IPE_INTRODUCTION TO INTERPROFESSIONAL EDUCATION (IPE) AND INTERPROFESSIONAL COLLABORATIVE PRACTICE (IPCP)

1910

More than a hundred years ago, a series of studies about the reform of education of healthcare profession was conducted by the Flexner report.

20th Century

• Development of the biochemical model led to the transformation of medical education.

  • The Flexner report transformed the nature and process of medical education in the US with the establishment of the Biomedical model of education.

  • This transformation was recognized and then lead to doubling of lifespan during the 20th century.

Biomedical model

• Provides the advancement of the scientific knowledge as the essential characteristic of a modern physician.

• It is not limited to the physician, but quickly spreads to all areas of the healthcare profession.

21st Century

• The flexner model of professional education was not able to keep pace with the health challenges in the 21st century.

• Challenges:

  • Concerns over quality of healthcare

  • Quality of the educational programs

Reports of the Institute of Medicine

• Challenges and advances in science and technology.

• New and changing sources of infection.

• Inequities in health care delivery.

• Rising health care cost.

• Poorly equipped and educated healthcare professionals to meet the needs of the future.

  • Educated healthcare professionals chained on a single-profession model tended to care for the patients independently and rarely collaboratively.

Siloedm, single profession models

• Tended to care for patients idependently and rarely collaboratively.

• It was introduced as a form of inclusive training for the same professional scope of practice.

• This type of approach works well for teaching the scope of training and standards of each discipline for demonstrating discipline-specific skills for specialization in the individual profession.

• However, it did not provide intentional opportunities for educational experiences with the students or practitioner of other professions that could be classified interdisciplinary in nature.

• Graduates were practice-ready but not collaboration-ready.

Interdisciplinary education

• Educates students in the various healthcare professions to wrok collaboratively with other disciplines.

• It includes opportunities for students to engage in IPE as they prepare for IPCP.

Team

Is defined as a group of healthcare professionals who work collaboratively toward a common goal.

Failure of communication

• Identified as the source of medical error in hospitals, which is associated with susbtantial preventable morrtality and morbidity.

• Accounted for 44,000 to 98,000 Americans that died each year.

• These mistakes were attributed to a a lack of teamwork, collaboration, and communication skills in the healthcare workforce.

Interprofessional education

• Defined as preparing the students and professionals to engage fully in the IPC.

  • To engage in IPC, all the members must understand the capabilities and limitations of the other team members which have a new verse in language that promotes clear communication and develops skills to coordinate team-based care effectively

Interproessional collaborative practice (IPCP)

Is specifically defined as, “When multiple health workers from different professional backgrounds work together with patients, families, caregivers [sic] and communities deliver the highest quality of care”

Interprofessional learning

Its goal is to intentionally prepare the students of the healthcare profession to work together through IPC with the common goal of developing a US healthcare system focused on safer, better, patient-centered community and population-oriented care.

Interprofessional education

An educational strategy that incorporates interprofessional learning experiences into healthcare professional education.

Interprofessional education

• WHO define this as a type of education that occurs when students or members of two or more professions learn with, from, and about each other to improve collaboration and the quality of care they can give to the patient.

• Intends to prepare healthcare professionals with the knowledge, attitude, and skills needed for IPE and collaborative practice.

Interprofessional Education CollaboraTIVE (IPEC)

• In 2009, six national education association of schools of health professions formaed a collaborative to encourage interprofessional learning experiences.

• Allopathic and osteopathic medicine, dentistry, nursing, pharmacy, and public health created core competenies for interprofessional collaborative practicee to guide curricular development acorss health profession schools.

• Engages with other health professions that will help policy markers implement the elements of interprofessional eduation and collaboration in their own jurisdition.

• Promotes education of practitioners or scholars that will work togethe with their patients for relationship-centered healthcare that is comprehensive, collaborative, caring, safe, and continuous throughout the life cycle.

Interprofessional education

• It is not merely shared learning. It includes acitivites that provide opportunities for healthcare professionals to practice together as an interprofessional team and to demonstrate the core competencies that they would need to deliver care in safe, effective, patient-centered, and equitable services.

• Is a specific and logical strategy for educationg healthcare professional students about operationalisation of the core competencies.

Interprofessional activities

• Promote learning of proffessioanls especially in IPE.

• This promotes learning through experiencec.

• Participation in IPe promotes interprofessional collaboration as student and practitioners from the different profession by:

  • Opportunity to learn about and reflect on the relationships they experience with the professionals involved.

  • Promotes understanding of each other’s roles and responsibilities in a given situation.

  • Discover ways to combine professional expertise to promote quality of care.

Experiential learning

Is suited for professional learning by integrating both theoretical and practice.

Simulation-enhanced interprofessional education

• It is a generic term for an artificial representation of the real-world process.

  • An overlap pedagogyt of simulation and IPE through experiential learning in order to achieve educational goals

• It empowers individuals to collaborate as a team in a controlled environment that replicates the healthcare setting.

  • This is being demonstrated in the improvement of the acquisition of knowledge, skills, attitude, and behaviors of teamwork required to promote safe, quality, and patient care.

• It is diverse and structured.

IPE activities

• A diverse and structured learnign wtih specific outcomes at the end.

• Designed to resemble the actual are environemtn as closely as possible, and the opportunity to participate in a patient or community care is highly encouraged.

• It is often video-taped to measure learning outcomes for immediate feedbak for participants during debriefing sessions.

Formal planned activities

High fidelity stimulation for interprofessional education.

Informal interactions

Routine patient care acitivites related to a given recipient of care.

Planned and intentional

• Involves unit discussions and case conferences.

• Students form interprofessional teams to plan and collaborate abou the assessment by learning from each other.

• Learns about varied professional perspectives, roles, and responsibilities in the assessmetn of the individual.

Unintentional

• Are unplanned meetings with other healthcare professionals in the course of care provisions.

• E.g., Patient rounds

Large scale, small scale

Simulation activities can be classified as: (2)

Large scale

Simulation activities such as disaster drills, multivehicle accidents, chemical spills, plane crashes, fires, and floods.

Planning, preparation, participation, debriefing, evaluation

Are necessary for the sucess of IPE activities and to ensure that they are educationally sound.

Planning

• Identification of the student learning outcomes to guide the development of activity and to be used in evaluation of the study. 

• The essential element here is to be sure that all aspects of IPE are present.

• Participants must be able to learn with/about/from each other as part of the activity (main goal of planning).

Preparation

• The second phase

• Participants should have full awareness of the identified learning outcomes and be prepared for the active participation in the learning experiences.

• Ex: Participants may prepare through the completion of a required training before the simulation as a student's entry to the IPE activity.

Participation

• Third stage

• Begins with formal overview related to learning expectations conducted by the event facilitators.

  • During this time, participants are oriented about the experience to learn.

• May be given a specified amount of time to collaborate with a team (they might meet in preparation for the actual event if needed.)

• IPE experience can be videotaped to measure learning outcomes and for immediate feedback to participants during a debriefing session after the event.

• Use of formal evaluation; to be filled up by the participants after the event.

• This tool is used to evaluate their achievement if learning outcome has been achieved.

Debriefing

• Fourth phase

• Assimilation of the learning experience.

• It is a structured forum, a facilitator-led process that includes specific questions about the completed IPE experience and guided reflection related to the details of the experience and the associated learning outcomes.

• Most critical element of the experience because not everyone is able to analyze or assimilate learning experiences on their own

Competency approach

• A unifying concept that would enable the clear development of these core competencies aross all professions.

• It involves continuous interaction and knowledge sharing between professionals, organized to solve or explore various eduation and care issues while seeking to optimize patient participation.

Common competencies, complementary competency, interprofessional competency

Barr’s 3 Types of Professional Competencies

Common competencies

• Are overlapping competencies that are expected of all healthcare profesionals.

• Are competencies shared by more than one profession, but not necessarily all professionals.

  • E.g., nurses, physicians, pharmaists share a universal competency of administering immunization

Complementary competency

A unique competencies that distinguish one profession from another.

Interprofessional competency

• Are professionals who need to work together with others, such as other speialists within the profession, with patient and familites, with nonprofessionals and volunteers, within and between organizations, within communities, and at a broader policy level.

• May include non professionals.

  • E.g., For a CP patient to become funtional, wheelchair fabricator, public health speialist, engineers, support system, policy makers, and educators work collaboratively.

Institute for Helathcare Improvement Triple Aim

• A framework developed to optimize healthcare performance.

• These three dimensions include:

  • Improve the experience of patient care

  • Improve the health of the population

  • Redue per capita cost of healthcare

multiple levels

The results of a study by Teuwen, et al., (2022) reveal effects on _____, all redirecting an increase in social capital among students. In addition to indirect improvement in patient care because of, for example, enlargement of knowledge resources, students explicitly describe that they experienced an improvement in patient care as a result of the IPE sessions in the classroom setting.

IPE

• Agreeable attitudes toward interprofessional education were among students in the medical program, those from the lower year levels, and those with higher stages of morality (based on Kohlberg’s stages of moral development).

• This suggests that _____ must be introduced across health science curricula with intentional profiling of students about their experiences related to learning and working with students from different programs.

• Once the student has an idea of the right way of reflection, this is where they appreciate IPE having a big contribution in the improvement of their experiences related to learning and working with different programs.

Development fellowship

A faculty _____ is a good resource to enhance growth during the early stages of interprofessional college integration.