Efpc congress g teborg 2012 interprofessional education for primary care professionals
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EFPC congress G ő teborg 2012 Interprofessional Education for Primary Care Professionals. L. van Amsterdam. Developing EFPC Position Paper Coordination by Jan van Es Institute. Interprofessional Education (IPE). The importance of interprofessional education (IPE).

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EFPC congress G ő teborg 2012 Interprofessional Education for Primary Care Professionals

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EFPC congress Gőteborg 2012Interprofessional Education for Primary Care Professionals

  • L. van Amsterdam

Developing EFPC Position Paper

Coordination by Jan van Es Institute

Interprofessional Education (IPE)

The importance of interprofessional education (IPE)

support conditions for better population oriented and people centeredness and the outcome and quality of care

challenge how to reconstruct and transform organisations into ones with better collaboration aiming towards more efficiency and effectiveness.

problem? urgency?what future demands?

High quality affordable healthcare

For an ageing population

An ageing workforce

Shift from problem orientend to goal oriented primary care

Definition IPE

Interprofessional education (IPE) occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care. (CAIPE, 2002)

The scope of IPE

“...includes all such learning in academic and work based settings before and after qualification, adopting an inclusive view of "professional".

The Lancet Report (2010) focuses on ‘transformative learning’as to - prepare not only scientists or professionals, but- also prepare ‘change agents’

‘triple-loop learning’ (Argyris) is effective on three levels:

learning from action

learning from thinking

learning from wanting and thus get the feel you are the owner of change.

Core competencies for Interprofessional Education en interprofessional collaborative practice(IPEC 2012) (1)

- define and teach interprofessional competencies

make it part of the learning process, engage students of different professions in interactive learning with each other

Core competencies for Interprofessional Education en interprofessional collaborative practice(2)

build on each profession’s expected disciplinary competencies

to work effectively as members of clinical teams while students is seen as fundemental

Evidence(Jill Thistlethwaite, 2012) (1)

learning together enhances future working together

IPE fosters positive interaction among different professions

IPE improves attitudes towards other professionals

Evidence (2)

IPE initiatives are diverse

good evaluation methodology and data are limited

Problems, barriers, solutions (1)

professional accreditation organizations mandate only for their own professions

Make multidisciplinary accreditation for joint efforts possible

Problems, barriers, solutions (2)

the way the educational system is constructed

hard to come to agreements on interprofessional and multidisciplinary educational program

Problems, barriers, solutions (3)

cultural differences between the professions, each focusing on their own domain (silo)

focus more on communication and collaboration between professionals

make better use of existing integrated settings for IPE (act as change agents)

Some examples

Cultural barriers

Legal & financial barriers

Hungary: practice nurse, 15 years experience in primary care = still illegal

Italy: gp’s & nurses teams for chronic diseases, works fine, financing stopped = teams stopped

Switzerland: there must be a need for cooperation = too many patients, not enough doctors

  • Kazachstan: become ‘friends’ first

  • Netherlands: breaking down hierarchical barriers

  • Albania: experience interference or cooperation

  • Successful examples:

  • Sweden: broadening medical training gp’s & other

  • Netherlands: house of multi-disciplinary practice

Definition of professional integration:(Pim Valentijn, JvEI, 2012)

“Interprofessional partnerships with shared accountability arrangements for the delivery of services to a defined population”

Paradigmashift and a multi-national approach (1)

develop a shared understanding

gather good examples, practice based evidence

national and international literature

Paradigmashift and a multi-national approach (2)

to further identify supportive and detracting indicators

develop mutual power of change

put lessons into practice

How to influence change on the different levels?

Cultural / personal level

Legal and financial levels

Educational level:

  • System level:


Tell us your own experience

Successful strategy

Other fields of exploration

Jan van Es Institute: Netherlands Expert Centre for Integrated Primary CareMissionThe Jan van Es Institute is the independent centre of expertise of integrated primary care that bridges the gap between science and practice. It focuses on continuously improving, translating and disseminating knowledge, about the organisation of integrated primary and community-oriented health care. The goal is to achieve better coherence in care, in order to obtain better outcomes for patients, professionals and society.VisionThe Jan van Es Institute contributes to expand and disseminate existing and new knowledge based on scientific and practical research. Lessons learnt based on practical experience are translated into new research questions and knowledge. The generated knowledge is transformed into practical tools for care providers, purchasers of care, policy makers and patients / consumers.www.jvei.nlFor the international embedding there is a cooperation with the European Forum for Primary Care; wwwl.euprimarycare.org

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