this project bring multiple practice sites: Centennial College’s new HP Science
and Technology Centre has become a centre for high-fidelity simulation, as it has a simulated
hospital including an emergency department, intensive care unit, operating room, supplies,
pharmacy, discharge area, family support area, media centre, and hospital command centre. In
addition, the HP Science and Technology Centre has a wireless digital computer network system
throughout the building for a state-of-the-art central command area. In the spring of 2005, with
the leadership of Dr. Mazurik, Centennial successfully designed, implemented and evaluated a
simulated mass-casualty incident involving 600 people and 12 professions working in
collaborative teams. To support the learning of such a large group, development of a web based
basic disaster/emergency preparedness competencies and online content based curricula has
started. The Michener Institute, as a site, has developed IPE competencies for students, staff, and
faculty. This project will build on the expertise of the partners situated in the core of downtown
Toronto and integrate the disaster/emergency preparedness competencies and curriculum with the
22
Gilbert, J. (2005). Interprofessional learning and higher education structural barriers. Journal of Interprofessional
Care. 19, 87-106.
23
Oandasan, I., & Reeves, S. (2005). Key elements of interprofessional education. Part 2: factors, processes and
outcomes. Journal of Interprofessional Care, 19, 39-48.
24
Oandasan, I., & Reeves, S. (2005). Key elements of interprofessional education. Part 2: factors, processes and
outcomes. Journal of Interprofessional Care, 19, 39-48.
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Health Canada Registration #091501
IPE competencies to produce a new integrated curriculum aimed at producing better patient
focused care, under disaster conditions.
Learners for this proposed project will be health sciences pre-licensure students from five postsecondary institutions from medicine, nursing, paramedicine, pharmacy technician, radiation
sciences, respiratory therapy, medical imaging, medical laboratory sciences, and additionally prelicensure students from police foundations, fire foundations and social service worker programs
near the end of their pre-licensure training. The literature supports the introduction of IPE
training at a time when pre-licensure learners have integrated health-profession-specific role
identity25. The ‘IDEAS’ program will be implemented to teams of students over several weeks
during or near their final year of undergraduate study.
Faculty training is an integral part of this proposal. In addition, to ensure high inter-rater
reliability, evaluation of competence in the simulated disasters will be performed by an
interprofessional group of evaluators trained using the Direct Observation of Competence
(DOCS) model. DOCS, a multifaceted approach to faculty development, has been shown to lead
to meaningful changes in inter-rater behaviours and in faculty comfort with evaluation of clinical
skills.26 DOCS combines didactic mini-lectures, interactive small group and videotaped
evaluation exercises and evaluation skill practice in a standardized environment.27 The Direct
Observation of Competence training will occur at multiple sites (Centennial, The Michener
Institute for Applied Health Sciences, George Brown College etc.) to enable participation by all
partners.
Change in Culture
The project will increase knowledge and appreciation of IPE across all educational institutions
and organizational partners. This initiative will impact faculty and their students with a shift in
professional socialization away from professional silos to more collaborative approaches,
administrators with the advancement of innovative administrative and logistical solutions to
overcome IPE implementation barriers, and organizational leaders with the extension of
collaborative leadership at inter- and intra-institutional levels.28
Undergraduate health care students develop attitudes, beliefs and understandings of what their
profession means to them and how they see themselves in a professional role in the future.29
Steinert (2005) confirms that “different professional groups do not have enough knowledge of
each other to work effectively and often adhere to incorrect, preconceived notions.”30 The
25
Zwarenstein, M., Reeves, S., & Perrier, L. (2005). Effectiveness of pre-licensure interprofessional education and
post-licensure collaborative interventions. Journal of Interprofessional Care, 19(Suppl), pp.148-165.
26
Holmboe, E., Hawkins, R., & Huot S. (2004). Effects of training in direct observation of medical residents' clinical
competence: a randomized trial. Annals of Interal Medicine, 140, 874-81.
27
Holmboe, E., Hawkins, R., & Huot S. (2004). Effects of training in direct observation of medical residents' clinical
competence: a randomized trial. Annals of Interal Medicine, 140, 874-81.
28
Oandasan, I., & Reeves, S. (2005). Key elements of interprofessional education. Part 2: factors, processes and
outcomes. Journal of Interprofessional Care, 19, 39-48.
29
Oandasan, I., & Reeves, S. (2005). Key elements of interprofessional education. Part 2: factors, processes and
outcomes. Journal of Interprofessional Care, 19, 40.
30
Steinert, Y. (2005). Learning together to teach together: interprofessional education and faculty development..
Journal of Interprofessional Care, 1, 63.
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Health Canada Registration #091501
integration of IPE principles into undergraduate health care curricula has the potential of
addressing the historical “silo” approach to health education31 that results in the development of a
range of “stereotypical notions” regarding professional identity and expectations of how other
professionals will and should behave towards them.32
In 2005, Curran et al. found that scheduling conflicts, rigid curriculum and lack of perceived
value were barriers to implementation of IPE amongst academic administrators.33 Administrators
in the partner institutions for this initiative will be challenged to collaboratively plan the design
and implementation of the IPE curriculum for emergency preparedness. The partners who
represent five educational institutions in the Greater Toronto Area are committed to addressing
issues of geographical separation, distinct program curricula, a variety of accreditation protocols,
and institutional histories.
Barriers and Challenges
History and diversity in the methods by which health professionals are educated are the primary
barriers to implementation. Education at the pre-licensure level in silos may mitigate
implementation of such a curriculum. Furthermore, best practices in developing and
implementing IPE at the pre-licensure are non-existent. The novel collaboration between various
types of post-secondary institutions may serve to overcome these barriers. A collaboration of this
nature and magnitude is revolutionary. Partner institutions have a reputable history in curriculum
design and delivery. Emphasis on incorporating sound curriculum design principles in simulated
practice settings with the invaluable contributions of the learner and patient has been common
practice in many of our institutions.
The IDEAS curriculum must have an interprofessional approach to be successful. The founders
had to move outside their own silos and work together. By it’s own creation the IDEAS Network
provides an example of how professional collaboration can bring complementary strengths
together to overcome the barriers to implementing IPE competencies. In addition, the integration
of technology and a new attitude of collaboration will directly address the issues of scheduling
conflicts and flexibility, identified as major obstacles to IPE. The addition of DOCS training
with traditional and technology enhanced evaluations will bring us closer to knowing whether
IPE actually improves patient centre care. The building of a web-based education program will
allowing sharing of IDEAS with other programs promoting further collaboration and an IPE
Competency based approach to training.
Primary Target
The primary target is pre-licensure students enrolled in the following programs:
Medicine, Nursing, Medical Imaging, Medical Laboratory Sciences, Paramedics, Pharmacy
Technician, Radiation Sciences, and Respiratory Therapy, Police Foundations, Social Service
Worker, Social Work, Fire Services and Media
31
Steinert, Y. (2005). Learning together to teach together: interprofessional education and faculty development..
Journal of Interprofessional Care, 1, 63.
32
Oandasan, I., & Reeves, S. (2005). Key elements of interprofessional education. Part 2: factors, processes and
outcomes. Journal of Interprofessional Care, 19, 40.
33
2005, Curran et al
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Integrated Learning in Education and Practice Settings
Learning opportunities offered to apply knowledge of IPE and disaster/emergency preparedness
competencies and assess team performance reflective of these competencies include:
 An innovative web-based distance education model to deliver integrated IPE and
Disaster/emergency preparedness curriculum to interprofessional teams
 Unit or small team training at multiple sites across the province including but not limited to
Centennial College, The Michener Institute for Applied Health Sciences, and George Brown
College.
 Full scale high-fidelity mass casualty exercises with interprofessional teams staffing Centennial
College simulated hospital and providing first responders to Incident site
 Integration of students and their projects into municipal exercises, through community
mentorship
(Appendix D: Project Summary).
6.6 PROJECT OBJECTIVES
Goal
To improve interprofessional team performance in patient-centred practice and increase the
perceived efficiency of health care systems in a disaster/emergency or pandemic situation.
Objectives
1. To develop an innovative IECPCP competency-based pre-licensure curriculum for
disaster/emergency preparedness (‘IDEAS’).
2. To implement and assess the impact of this curriculum on the ability of healthcare and first
responders to work collaboratively to deliver casualty or patient-centered care
3. To work with professionals within the community to evaluate and test existing disaster plans
4. To disseminate knowledge on the process of integrating IPE competencies in a pre-licensure
curriculum for disaster/emergency preparedness.
5. To sustain the knowledge gained by broadly integrating IPE competencies into curriculum for all
pre-licensure health science students.
The project objectives are consistent with all IECPCP initiative objectives as the ‘IDEAS’
program will promote and demonstrate the benefits of IPE education for collaborative patientcentred practice among the institutional partners and learners and will stimulate networking and
sharing of best practices through broad knowledge transfer. Piloting this program will increase
the number of health care professionals trained in IPE at the pre-licensure level and act as a
potential model for post-licensure and continuing education application. Faculty and
administrative training across partner institutions will generate ‘internal champions’ for the future
sustainability of this project. Health professionals and health professional students working
together through the high fidelity disaster simulations will improve real world application for safe
and effective patient-centred practice by providing pragmatic training in the likely event that
these two groups will have to work together in the future in actual pandemic or emergency
situations. Health care system efficiency and sustainability will be improved by testing real
world disaster/emergency plans through the high-fidelity simulations and by preparing students
and professionals to work effectively together.
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6.7 WORK PLAN AND TIMELINES
Activity
Timeline
Teaching
Method/Tools
Lead By
Project Outcomes
Steering
Committee
Meetings
Sept. 06 –
Dec 08.
Preece &
Mazurik
Broad stakeholder
collaboration
Program
Advisory &
Working
Group
Meetings
Develop
‘IDEAS’
curriculum
Sept. 06 –
Dec 08
Meetings,
teleconferences,
web-based
collaboration
Meetings,
teleconferences,
web-based
collaboration
TBA
Broad stakeholder
collaboration
1- 5
Sept.
2006 –
Mar./07
Co-operative
learning, online,
lab and high
fidelity
simulation
IDEAS Curriculum
1
Plan High
Fidelity
Simulation
Oct 2006Mar.
2007
IDEAS Simulation
Model
1
Faculty
Training
May –
Jun. 2007
Evaluate existing
simulation model
Oct 06: build new
model to test
Spring 07
Classroom,
online, simulation
using
DOCs model
Centennial
(disaster
content &
online)
Michener
(IPE
content)
Centennial
Centennial
&
Michener
Instructional Model
for Teaching
‘IDEAS’
3
Diagnostic
Assessment
of Team
Learning
Needs
Deliver
Online
Curriculum
Sept. 07
Oct/07 –
Nov. 07
Small scale case
based simulations
– in the lab and
online
Online
Michener
Centennial
X number of faculty
trained
Diagnostic Model
using Simulation for
Assessing
Competencies
200 number of
students baseline
assessed
Web-based
Instructional Model
for Teaching
Competencies
Project
Objectives #
1- 5
2
1
X number of students
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Run
Simulation
End of
Nov. 07
Simulation
Centennial
&
Michener
complete online
curriculum
Evaluation of Team
& System
Performance
1&2
Evaluation of
Disaster Plan
Follow-up
Mar 08
Analyze Data
Sept/06
Dec/08
Knowledge
Transfer
Throughout
project
Implement
Sustainability
Plan
Jan –
June 2008
Post-test on
Knowledge
retention
DOCS and
Evaluation
Instruments
Posters, Oral
Presentations,
Peer Review
Papers
Michener
Michener
Final Report to
Health Canada
2&4
Centennial
& Michener
Present & Publish
Findings on
Outcomes, Best
Practices & Models
developed
Implement ‘IDEAS’
for all relevant
students in partner
institutions
4
All
5
Incorporate
Recommendations in
Actual Disaster Plans
6.8 EVALUATION PLAN
Assessment and Evaluation of IDEAS Curriculum
Two evaluation initiatives, reflective of two primary evaluation paradigms will assess the effectiveness
of the ‘IDEAS’ curriculum; a process evaluation and an outcome evaluation. Each evaluation plan is
outlined below.
Planning
The Curriculum Assessment and Evaluation Committee (CAEC), with representatives from all
partnering institutions including students and patients, will be mandated to ensure that both
evaluation plans are implemented and to provide regular status reports to the project steering
committee. An evaluation consultant from The Michener Institute for Applied Health Sciences
will Chair the committee and be responsible for the implementation and monitoring of both
evaluation plans. In order to ensure input from all key stakeholders, the committee will meet at
regular time intervals to discuss the progress of the evaluation.
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Process or Implementation Evaluation
The definition of an implementation evaluation is the analysis of factors and processes that
determine the level and quality of implementation of a program and its effects.34 The focus of
implementation evaluation is on gathering information about aspects of the ‘IDEAS’ program
delivery to inform decisions about improvements to program processes. Given the infancy of this
program, an implementation plan will illuminate obstacles to program delivery inherent in the
progression from program planning to implementation which is also crucial for program
expansion and transferability.
Evaluation questions
1) What is the influence of professional context and scopes of practice on level of
implementation of the ‘IDEAS’ program?
2) How does interprofessional collaboration in program development and implementation
influence student learning, readiness for IPE learning and team performance outcomes?
3) What is the perceived influence of enhanced professional development initiatives for
faculty on the implementation of the ‘IDEAS’ program?
Prior to the implementation evaluation, a program evaluability assessment will be conducted by
the CAEC will lead the evaluability assessment.
Data Collection
All data collection methods reflective of both quantitative and qualitative evaluation paradigms
will be used. Below is a summary of the data sources to be analyzed at both planning and
implementation phases.
Table: Data collection sources to be used during the planning and implementation phases of
the implementation evaluation:
Source
Documents
Minutes of
curriculum
committee
meetings
Correspondence
Internal
documents
External
documents
34
Planning phase
Minutes of Curriculum committee
meetings and Steering committee
meetings to trace mutual perceptions
and key issues in program
development.
Correspondence with key
stakeholders (learners, faculty, health
professionals), planning documents,
WIDS (Worldwide Instructional
Design System) documents
Other internal documents detailing
the planning of the curriculum and
implementation of the program
External reports/research on
curriculum development/
implementation and IPE.
Implementation phase
Minutes of debriefing exercises
and interprofessional team
meetings.
Correspondence concerning the
implementation of the
curriculum.
Reflective journals from
learners.
Other internal documents
detailing the implementation of
the curriculum
Rossi, P., Fleeman, H., Lipsey, M. (1999). Evaluation: A Sytematic Approach, 6 th Edition. p 20.
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Interviews
People to be
interviewed
Interview topics
Observations
Questionnaires
Steering committee members,
Curriculum committee members,
students representing the
professions, faculty (+/- 20
interviews)
Interviews at The Michener Institute
for Applied Health Sciences,
Centennial College, Mount Sinai
Hospital, University of Toronto (+/10 interviews)
Level of cooperation, level of trust,
level of knowledge of other
professionals, perceived barriers, IPE
competency consensus, content
domain consensus, instructional
design and delivery consensus.
Observation of Steering Committee
meetings.
Observation of Curriculum
Committee meetings.
Measures of perceived benefit of
collaboration across professionals.
Faculty, students, health care
professionals, employees (+/20 interviews)
Level of cooperation, level of
trust, level of knowledge of
other professionals, perceived
barriers, IPE competency
consensus, content domain
consensus, instructional design
and delivery consensus.
Observation of practice
situations and clinical meetings,
interaction between members of
various professions.
Observation of Direct
Observation of Competence
training for faculty.
Measures of perceived benefit
of collaboration across
professionals.
Personnel
Three evaluation assistants educated in both quantitative and qualitative evaluation
methodologies will be responsible for collecting the interview data, conducting the data analysis
and presenting the first draft of the evaluation findings to the CAEC committee. These Masterslevel individuals, not yet identified, will be recruited through advertisements at the University of
Toronto, Ryerson University and the Ontario Institute for Studies in Education. All three
evaluation questions will be answered through content analysis of qualitative data (Miles and
Huberman). The CAEC committee will review the initial draft of the evaluation findings and
make any suggestions for report improvement. The CAEC will present the final report to the
steering committee and may recommend any alterations to improve the development or future
delivery of the curriculum.
Outcomes Evaluation
The impact of a pre-licensure IPE curriculum on student learning and professional performance is
not well established. To contribute to the currently sparse body of knowledge on this topic, we
are proposing to evaluate the contribution of this undergraduate curriculum to student learning
and team performance in a disaster or emergency scenario. The goals of this curriculum are to
improve student knowledge and understanding of the role of other health professionals in an
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Health Canada Registration #091501
emergency or disaster, and to increase the quality and efficiency of team functioning in providing
optimal patient care in an emergency scenario.
Evaluation Questions:
1. Does an IPE curriculum improve student’s attitudes towards interprofessional
learning?
2. Does an IPE curriculum improve team performance when delivering care in an
emergency/disaster scenario?
3. Are knowledge and skills obtained by students through an IPE curriculum
translated to and sustained in the professional practice of graduates?
4. Does integration of student teams into disaster/emergency plan simulations
improve perceived system efficiency?
Personnel
An evaluation coordinator, accountable to CAEC, will be responsible for the implementation of
the outcomes evaluation. Student researchers and evaluation assistants will be responsible for the
collection of data. A statistical consultant, educated at the doctoral level, will be recruited to
conduct and interpret appropriate statistical tests. The final report will be a collaborative effort
between the aforementioned personnel and members of CAEC.
Outcome measures
The table below provides a list of the outcomes representing the Kirkpatrick outcomes model
modified for IPE (Freeth et al., 2002) to be measured in this evaluation. Unit of analysis, data
collection methods and temporal information (for a description of each component, please see
Project Overview, page 11) as well as the evaluation question addressed by each outcome level is
also included in the figure.
Figure 6.8i: Overview of outcome evaluation components as reflected in a modified, fivelevel Kirkpatrick's Outcomes Model for Interprofessional Education
Educational
Outcome
(level)
Reaction (1)
Modification
of attitudes/
perceptions
(2)
Unit of
Analysis
Data Collection
Method(s)
Time of Data Collection
(Components)
Evaluation
Question(s)
Team
Learner
(individ.)
Questionnaire
Readiness for IP
learning scale
(RIPLS)
Post components 2 and 3
Pre component 1; post
component 3
Post components 3 and 4
1, 2
1
Faculty
Interviews
Post components 1,2,3,
and 4
2
Acquisition of Team
knowledge/
skills (3)
IPE/DEP
competencies
assessment
checklist
Patients/
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clients
Behavioural
change (4)
Learner
(individ.)
Change in
Emergenc
organizational y plans
practice
Change in
perceived
quality of
care(5)
Patient
Quality of care
interviews
Chart-stimulated
recall
Barriers to change
interviews
Checklist
Post component 4
3
Post components 2, 3,
and 4
2, 4
System efficiency
interviews
Interviews with
stand. patients
To investigate if an IPE curriculum improves student’s readiness for interprofessional learning,
Parsell and Bligh’s (1999) Readiness for Interprofessional Learning Scale, or RIPLS, 35 will be
administered to all learners prior to the diagnostic assessment (component 1) and again following
the high-fidelity simulation (component 3). Pre and post scores on the scale will be compared.
Following completion of both components 3 and 4, semi-structured interviews will be conducted
with faculty to obtain their impressions of student readiness for IP learning and obstacles they
encounter in delivering an IPE curriculum. To answer question two, a quasi-experimental
evaluation design will be used. Repeated measures of team performance will be used to compare
team performance over time. Team performance in an emergency/disaster scenario in
components 3 and 4 will be videotaped and assessed by two independent raters. Trained raters
will use an IPE/DEP competency checklist developed by the CAEC with input from relevant
stakeholders. Semi-structured interviews will be conducted with patients following the high
fidelity simulation to obtain their perceptions on the quality of care. To answer question three, a
random sample of curriculum graduates will be interviewed 4 months following the high fidelity
simulation to examine barriers to implementing IPE competencies. The chart stimulated recall
method will be used to investigate how IPE has changed their professional practice.
Data on actual/perceived costs will be obtained through the implementation evaluation. Data on
both tangible and intangible benefits from the perspective of multiple stakeholders will be
obtained during the outcomes evaluation process. This information is vital to the sustainability
plan detailed below as all sustainability plans must address cost versus benefit.
35
Parsell G, Bligh J. (1999).The development of a questionnaire to assess the readiness of health care students for
interprofessional learning (RIPLS). Med Educ 33, 95-100.
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6.9 KNOWLEDGE TRANSFER, NETWORKING AND DISSEMINATION
Networking:
 A project website with broad inter-institutional access will be created to hold work in
progress, meeting minutes and a searchable learning object repository for all instructional
tools and learning objects created
 Bi-monthly meetings of the steering committee and the advisory committee and more
frequent meetings from the working leadership groups will build cohesion and sustained
culture change, breaking down historical silos and developing trust and IPE capacity
within and across institutions
Knowledge Transfer:
 At quarterly intervals throughout the course of the project, institutional representatives
and faculty will present project progress information and gather feedback at regular
profession-specific program faculty meetings to continue the process of building a culture
for IPE within and across health science programs
 Educational leaders (Deans of Health Sciences) and Provincial and Local Disaster Plan
Managers will be asked to two invitational meetings during the project to aid in
considering how findings from the project report can be used to sustain change in pre and
post-licensure education and in real world disaster plans
 As well as the project final report, the ‘IDEAS’ Guide on how to create integrated IPE
and disaster management education, will create a tangible blueprint for other educational
institutions across Canada to build upon
 Findings will be presented at conferences and it is anticipated that several papers for peer
review and publication on key aspects of the project will be written
Dissemination:
 The project website will remain active beyond the actual project time frame to allow for
broad dissemination of findings, reports, and the IDEAS Guide.
6.10 SUSTAINABLIITY PLAN
The most valuable commodities generated in this project are:
 Collaborative associations between institutions: IDEAS Network
 Content within the curriculum
 Process by which curriculum is delivered
 Tools for Measuring Outcomes
 Integration into a community response to disaster
Sustainability will be proportional to the value of each.
Collaborative Associations between Institutions
If this project is successful in demonstrating value, then the next step is to create an organization
from the founders that continues to support collaborative research and development of
Interprofessional Disaster and Emergency Action Studies. Part of the ‘IDEAS’ organization
mandate, as with all organizations, will be to continue to apply for research and endowments
funding from all appropriate funding agencies.
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Content within the Curriculum
The key successful mitigation is the sharing of information but this cannot be done without
sustained financial support. In addition to research and endowment funds, costs would be shared
by members of the IDEAS program through a membership fee. The cost of membership would be
based on the cost of recovery and maintenance of the curriculum and ability of a member to pay
(i.e. institutional size). Organizations unable to pay could pursue sponsorship or be offered an
opportunity to provide curriculum in exchange. It is anticipated that all participating
organizations will integrate the IPE curriculum for disaster and emergency preparedness into
their curriculum, and continue to support the IDEAS Network.
The next-stage in curriculum development will be post-graduate CME Courses, for which cost
can be recovered through course fees. The targets for participation would be pre- and post
licensure educational institutions offering CME, government agencies charged with delivering
disaster and emergency preparedness curriculum, hospitals, long term care facilities and first
responder agencies such as Emergency Medical Services, Fire and Police.
Process by which the Curriculum is Delivered
The development of an innovative distance education platform, designs for small and large scale
exercises will encourage membership in the organization which will provide funds for
maintenance, research and development. Training to deliver the curriculum can be provided by
the IDEAS Network based on a cost recovery formula.
Integration into Community Response to Disaster
One of the significant outcomes of this project will be to prepare students to be integrated into
actual community disaster/emergency plans.
6.11 DETAILED PROJECT BUDGET
A project manager (.5 FTE) is required at a cost of $95,480. Major project deliverables are
IDEAS online course for pre-licensure students regarding developing inter-professional
competencies in the context of responding to major public disasters ($381,752), contextually
appropriate evaluation tools for assessing the process/outcomes of the major educational
intervention ($50,986), actual evaluation, analysis and synthesis ($110,297) and large-scale
disaster simulations which provide the practical basis for evaluation ($114,225). Based upon
Centennial College’s experience with online course development, the IDEAS online course
requires front-loaded intensive technical resources including a collaborative team for curriculum
development ($111,600), instructional design ($66,560), e-learning expertise ($75,368), web
development ($46,368) and graphic/media design ($41, 580). Technical support while students
are taking the course is required ($11,592) and a graduate assistant ($28,704) to support
curriculum development is included. Tools for evaluating inter-professional response to major
disasters (outcome) and educational preparation for such response requires that evaluation tools
(WIDS and DOCS) be developed/adapted to the nature of the practical disaster simulations and
the educational context, e.g. evaluation experts and professionals whose specific knowledge and
expertise allow for development of valid tools ($50,986). The evaluation team needed includes a
coordinator ($56,108), a team of evaluation assistants ($33,989), team training costs ($8,200) and
providing key academic stakeholders (e.g. faculty) training related to evaluation ($16,070) is
anticipated. Costs are based upon prior experience of project partners in conducting evaluation
programs in related situations. The city-wide full-scale disaster simulations involve a large
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Health Canada Registration #091501
number of pre-licensure students in a variety of disciplines from several health studies
organizations and the major emergency response organizations in-place within the Toronto area.
These exercises bring together tremendous amounts of human, technical and material resources.
The cost of staging each simulation, on the basis of an event staged in March, 2005 at the
Centennial College Health Studies lab facility, is approximately $29,000, net of in-kind
contributions. The facilities at the Centennial HP Science and Technology Centre are particularly
suited to this kind of usage and because of this experience, costs can be minimized through
carryover learning/materials. Major cost are consumable materials and supplies (approx. $14,200
per), direct support of on-site resources (additional costs of approximately $45,150), specialized
teams providing victim makeup services ($1250 per) and specialized logistics ($4000 per). In
addition, costs for involvement of key academic stakeholders in the planning/execution of these
events (approximately $4000 per event) are anticipated. Four full-scale disaster simulations are
planned at a total expected cost of $114,225. Other expenses anticipated for this project are
related to the collaboration of project partners throughout the project totaling $77,375 including
travel costs associated with project collaboration and ($11,400), dissemination activities
($25,000), teleconferencing ($12,600) as an effective way of optimizing collaborative exchange
particularly with the steering committee and reducing costs, general office and materials costs
($33,475) and audit costs ($7500). (Appendix L: Detailed Budget.)
6.12 ETHICS REVIEW
The proposed study will require approval from Centennial College. Centennial College’s Ethics
Review Board has carried out a preliminary review and anticipates that there will be no problems
in obtaining full ethics approval once the formal application is submitted.
6.13 PROVINCIAL OR TERRITORIAL SUPPORT OF THE PROPOSED PROJECT
Please see (Appendix E: Provincial or Territorial Statement of Support)
6.14 CONFLICT OF INTEREST CODE
Please see (Appendix F: Conflict of Interest)
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Health Canada Registration #091501
Appendix A: Demande de financement
FOR DEPARTMENTAL USE ONLY
USAGE DU MINISTERE SEULEMENT
Health Santé
Canada Canada
Reference Number/Numéro de référence
091501
Health Human Resources
Health Policy Branch
Ressources humaines en santé
Direction générale de la politique de la santé
Please refer to the Guide for Applicants
before completing this form.
Veuillez vous référer au Guide du requérant
avant de compléter la demande.
1. Language Preferred for Correspondence/Langue préférée pour correspondance
English/Anglais
2. Name of Primary Applicant Organization/Nom de l’organisme parrain
Centennial College
3. Mailing Address (Street Address and/or PO Box, Postal Code)/
Address postale (rue et/ou B.P., code postal)
P.O. Box 631, Station A, Scarborough, ON M1K 5E9
4. Contact Name/Nom de la personne -ressource
Ms. Renee Kenny
5. Telephone/Téléphone
(416) 289.5000 ext. 8070
6. Fax/Télécopieur
(416) 289. 5169
7. E-mail address/
Courrier électronique
rkenny@centennialcollege.ca
8. Project Title/Titre du projet
Interprofessional Disaster/ Emergency Action Studies (‘IDEAS’):
Promoting interprofessional collaboration and team building to deliver safe and effective casualty and
patient-centred practice in disasters/emergencies and pandemics
9. Amount Requested/Somme requise
$892,011.00
10. Duration of Project (months)/Durée du project (mois)
September 2006 to December 2008
11. Are funds being received or applied for from other sources for these
activities? If yes, please identify the funder(s).
Le projet a-t-il demandé ou reçoit-il du soutien d’autres organismes pour les
activités proposées? Si out, précisez la (les) source(s).
No/Non
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Health Canada Registration #091501
12. Budget
Contribution from the IECPCP2
Contribution de FIPCAP3
Income from
other sources
Federal fiscal year is April 1 to March 31.
Année financi re : 1er avril au 31 mars.
Autres
sources
de revenus
Total Budget
Budget total
Year/Année 1
Personnel
Travel and accommodation/
Déplacements et hébergement
Rent and utilities/
Loyer et services publics
Materials and supplies/
Matériel et fournitures
Costs of services or equipment/
Coûts de services ou de materiel
Evaluation and dissemination/
Évaluation et diffusion
Other: Audit costs
Autres (spécifiez)
TOTAL
Year/Année 2
Year/Année 3
$283,650
$343,004
$126,085
N/A
$752,739
$4,560
$3,420
$3,420
N/A
$11,400
$0
$0
$0
N/A
$0
$15,490
$10,043
$7,943
N/A
$33,476
$33,198
$33,198
$3,000
N/A
$69,396
0
0
$25,000
N/A
$25,000
$2500
$2500
$2500
N/A
$7500
$339,398
$392,165
$167,948
N/A
$899,511
I declare that
Je déclare que
All the information in this application is accurate and
tous les renseignements fournis dans cette demande
complete;
sont exactes et complets;
The application is made on behalf of the organization
cette demande est présentée au nom de l’organism
named on the first page of the form with its full
knowledge and consent; and
don’t le nom figure
de celui-ci;
I acknowledge that should this application be
Je comprends que cette demande est approuvée, il
approved, I will be required to enter in a formal
contribution agreement that will outline the terms and
conditions.
me faudra signer une entente formelle o
précisées les modalités.
la page un et avec l’approbation
seront
13. Name and Title of the Officer Authorized by the Organization/Nom et titre de l’agent autorisé par l’organisme
Renee Kenny, Dean, School of Community and Health Studies
14. Telephone/Téléphone
(416)289.5000 ext. 8070
15. Fax/Télécopieur
(416)289.5169
17. Signature of Authorized Officer/Signature de l’agent autorisé
16. E-mail/Courrier électronique
rkenny@centennialcollege.ca
18. Date
September 29, 2005
2
Interprofessional Education for Collaborative Patient-Centred Practice initiatve.
3
Formation interprofessionnelle pour une pratique en collaboration centrée sur le patient.
27
Health Canada Registration #091501
Appendix B: Primary Applicant Organization Endorsement
I certify that, to the best of my knowledge, the information provided in this application is accurate
and complete, and that this funding request is endorsed by the organization/agency I represent.
I also certify that if funding is approved, the organization/agency I represent will provide
programmatic accountability and the required financial and narrative reports.
Authorization by Organization/Agency's Executive Director/Department Head
Name (please print): Renee Kenny
Title: Dean, School of Community and Health Studies
Telephone: 416.289.5000 ext.8070
Date:
Signature:
Authorization by Chair/President of Organization/Agency's Board of Directors
Name (please print): Ann Buller
Title: President
Telephone: 416.289.5000 ext.5289
Date:
Signature:
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Appendix C: Executive Endorsement
Julie A. Gravel
Policy Analyst
Interprofessional Education for Collaborative Patient-Centred Practice Initiative
Health Human Resource Strategies Division
Health Canada
Room D 1894, AL 1918C
Jeanne Mance Building
Tunney’s Pasture
Ottawa ON K1A 0K9
Dear Ms. Gravel:
Re: Interprofessional Disaster/ Emergency Action Studies (‘IDEAS’):
Promoting interprofessional collaboration and team building to deliver safe and effective casualty and
patient-centred practice in disasters/emergencies and pandemics
The undersigned support the application by Centennial College for funding to plan, implement and
evaluate the Interprofessional Disaster/ Emergency Action Studies (‘IDEAS’): Promoting
interprofessional collaboration and team building to deliver safe and effective casualty and patientcentred practice in disasters/emergencies and pandemics project.
The undersigned have reviewed the attached proposal and are fully aware of the roles and responsibilities
of their respective organizations/agencies in the Interprofessional Disaster/ Emergency Action Studies
(‘IDEAS’): Promoting interprofessional collaboration and team building to deliver safe and effective
casualty and patient-centred practice in disasters/emergencies and pandemics project. To the best of
their ability, the undersigned will work to ensure that the required visioning, leadership and administrative
support are in place throughout the life of the project.
The undersigned have carefully reviewed the attached sustainability plan and are committed to working
with project partners toward project sustainability.
Sincerely,
Organization/Agency
Centennial College
Michener Institute for
Applied Health Sciences
Ryerson University
George Brown Collge
University of Toronto
Sunnybrook–Osler Centre
for Prehospital Care
Executive Title
Renee Kenny, MEd, RN, Dean, School of
Community and Health Studies
Dr. Mary Preece, Vice-President, Academic
Affairs; Chair, Inter-professional Education
Task Force
Kileen Tucker-Scott,
RN, PhD, Director, School of Nursing
Lorie Shekter-Wolfson, Dean, Faculty of
Community Services and Health Sciences
Jay Rosenfield, MD, MEd, FRCPC, Associate
Dean, Undergraduate Medical Education
Brian Schwartz, MD, CCFP(EM) FCFP,
Director, Sunnybrook-Osler Centre for
Prehospital Care
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Health Canada Registration #091501
Appendix D: Project Summary
Project Title: Interprofessional Disaster/ Emergency Action Studies (‘IDEAS’): Promoting
interprofessional collaboration and team building to deliver safe and effective casualty and
patient-centred practice in disasters/emergencies and pandemics
1. Mandate of the primary applicant organization:
Centennial College’s mission is to educate its diverse students for career success
2. List of partners with whom the organization will work on this project and their roles
Centennial College, Michener Institute for Applied Health Sciences, Ryerson University, George
Brown College, University of Toronto in consultation with the 9 member hospitals of the Toronto
Academic Health Sciences Network and Sunnybrook-Osler Centre for Pre-Hospital Care.
3. Objectives of the project
To improve interprofessional team performance in patient-centred practice and increase the
perceived efficiency of health care systems in a disaster/emergency or pandemic situation.
4. Major activities required to achieve these objectives
To develop, implement, and evaluate a pre-licensure interprofessional education (IPE) curriculum
for disaster/emergency preparedness (‘IDEAS’) inclusive of:
 Disaster/emergency simulation as a diagnostic assessment of team learning needs,
 An innovative web-based instructional model to deliver and track the IDEAS program,
 High fidelity disaster/emergency simulation for application and assessment of team and
system performance, and
 Integration into community exercises to insure student involvement in actual
disasters/emergencies preparedness plans
5. Expected results of the project
1. To improve student readiness for IPE.
2. To enhance student performance within a collaborative patient-centred care team.
3. To improve the transferability and sustainability of IPE skills in the practice setting.
4. To improve perceived system efficiency through the integration of student teams in
disaster/emergency preparedness plans.
6. Methods that will be used to evaluate both the process and the outcomes of the project
Data collection methods reflective of both quantitative and qualitative evaluation paradigms will
be used. This includes stakeholder interviews, questionnaires, technology enhanced data
collection sources, assessment competency check-lists, and chart stimulated recall.
7. List of the project deliverables with timelines
 Develop IDEAS Curriculum: Sept/06 – Mar/07
 Implement IDEAS Curriculum inclusive of Disaster/Emergency Simulations: Sept/07Dec/08
 Evaluate IDEAS Curriculum: throughout project; Final Report:Dec/08
 Implement IDEAS Sustainability Plan (IDEAS Guide): Dec/08
8. Dissemination plan (including to whom, when and how the information will be
disseminated).
 project website with broad inter-institutional partner access –Sept/06-Dec/08
 bi-monthly meetings of steering, advisory, working groups – 2006-08
 quarterly faculty meetings 2006-08
 annual meetings of educational leaders and disaster plan managers
 ‘IDEAS’ Guide: a blue print for educational institutions – public website 2008
 conferences, papers for peer review and publication 2008-09
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Health Canada Registration #091501
Appendix E: Provincial or Territorial Statement of Support
Project Title: Interprofessional Disaster/ Emergency Action Studies ('IDEAS'):
Promoting interprofessional collaboration and team building to deliver safe and
effective casualty and patient-centred practice in disasters/emergencies and
pandemics
Name of Primary Applicant Organization: Centennial College
Project Lead: Renee Kenny
E-mail Address:rkenny@centennialcollege.ca
Mailing Address: P.O. Box 631. Station A, Scarborough. ON M1K 5E9
I have reviewed the proposal named above and conclude the following.
1. The proposed project complements or supports provincial or territorial
X Yes
work, goals, objectives and priorities. Please explain: Supports provincial
disaster planning, e.g. pandemic, and complements the objectives of
providing innovative delivery models (online and simulation) for health care
professional education)
No
2. The proposed project does not duplicate existing provincial or territorial
work. Please explain: No duplication is noted
X Yes
No
3. The outcome and impact of the proposed project will be beneficial to the X Yes
province or territory. Please explain: Outcome may lead to improved planning
and use of students in health care "disasters", leading to improved overall
health outcomes.
No
Additional comments:
Name: Sue Matthews
Title: Provincial Chief Nursing Officer, Nursing Secretariat
Organization: Ministry of Health and Long-Term Care
Address: 56 Wellesley St W. 12th Floor. Toronto. ON M5S 2S3 Signature:
Telephone: 416.327.9595 Date: September 21. 2005
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Appendix F: Conflict of Interest
In order to prevent conflicts of interest with respect to former federal public office holders or former
federal public service employees, the organization submitting a proposal must provide the following
information to confirm its compliance with the Conflict of Interest and Post-Employment Code for Public
Office Holders and the Conflict of Interest and Post-Employment Code for Public Service Employees.
Has your organization, in the last 12 months, employed a former federal public servant or a federal public
office holder at the EX minus two levels or higher in the Health Human Resource Strategies Division,
Office of Nursing Policy and First Nations Inuit Health Branch of Health Canada who is subject to the
Conflict of Interest and Post-Employment Code for Public Office Holders and/or Conflict of Interest and
Post-Employment Code for Public Service Employees and therefore could potentially be perceived as
having a conflict of interest with the project?
NO __
If so, the former employee or public office holder must contact the Health Canada Conflict of Interest
Coordinator to obtain written confirmation, that he/she is in compliance with the relevant provisions of the
Conflict of Interest and Post-Employment Codes and that his/her functions/responsibilities with your
organization do not result in real, potential or apparent conflict of interest situation.
Conflict of Interest Coordinator
Conflict Resolution and Compensation Unit
National HR Service Division
Human Resources Services Directorate
6th floor, Jean Mance Building
AL 1906C
Tunney’s Pasture
Ottawa ON K1A 0K9
The same requirement applies to a major shareholder or member of the Board of Directors.
Signature:
Date:
Name and title of signing officer: (Please Print)
Renee Kenny, Dean, School of Community and Health Studies
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Health Canada Registration #091501
Appendix G: Letters of Support
Ministry of Health and Long-Term
Care
Ministère de la Santé
et des Soins de longue durée
Emergency Management Unit
415 Yonge St., Suite 801
Toronto, ON M5B 2E7
Telephone: 416-212-0822
Facsimile: 416-212-4466
Unité de gestion des situations d'urgence
415, rue Yonge, bureau 801
Toronto ON M5B 2E7
Téléphone : 416 212-0822
Télécopieur : 416 212-4466
Sept, 7th, 2005
To Whom It May Concern:
We are writing to jointly support the project entitled Interprofessional Disaster/ Emergency
Action Studies ('IDEAS') to be undertaken by Centennial College in partnership with The
Michener Institute, University of Toronto, George Brown College, Ryerson University, and the
Toronto Health Network Academic Emergency Preparedness Group (representing all downtown
Toronto hospitals).
The project proposes to promote interprofessional collaboration and team building to deliver
safe, effective casualty and patient-centered practice in disaster/emergency or pandemic
situations. This will be achieved through the development, implementation, and evaluation of a
pre-licensure (undergraduate) collaborative, patient-centered curriculum for disaster/emergency
preparedness.
Centennial College and its partners propose a series of steps to achieve interprofessional
collaboration that, if implemented, will serve to improve the quality of patient care in the
province of Ontario. The process outlined in the submitted proposal will increase awareness of
the roles and responsibilities of students and professionals as well as, emphasize the importance
of teamwork in delivering safe, effective patient-centred care during any type of emergency.
Indeed, much too often plans for emergencies are developed in isolation without collaboration
from other health care disciplines and professions and we commend the drafters for the highly
collaborative model proposed.
The proposed project's overall aim of improving patient care through interprofessional
collaboration is in line with the Emergency Management Unit's (EMU) vision of building and
enhancing a high performance system of health emergency preparedness and response.
Preparing for and responding to an emergency cannot be accomplished without the commitment
and collaboration from many disciplines and sectors. This is evident in the work we do at the
EMU on a daily basis, such as the Ontario Health Plan for an Influenza Pandemic (OHPIP).
Released by the ministry in June 2005, this plan would not have been possible without the
collaboration and commitment from a wide range of individuals, disciplines, and organizations.
Finally, the proposed project will contribute to strengthening the capacity of the healthcare sector
to prepare for and manage emergencies. The EMU will provide input as the curriculum is
developed, implemented, and evaluated to ensure consistency with Ontario's agenda in
emergency management. To this end, we would strongly recommend funding of the IDEAS
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Health Canada Registration #091501
project, the project is well developed and begins to fill a much needed gap both in Ontario and
nationally.
As leads respectively for Emergency Management for the Ontario Ministry of Health, and former
Director of Research for Dr. David Walker and the expert panel, it is with much enthusiasm that
we would support this endeavour
Sincerely,
Allison J. Stuart, Director
Ministry of Health and Long-Term Care
Emergency Management Unit
Phil Jackson, Director
Ministry of Health and Long-Term Care
Public Health Division
Strategic Planning and Implementation Branch
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Health Canada Registration #091501
35
Health Canada Registration #091501
September 15, 2005
To Whom It May Concern:
The Michener Institute for Applied Health Sciences is uniquely positioned as the only
publicly funded institution in Canada mandated to exclusively prepare allied health
professionals. In this unique capacity, Michener has committed resources to the
research and integration of Inter-professional Education (IPE) principles for allied
health.
Multiple initiatives have been undertaken to build the foundation and inform the direction
of our IPE curriculum plans. An IPE Task Force, with representatives from all Michener
programs, conducted an extensive review of IPE literature and has recommended IPE
competencies for staff, faculty and students. We hosted professional development
events in June 2004 and 2005 resulting in the design and development of IPE
demonstration projects.
Recently, Michener has endorsed an IPE curriculum model. By Fall, 2006, all programs
will integrate the this model implementing simulation delivery strategies. An extensive
restructuring of our discipline-specific simulation facilities to an integrated centre
conducive for the learning, application and assessment of IPE competencies is
scheduled. We envision Michener students working with undergraduate medical and
nursing students to collectively address patient care issues and research to understand
the impact of IPE on the practice of allied health professionals.
Funding from Health Canada is integral to the proposed design and development of an
integrative IPE curriculum. The challenge is daunting, but with the support of Health
Canada our prospects for success are excellent.
This project’s outcome will be IPE curriculum with supporting professional development
and assessment strategies. IPE expertise in the context of inter-professional
disaster/emergency preparedness will be enriched and the resultant curriculum will be
accessible to other Canadian institutions.
We look forward to the success of this unique consortium project.
Sincerely,
Mary Preece, Ph.D.
Vice President, Academic Affairs
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Health Canada Registration #091501
September 2, 2005
Ms. Renee Kenny
Dean, School of Community and Health Studies
Centennial College, HP Science and Technology Centre
P.O. Box 631, Station A
Toronto, ON CANADA M1K5E9
Dear Ms. Kenny,
Interprofessional Disaster / Emergency Action Studies (‘IDEAS’)
I am writing in my capacity as Dean of Community Services and Health Sciences, George Brown College and
on behalf of the College in support of Centennial College's application for funding in response to Health
Canada's Interprofessional Education for Collaborative Patient Centre Practice (IECPCP) call for proposals,
entitled: "Interprofessional Disaster/ Emergency Action Studies ('IDEAS'): Promoting interprofessional
collaboration and team building to deliver safe, effective casualty and patient-centred practice in
disasters. Your proposal to design, pilot and evaluate an innovative pre-licensure curriculum across health
disciplines will improve the quality of patient care and increase the perceived and real efficiency of health care
systems in a disaster/emergency or pandemic situation. Given the recent disaster in New Orleans, your
proposal has a ring of prophecy to it.
George Brown College has a long history of preparing health care practitioners to respond to the needs of the
community. We, like Centennial College, take pride in ensuring that our graduates bring both relevant and
current knowledge and skill to their practice, and are able to do so regardless of the circumstances under which
they are expected to provide healthcare services. The SARS experience only highlighted for us the importance
of ensuring that we prepared our students to work under disaster/emergency conditions and to integrate this
into the curriculum. We know that doing so means incorporating knowledge acquisition and skills
development in a number of critical areas.
In keeping with the above, we are taking steps to create and integrate interprofessional learning opportunities
for our health sciences and nursing students. Such learning opportunities will allow students to gain an
appreciation for and ski!! in interprofessional patient centred practice.
We share similar goals and objectives and as such, Centennial's application to Health Canada has direct
relevance for us. Firstly, we are partners with Centennial College in the Collaborative Nursing Degree
Program; secondly the proposal will result in enhanced emergency/disaster preparedness for our students and
thirdly, the proposal supports the direction we are taking with regard to Interprofessional Education.
Sincerely,
Lorie Shekter-Wolfson
Dean, Community Services and Health Sciences
P.O. Box 1015, Station B, Toronto, Ontario, M5T 2T9
416.415.2000 www.gbrownc.on.ca
37
Health Canada Registration #091501
SCHOOL OF NURSING
FACULTY OF COMMUNITY SERVICES
Accredited by the Canadian Association of Schools of Nursing
September 15, 2005
Ms. Renee Kenny
Dean, School of Community and Health Studies
Centennial College, HP Science and Technology Centre
P.O. Box 631, Station A
Toronto, ON CANADA M1K 5E9
Dear Ms. Kenny:
RE:
Interprofessional Disaster/ Emergency Action Studies ('IDEAS')
I am pleased to be writing on behalf of the School of Nursing at Ryerson University in support of Centennial College's
application for funding in response to Health Canada's Interprofessional Education for Collaborative Patient Centre Practice
(IECPCP) call for proposals, entitled: "InterprofessionalDisaster/Emergency Action Studies ('IDEAS'): Promoting
interprofessional collaboration and team building to deliver safe, effective casualty and patient-centred practice in disasters.
Your proposal to design, pilot and evaluate an innovative pre-licensure curriculum across health disciplines will improve the
quality of patient care and increase the perceived efficiency of health care systems in a disaster/emergency or pandemic situation.
Ryerson's School of Nursing, as a member of the Faculty of Community Services, has a long history of supporting and
promoting interprofessional education. We have, for example, participated in the development of a number of interprofessional
degree credit courses and the implementation of innovative transdisciplinary student learning methodologies and opportunities;
and continue to actively pursue and participate as major contributors in numerous funded interprofessional research projects.
In addition, representatives from our School and from the Central Placement Office of the Ryerson, Centennial, George Brown
Collaborative Nursing Degree Program are taking an academic leadership role in investigating the potential roles and
responsibilities of nursing students, and faculty, in the event of a pandemic situation.
This particular project will offer a variety of creative and practical learning opportunities for our students that will enhance their
understanding and appreciation of the unique contributions of the various members of the health care team to patient-centred
care. It will provide opportunities for students to enhance their own skill and knowledge related to disaster/emergency/pandemic
preparedness. In addition, the project will also provide opportunities for further research, and for the inclusion of students as
active participants in the research process
I do not hesitate to support your funding application and look forward to partnering with you regarding this endeavour.
Sincerely,
Kileen Tucker Scott, RN, PhD Director
350 Victoria Street, Toronto, Ontario, Canada M5B 2K3 Tel: 416-979-5300 Fax:416-979-5332 www.ryerson.ca/nursing
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Health Canada Registration #091501
September 19, 2005
To whom it may concern:
I am writing on behalf of the Sunnybrook-Osler Centre for Prehospital Care in support of the
submission by Centennial College in partnership with the Michener Institute, University of Toronto,
George Brown College, Ryerson University, and the Toronto Health Network Academic Emergency
Preparedness Group. This project, entitled Inter-Professional Disaster/Emergency Action Studies
(IDEAS,) has the potential to transform emergency health management.
The Sunnybrook-Osler Centre for Prehospital Care serves as the Base Hospital Program responsible
for medical direction and oversight of paramedics for Toronto Emergency Medical Services (Toronto
EMS) and Peel Region Ambulance Service. As such, we are significantly involved in emergency and
disaster response in collaboration with both emergency services and acute care hospitals.
The inter-professional education curriculum purposed by this collaboration will serve to establish and
enhance the knowledge, skills and attitudes amongst the professional providers that we interact with on
a regular basis in a consistent and integrated manner to better serve the citizens of Ontario.
I and my colleagues in Toronto EMS, Fire Services and Police Service as well as hospital emergency
department staff and management fully support the need for both education and inter-professional
collaboration in emergency and disaster preparedness and response. This initiative, if implemented,
will provide such a program and result in optimal emergency response in the future, as well as
fostering important relationships among responders in day-to-day activities.
Sincerely,
Brian Schwartz, M.D., CCFP (EM) FCFP
Director, Sunnybrook-Osler Centre for Prehospital Care
Sunnybrook & Women's College Health Sciences Centre
Scientific Advisor, Emergency Management Unit,
Ontario Ministry of Health and Long Term Care
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Health Canada Registration #091501
VELUT ARBOR AEVO
UNIVERSITY OF TORONTO
Council of Health Science and Social Work Dean
September 26, 2005
Ms. Renee Kenny, Dean
School of Community and Health Studies
Centennial College
P.O. Box 631, Station A
Toronto, ON
M1K5E9
Dear Ms Kenny:
Re: Proposal: Inter-professional Education for Collaborative Patient-Centred Practice Interprofessional Disaster / Emergency Action Studies (IDEAS)
As Chair of the Council of Health Science and Social Work Deans at the University of Toronto, I
confirm our support for the Interprofessional Disaster/Emergency Action Studies (IDEAS) proposal.
The Council of Health Science and Social Work Deans provides a venue for working together on cooperative projects that develop synergies among the health science divisions themselves, the University
of Toronto, and the University's fully-affiliated hospitals. Inter-professional education (IPE) has been
a major focus of the Council. This involvement will be augmented in the near future as base funding
has recently been secured for the appointment of a University of Toronto IPE Director. Collectively,
we have been major contributors to inter-professional education at the University, including provision
of financial support for a number of initiatives. From our perspective of being committed to enhancing
IPE, we consider that the IDEAS project has great potential, particularly in light of the breadth of the
proposal's major contributors and partner institutions. As indicated in the proposal, 'the unique
advantage of the IDEAS Network is the number of professions trained and number of clinical teaching
sites in which this innovative curriculum can be developed and tested. The curriculum developed will
support not only pre-licensure IPE and disaster/emergency preparedness education but will be
transferable to post-licensure continuing education programs'.
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Health Canada Registration #091501
Changing the way we educate health providers is key to ensuring they have the necessary knowledge,
skills and attitudes to work effectively in inter-professional teams within the evolving health system.
Our Council (with representation from the Faculties of Dentistry, Medicine, Nursing, Pharmacy,
Physical Education and Health, and Social Work) is able to provide knowledge and expertise through
key faculty personnel who have experience in teaching and research in inter-professional education and
practice.
We look forward to this project becoming a reality.
Sincerely,
K.W. Hindmarsh
Chair, Council of Health Science and Social Work Deans
University of Toronto
CC:
J. Barber
D. Doran
L. Leith
D. Mock
C. WhitesideDean, Faculty of Nursing
Dean, Faculty of Dentistry
Dean, Faculty of Medicine
Dean, Faculty of Social Work
Dean, Leslie L. Dan Faculty of Pharmacy
Dean, Faculty of Physical Education and Health
Vice-Provost, Relations with Healthcare
Institutions
CHSSWD Office: Ms. Leslie Bush
Medical Sciences Building, Room 2109
1 King's College Circle
Toronto, ON M5S 1A8
Telephone: (416)978-7762
Fax: (416)978-1774
E-mail: leslie.bush@utoronto.ca
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Health Canada Registration #091501
September 26, 2005
Ms. Renee Kenny
Dean
School of Community and Health Studies
Centennial College
PO Box 631, Station A
Toronto, ON
M1K 5E9
Dear Ms. Kenny,
On behalf of the Faculty of Nursing, I offer my strong support for the IPE proposal
entitled “Interprofessional Disaster/Emergency Action Studies (IDEAS)”. I, along with
my colleagues in the Faculty of Nursing, believe this is a very important opportunity for
the University of Toronto Health Faculties. Expanding opportunities for interprofessional education (IPE) is a priority in our Academic Plan. Findings ways to better
address disaster/emergency preparedness is a high priority for us all.
The proposed project will enable the University of Toronto, along with the other partner
institutions, to advance on these important initiatives in IPE. The Faculty of Nursing is
committed to utilizing the resources of the proposed Interprofessional
Disaster/Emergency Action Studies (IDEAs) to facilitate education in disaster
preparedness.
Sincere regards,
Diane Doran, RN, PhD, FCAHS
Interim Dean and Professor
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Health Canada Registration #091501
Appendix H: Curriculum Vitae for Project Lead and Co-Chairs of Steering
Committee
Renée Kenny, RN, BA, M.Ed, Dean
School of Community and Health Studies
Centennial College, Toronto, Ontario
1993
1980
1965
1964
M.Ed. (Higher Educdaiton), University of Toronto, Toronto, ON
B.A. (English Literature), York University, Toronto, ON
Diploma in Nursing Education, University of Windsor, Windsor, ON
Diploma in Nursing, R.N., Hotel Dieu Hospital School of Nursing, Windsor, ON
Appointments (Current Academic and Hospital)
2001 Dean, School of Community and Health Studies, Centennial College, Toronto, ON
1987 –
Chair, Nursing Programs, Centennial College, Toronto, ON
2001
Membership (Related to proposal)
2000 Telehealth Ontario, Provincial Advisory Committee
1998 Canadian Society of Telehealth
1995 Association of Nurse Executives of the Greater Toronto Area
Publications (Related to proposal)
Atack, L., Comack, M., Kenny, R., LaBelle, N. (2000). Staff and student relationships in
a clinical practice model. Journal of Nursing Education, 39(9), 387-392.
Atack, L., & Kenny, R., (1998). Care Coordination: An emerging role for nurses.
Canadian Nurse, 94(7), 41-45.
Presentations (Related to proposal)
Atack, L., and Kenny, R., (2004). Best Practices in E-learning for Professionals: Recent
Research, Innovations Conference, San Francisco, Cal., U.S.A.
Kenny, R., Luke, R., and McLean, D., (2002) Web-based learning, League for Innovation, Long
Beach , CA, USA
Ellis, K., Kenny, R., and Swart, B., (2002). Promoting Higher Order Cognition Through
Distributed Learning: A Collaborative Approach, League for Innovation, Long Beach,
CA, USA.
Dumas, L., Ellis, K. and Kenny, R (2004). An Innovative Partnership for Distance Education in
Nursing: A Bilingual Canadian Venture, League for innovation, Long Beach, CA, USA.
Atack, L., and Kenny, R. (2000). “Curriculum Development Process in Nursing Education.”,
(one day workshop), John Abbott College, St. Anne de Bellevue, PQ.
Atack, L. and Kenny, R. (2000). “Web-based learning: Impact on practice,” (poster
presentation), Canadian Nurses Association Conference, Vancouver, BC.
Atack, L., Beagan, G, and Kenny, R. (1999). “Out of the classroom and into the Workplace:
Web-based learning for nurses”, International Council of Nurses, London, UK.
43
Health Canada Registration #091501
Mary Preece, Ph.D., Vice President
Academic Affairs
The Michener Institute of Applied Health Sciences, Toronto, Ontario
Chair, Inter-professional Education Task Force
Year
1995
1990
1971
Degree (Major), Institution
Ph.D., (Education), University of Toronto
M.Ed., University of Toronto
B.A., University of Western Ontario
Appointments (Current Academic and Hospital)
Year –
Position/Title, Institution, Department, City, Prov/State
present
2002Vice President, Academic Affairs
Present
The Michener Institute for Applied Health Sciences
Toronto, Ontario, Canada
Experience (Related to proposal)
Years
Position/Title, Institution, Department, City, Prov/State
2002Vice President, Academic Affairs
Present
The Michener Institute for Applied Health Sciences
Toronto, Ontario
1995Dean, Academic Studies
2002
Centennial College of Applied Arts and Technology
Scarborough, Ontario
Membership (Related to proposal)
Years
Position/Title, Committee
Canadian Society for the Study of Higher Education
Centre for the Study of Higher Education
National Council for Staff, Program, and Organizational Development
National Institute for Staff and Organizational Development (NISOD)
Professional and Organizational Development (POD) Network in Higher Education
Publications (Related to proposal)
Authors. (Date). Title. Journal, Issue(Number), Pages.
Case Studies to Understand the Motivation and Experiences of Community College Professors
Engaged in a Faculty Development Project. Ph.D. Dissertation. University of Toronto. 1995.
Alliances for Change: A Procedure for Improving Teaching Through Conversations with
Learners and Partnerships with Colleagues; Richard Tiberius, David Sacket, Katharine Janzen,
& Mary Preece, The Journal of Staff, Program, and Organization Development, Vol 11, No. 1,
1993.
44
Health Canada Registration #091501
Laurie Mazurik MD FRCPC
Department of Emergency Medicine
Sunnybrook and Women’s Health Science Centre, Toronto, Ontario
1987
M.D. University of Saskatchewan
1991
FRCPC Emergency Medicine
Appointments (Current Academic and Hospital)
2005Medical Director Centennial College, Toronto
2005Medical Director Disaster and Emergency Preparedness Sunnybrook and Women’s
Health Science Centre(SWHSC) Toronto
2004Medical Director Education Sunnybrook-Osler Centre for Pre-hospital Care
1994Director Undergraduate Education in Emergency Medicine SWCHSC
1991Staff Emergency Medicine Physician SWHSC
Experience (Related to proposal)
2005, June
Project Leader: Emergency Preparedness: Joint Exercise Windsor Regional Hospital and
Ontario Provincial Emergency Medical Assistance Team, Windsor Fire, EMS. 200+
participants Train Tanker explosion with chlorine release. On-line prep, simulated
hospital.
2005,April
Medical Project Lead: Emergency Preparedness: Joint Exercise Toronto HUSARUniversity of Toronto Academic Hospitals-Centennial HP Centre, Toronto Fire, EMS and
Police. Building collapse with several hundred trapped. Simulated incident and hospital.
~600 participants. On-line preparation and feedback
2004,Oct
Project Leader Emergency Preparedness: 2 Joint Exercises Niagara Health
System and EMAT (Provincial Emergency Medical Assistance Team).1. SARS
overwhelms hospital 2. Chemical Plant explosion . ~250 participants. Simulated hospital.
Actual isolation and decontamination processes tested. On-line prep and feedback.
2004 April
Medical Project Lead Joint Disaster Exercise U of T EM Program, Government agencies,
multiple hospitals and professions including Police, Fire EMS: 450+ participants. On-line
preparation, simulated incident and hospital. Terrorist attack, sarin gas and car bombs;
simulated incident and hospital. On-line preparation and CBRN drills.
2003,Jan
Medical Project Lead Joint Disaster Exercise Jan 2003 U of T EM Program, Multihospital and professions including Police, Fire EMS: 200+ participants. On-line
preparation, simulated incident and hospital. 2 gunmen on shooting rampage in school
2003
Education Consultant Ontario Provincial SARS Operation Centre, Toronto
Membership (Related to proposal)
1994Undergraduate Emergency Medicine Curriculum Committee University of Toronto
2004World Association for Disaster and Emergency Medicine
Grants (Related to proposal)
2005-6 Mazurik, L. Bandeira, G., Kollek, D Ministry of Health and Long term Care. Ontario Ministry
of Health Guidebook for Designing, Executing and Evaluating Disaster Exercises
($100,000.00)
Publications (Related to proposal)
Alexander,A. Bandeira, G. Mazurik, L. (May 2005). Multiphase Disaster Training Exercise for
Emergency Medicine Residents, Academic Emergency Medicine, 12(5).
Mazurik,L.,Wax,R. (2003). Protected Code Blue.
Mazurik, L.,Wax R. (2003). SARS Personal Protection Equipment.
45
Health Canada Registration #091501
Appendix I: Michener IPE Competencies
The competencies that reflect an Inter-professional Educational (IPE) approach to
the learning process and demonstrate a commitment to the philosophy and
success of IPE span all members of the Michener community. We:
1. Work and collaborate effectively in teams and across all disciplines.
2 Respect culture, diversity and the contributions of all members of the team.
3. Communicate openly and regularly between faculty, staff, students and stakeholders.
4. Contribute to the development and knowledge of inter-professional team members
5. Facilitate the collaboration of agencies and practitioners
6. Develop, evaluate and refine collaborative approaches to IPE
7. Foster transparency of process
8. Manage resources effectively to advance the principles of interprofessionalism
In addition to the competencies identified within Michener community, the
following competencies are expected of each graduate in providing Collaborative
Patient Centered Care
Michener graduates:
1. Contribute to the development and knowledge of team members (professional roles).
2. Collaborate with other health care professionals to provide patient care.
3. Participate in decision making related to patient care.
4. Utilize reflective practice for personal and professional development.
5. Contribute to the development of shared team values and ethical principles.
46
Health Canada Registration #091501
Appendix J: Michener Curriculum Framework for Interprofessional Education
47
Health Canada Registration #091501
Appendix K: Proposed IDEAS Curriculum
Proposed IDEAS Curriculum
Stage 1: (Weeks 0-4) Gathering and Sharing Information
Students will be assigned to interprofessional teams of 8-12 members and be given an
online curriculum to review the general principles of disaster and emergency
preparedness. They will be required to pass basic competency quizzes, but will have
access to team-mates and subject matter experts (SMEs) via email for inquiry or
discussion. ( 3-6 hours) In the final week of Stage 1, each team, its faculty supervisor
and SME will convene online for a four-hour virtual exercise, in which students will
represent one of the following members in a disaster response: Public (including
casualties), Police, Fire, Paramedics, Hospitals, Community-Based Health Care
Support, Government, Government Support Agencies, and Media. Students will be
given a description of the chosen community, its resources, and external supports.
Together they must form a Unified Command and manage several disaster scenarios.
The faculty facilitator will initiate the disaster response with relevant information in a
variety of media. The students must quickly both develop strategies to overcome the
information gaps, and deploy resources to save patients. There will not be enough
resources to help all the casualties and external aid will be delayed. Together, the
students must decide how to utilize their resources and achieve what is best for the
patient population. After each scenario the faculty facilitator will provide feedback and
discuss the key issues in interprofessional team disaster response (4 hours).
Stage 2: (Weeks 4-8) Creating a Community Disaster Plan
The teams will return to an online curriculum to learn about community disaster plans
and incident management systems. Then, based on the lessons learned in the Stage 1
exercise, each team will collaborate online to develop a strategy to gather and
disseminate information, and a resource deployment plan that will save the most
patients. To help them in this process, students will review an actual community disaster
plan, have access online to SMEs and may choose to work with other teams (3-6
hours). In the third week of this stage they must post their collaboratively-built plan for
review of the SMEs. In the final week, they will again participate in a virtual exercise, to
see if interprofessional planning improves their ability to deliver patient focused care and
survival .(4 hours).
Stage 3: (Weeks 8-12) Assuming their Professional Role in a Disaster
The students will review curriculum specific to their profession and practice location that
defines their roles and responsibilities in a disaster (mandatory) and those of their
teammates (optional). Students will be mentored online by similar professions.
Stage 4: Two-Day Interprofessional Pre-Disaster Exercise Course
For the first time the pre-licensure interprofessional teams, faculty facilitators, and SMEs
will meet face-to-face. As a group they will review their entire disaster plan before it is
tested in the community disaster exercise in Stage 5.
a) Day One - Community Plan Workshops
48
Health Canada Registration #091501
The following stations set up at the simulated disaster site or simulated hospital:
1. Incident Control
2. Safe Rescue
3. Incident Triage
4. Transportation
5. Arrival at the Hospital.
6. Movement through the hospital and/or into the community health centre
7. Family Information and Support
8. Unified Command Centre
Interprofessional teams will go through drills at each station, where they will play the
roles of both the patient and the patient care givers. The incidents will range in scope
and details.
b) Day Two - Reviewing Simulation Exercise Roles
Students will join their profession-specific mentors to prepare for their role in the
community disaster exercise. Together they will determine how the students can be
deployed to help. Additionally, students will participate in drills will consist of responding
to a fan-out call, receiving assignment, practicing assignments, enforcing the principles
of safety, and receiving feedback. The drills will include the use of personal protection
equipment and precautionary measures. These drills are essential for all professionals
in order to provide safe, competent patient care, and to ensure the safety of colleagues.
Stage 5: The Community Disaster Exercise (high-fidelity simulation)
During a full-scale, high-fidelity exercise, students will be called back in a fan-out to a
staging area where they will be assigned responsibilities and designated a location.
They will be dressed for their professional roles with appropriate equipment and photoID. Students will have the option of choosing one of the following roles:
a) Student Information Gathering Assistant
Students will gather information and transmit this to their colleagues in the
Municipal Unified Command. Others there will present the data to the unified
command to maximize efficient use of resources and treat as many patients as
possible.
b) Student Assistants to Professionals
Students may also choose to act as an assistant to a professional, supervised
and directed to assist in victim and patient care.
c) Student as Patient.
After the initial debriefing, students and faculty will reconvene online to analyze the
learning experience with members of the CAEC to determine how it met the IPE
competencies, and the value of the experience. Feedback will be requested for
community and hospital planners on the feasibility and value of student deployment in
disasters.
49
Appendix L
Hourly
Rate
Net
Annual
Benefit
Rate
Gross
Annual
$70,000
24%
$86,800
0.3
$26,040
0.5
$43,400
0.3
$26,040
$95,480
0.2
18,600
111,600
Personnel
Project Manager
Year 1
Sept/06 to Mar/07
(Prop)
Year 2
Apr/07 to Mar/08
(Prop)
Year 3
Apr/08 to Dec/08
(Prop)
Total
IDEAS online course and disaster simulation interface development
Curriculum development (disaster management and IPE
competencies)
75,000
24%
93,000
0.5
46,500
0.5
46,500
Instructional designer (medical and simulation experience)
80,000
4%
83,200
0.3
24,960
0.5
41,600
46,000
26%
57,960
E-learning analyst (management of online course
implementation)
Graduate assistant to assist with curriculum development
23
4%
66,560
0.3
17,388
0.5
28,980
0.5
28,980
75,348
400
9,568
600
14,352
200
4,784
28,704
0.2
13,860
Web Application Developer
46,000
26%
57,960
0.6
34,776
0.2
11,592
Graphic Designer
55,000
26%
69,300
0.2
13,860
0.2
13,860
Technical support for online delivery
46,000
26%
57,960
0.2
11,592
147,052
Total IDEAS online course/simulation int. development
46,368
41,580
11,592
168,476
66,224
381,752
Development of WIDS and DOCS evaluation for IDEAS disaster simulations
Curriculum design and development
75
8%
Curriculum development (content expertise)
18,000
Part-time administrative assistant
35,326
8%
50
4,046
75
6,069
18,000
0.7
12,600
0.3
5,400
38,117
0.2
7,623
0.2
7,623
24,270
Total WIDS/DOCS development
10,116
18,000
0.2
19,093
7,623
22,870
7,623
50,986
56,108
Evaluation of project activities (implementation of WIDS/DOCS)
Evaluation coordinator
65,000
8%
70,135
0.3
21,041
0.3
21,041
0.2
14,027
Evaluation coordinator (in-kind)
65,000
8%
70,135
0.05
3,507
0.05
3,507
0.05
3,507
50
4,856
200
19,422
100
9,711
0.4
3,280
0.3
2,460
0.3
2,460
1
12,000
Evaluation assistants - Includes both process and outcome
assessment phases.
30
8%
8,200
Training expense/evaluation tools
12,000
Professional development (DOCS/Faculty training)
29,176
Total project evaluation (implementation of WIDS/DOCS)
33,989
8,200
12,000
54,923
26,198
110,297
Disaster simulation activities
Lab technicians
22
26%
450
12,474
450
12,474
24,948
Lab manager
37
24%
40
1,835
40
1,835
3,670
Physical resource personnel
20
26%
90
2,268
90
2,268
4,536
IT support for disaster simulations
25
60
6,000
60
6,000
12,000
Logistics (Dean Popov)
40
16,000
200
8,000
200
8,000
Moulage teams (5 people @ $250 per event)
1,250
2
2,500
2
2,500
5,000
Personnel to provide logistics, victim make-up, catering, etc.
8,000
2
16,000
2
16,000
32,000
8,035
24
Faculty - planning/execution of disaster simulation activities
45
24%
24
Total disaster simulation activities
Total Personnel
8,035
16,070
57,112
57,112
114,225
$283,650
$343,004
$126,085
$752,739
3,420
11,400
3,420
11,400
7,943
26,475
7,943
33,475
3,000
12,600
Other Expenses
Rent and utilities
Travel and accommodations
Travel expenses
11,400
0.4
4,560
0.3
4,560
Total Travel and accommodations
3,420
0.3
3,420
Materials and supplies
Office expenses
Supplies related to curriculum development
26,475
0.4
10,590
0.3
7,943
7,000
0.7
4,900
0.3
2,100
15,490
Total Materials and supplies
0.3
7,000
10,043
Costs of services or equipment
Teleconferencing costs
City-wide full-scale disaster simulations (Oct/06, March/07,
Oct/07, Nov/07) based upon HUSAR disaster simulation
March 2005
300
16
4,800
16
4,800
14,199
2
28,398
2
28,398
33,198
Total costs of services or equipment
Evaluation and dissemination
Other: Audit costs
Total other expenses
Total project Budget
1
2,500
56,795
33,198
25,000
2500
10
1
2,500
3,000
69,395
1
25,000
25,000
1
2,500
7,500
$53,248
$46,660
$39,363
$146,770
$339,398
$392,165
$167,948
$899,511
50
51