Interprofessional Education & Teaching

1. Interprofessional Education & Teaching Basics Program for New FacultyNovember 1, 2012– 2:45-4:15 pm Serena Beber, SETFHT, Toronto East General Hospital Judith Peranson, DFCM, St. Michael’s Hospital

2. Introductions • Familiar with IPE concepts? • Previous IPE experience? • Feel confident teaching in IPE settings? • Personal learning objectives?

3. Learning Objectives • To review the rationale for IPE in health professional education. • To discuss key components of an IP learning experience. • To generate practical tips for common IPE settings, including small group and one-to-one clinical teaching.

4. Agenda • Introductions • Why are we doing this? • IPE Basics • Key features • Tips for IP Teaching • Challenges unique to IPE • Small group learning • One-to-one clinical teaching • Taking IPE home

5. VIDEO 1 - Referral • The videos used in this workshop can be purchased from the University of Toronto’s Centre for Interprofessional Education at ipe.utoronto.ca. Find the order form here: http://ipe.utoronto.ca/resources/dvd-tools. • For University of Toronto faculty, staff and students with UTOR IDs, the Library has now made the series available via streaming, click to access here.

6. Video 1: Referral • What is happening in the scenario? Who is involved? • Is this a teachable moment? If so, what issues around roles or collaboration could be discussed? • What are some alternative options for handling this scenario?

7. ANew Visionfor Health Care in Canada “If health care providers are expected to work together and share expertise in a team environment, it makes sense that their education and training should prepare them for this type of working arrangement.” Romanow, 2002

8. Interprofessional Care • Interprofessional Collaboration (IPC) is the provision of: • Comprehensive health services to patients • By multiple health care providers who • Work collaboratively to deliver quality care • Within and across settings Interprofessional Care: A Blueprint for Action in Ontario, July 2007

9. Evidence for IPC Growing evidence that IPC leads to: • Increased access to health care • Improved outcomes in chronic illness • Less tension and conflict among providers • Better use of clinical resources • Easier recruitment and less turnover of staff Interprofessional Care: A Blueprint for Action in Ontario, 2007

10. It shouldn’t be so complicated…so why is it? • Socialization – Identity and Autonomy • System / Institutional Barriers • Real-world Professional Practice • Different “cognitive maps” • “Role blurring” – overlapping competencies • Gender and power issues • Regulatory and liability issues • Patient Expectations

11. Interprofessional Education • Interprofessional education occurs when (learners) from two or more professions learn about,from, and with each other to enable effective collaboration and improve health outcomes. • Professional is an all-encompassing term that includes individuals with the knowledge and/or skills to contribute to the physical, mental and social well-being of a community WHO, 2010

12. VIDEO 2 – Ulcer Management • The videos used in this workshop can be purchased from the University of Toronto’s Centre for Interprofessional Education at ipe.utoronto.ca. Find the order form here: http://ipe.utoronto.ca/resources/dvd-tools. • For University of Toronto faculty, staff and students with UTOR IDs, the Library has now made the series available via streaming, click to access here.

13. Video 2: Ulcer Management • What key features of IP learning are demonstrated in this scenario? • How did the facilitator demonstrate effective facilitation? • If the group did not progress as quickly as in this instance, how else might the facilitator have intervened?

14. Interprofessional Education ≠ Multiprofessional Education What is the key element in IPE? INTER-ACTION

15. Interprofessional Education • Requires background knowledge of one’s own role and scope of practice • Involves interactive learning with different professional groups • Educational goals: • Knowledge of and appreciation for other professional perspectives and skills • Skills in being an effective team player

16. IP Learning Requirements - Residency • CanMEDS-FM Competencies Collaborator Communicator Professional Manager • Triple C Competency-Based Curriculum • Comprehensive Care and Education • Continuity of Education and Patient Care • Centered in Family Medicine CFPC Report of the Working Group on Postgraduate Curriculum Review – Part 1 (March 2011)

17. Common Challenges in IPE • When to introduce? • Appropriate mix of learners? • Time and space issues? • Faculty development? • Physician engagement?

18. VIDEO 3 - Shots • The videos used in this workshop can be purchased from the University of Toronto’s Centre for Interprofessional Education at ipe.utoronto.ca. Find the order form here: http://ipe.utoronto.ca/resources/dvd-tools. • For University of Toronto faculty, staff and students with UTOR IDs, the Library has now made the series available via streaming, click to access here.

19. Video 3: Shots • What challenges to IP learning are illustrated in this scenario? • What attempts were made to enhance IP learning? • How could this learning opportunity be improved?

20. Interprofessional Learning in Clinic The same as adult education principles, with emphasis on specific areas • Small Group Learning • Situational Learning

21. Tips for Small Group Teaching • Plan ahead. • Convene the group and develop a mutually acceptable agenda. • Create a positive atmosphere. • Focus the group on the task at hand. • Promote individual involvement and active participation. • Vary the teaching methods. Steinert, 1996

22. Tips for Small Group Teaching • Provide relevant information and respond appropriately. • Observe & clarify group process. • Work to overcome commonly encountered problems. • Synthesize and summarize the group discussion. • Evaluate the session and plan for follow up. • Enjoy yourself and have fun! Steinert, 1996

23. IPE in Primary CareOne-to-One Clinical Teaching • Informal or unscheduled IPE • Cross-discipline teaching and collaboration • Model collaborative care, enthusiasm for teaching and clinical competence • Is the patient present?

24. Summary • Why are we doing this? • Video 1 - referrals • IPE Basics • Video 2 – ulcer management • Key features • Tips for IP Teaching • Video 3 – shots • Challenges unique to IPE • Small group learning • One-to-one clinical teaching Taking IPE Home...

25. Taking IPE Home What could YOU incorporate into your current teaching setting to enhance collaborative learning • For learners from your own discipline? • For a learner from a different profession?

26. Thanks! • Questions? Comments? Serena Beber serena.beber@utoronto.ca Judith Peranson judith.peranson@utoronto.ca

27. Resources & References • UofT Centre for IPE: http://ipe.utoronto.ca/ • Canadian Interprofessional Health Collaborative (CIHC) • http://www.cihc.ca/ • Oandasan, I., & Reeves, S. (2005). Key elements for interprofessional education. part 1: The learner, the educator, and the learning context. Journal of Interprofessional Care, 19(suppl 1), 21-38. • Oandasan, I., & Reeves, S. (2005). Key elements for interprofessional education. Part 2: Factors, processes, and outcomes.Journal of Interprofessional Care, 19(suppl 1), 39-48. • Steinert, Y. (1996). Twelve tips for effective small-group teaching in the health professions, Medical Teacher, 18, 99203-207.