Interprofessional Collaboration Notes

PART 2: Belonging to the Profession

  • In the 21st century, almost all health and human services practitioners work in interprofessional teams.
  • Interprofessional education occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality of care.
  • Learning arises from interaction between members (or students) of two or more professions.
  • Intentional, engaged relationship among colleagues for improved care – not just information sharing, having a team.

Interprofessional Learning & Collaboration: Importance

  • Important due to changes in our society:
    • Increased focus on accountability, safety, and quality of care.
    • Increasing multicultural and aging population.
    • Rise of chronic health and well-being issues needing complex care.
    • Constant technological advances.
    • Increasing specialization in professional knowledge and skill.
    • Fragmentation of systems.

Interprofessional Learning & Collaboration: Vital Aspects

  • Role clarity is vital:
    • Know your role and that of others.
    • Understand what is needed and expected of you.
    • Content and boundaries of your tasks.
    • Work methods and priorities.
    • How you "fit" within an organization, context, or function.
    • Ethical principle of working within your area of competence.

Interprofessional Learning & Collaboration: Key Elements

  • Respect for each professional’s knowledge and skills.
  • Respect for each professional discipline.
  • Respect for the interprofessional collaborative process itself.
  • Recognizing and respecting the unique culture, roles, and expertise of other professionals.
  • Working in collaboration with:
    • Those receiving care or intervention.
    • Those who are providing care.
    • Those who are contributing to or supporting the delivery of the care/service.

Evidence of Effectiveness

  • Evidence that it works:
    • Meta-reviews (including Cochrane & BEME - Best Evidence Medical Education).
    • E.g., (Reeves, et al., 2016) - 46 high quality studies showing some evidence of changes in behavior and practice of students and professionals, with positive impacts on patients.

Case Study

  • Case of “Dave”– simulated.
  • Health professionals – all are real practitioners talking about their own profession.
  • As you watch – use the handout to consider:
    • For each profession, what is their viewpoint and approach? (e.g., history, theories, philosophies).
    • Their roles and practices.
    • “It takes a Team” – Griffith Health Video.