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Interprofessional Education: Preparing for Continuity in Transition of Care. Liliane Asseraf-Pasin, PT, Ph.D. (C) Margaret Purden, RN, Ph.D. Fay Strohschein, RN., M.Sc. (A) Camelia Birlean, M.Ed. & The McGill Interprofessional Initiative Team. Margaret Purden, RN, Ph.D.
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Liliane Asseraf-Pasin, PT, Ph.D. (C)
Margaret Purden, RN, Ph.D.
Fay Strohschein, RN., M.Sc. (A)
Camelia Birlean, M.Ed.
The McGill Interprofessional Initiative Team
Hélène Ezer, RN, Ph.D
Bruce Shore, Ph.D.
Yvonne Steinert, Ph.D.
Aliki Thomas, OT, Ph.D. (C)
David Fleiszer, M.D.
Liliane Asseraf Pasin, PT, Ph.D. (C)
Nancy Posel, N. M.Ed.
Linda Snell, M.D.
Jeff Wiseman, M.D.
Diane Bateman, Ph.D.
Camelia Birlean, M.Ed. Ph.D.(C)
Sonia Faremo, Ph.D.
Judy Margison, M.Ed. Ph.D. (C)
Fay Strohschein, M.Sc.(A) N.McGill Interprofessional InitiativeWe’re in This Together!
Previous work has focused on:
In relation to the team members:
In relation to patients and families:
Geriatrics, ER care for abused women, STD screening, Adult immunization, fractured hips & neonatal ICU care, depression care, and in simplifying medications
(Zwarenstein et al., 2004)
Sample Interview Questions:
Inpatient Geriatrics Unit:
Traumatic Brain Injury Program:
Standing around the board
“It’s our ‘town square’ it’s where we gather”
“A lot of informal conversations are in front of the board because you will have several professionals gathering there”
“That board is the focal point, the nucleus of the floor”
“It is a religious moment looking at the board….(it) indicates what we do here, very very important”
Coming to the table
“There is this interdisciplinary play back and forth, where people share information, openly, freely and particularly in this rounds setting that we have once a week”
“All the team members hold different pieces to the same puzzle and rounds is where they come together to put those pieces together”
“To share as well…the small celebrations of successes”
Learning the dance
“If you have a dance partner that you are with for a while…you almost know how the moves are going to go and you can predict a little bit. For me it is knowing other people well enough…so I can adapt myself”
Listening for the cues
“Listening and hearing…the reactions that each of the team members have when they hear certain facts - if they have a reaction like ‘oh it would have helped to know this in advance…’ So a lot of it is just good listening”
A steep learning curve
“Walking into the TBI program is not an easy walk…to produce concise assessments in a short period of time”
“Its basically a TBI 101..in terms of what kind of acronyms will you hear…, what kind of markers do you look for in a medical chart, and the biggest part of the learning…was the importance of sharing information”
“Expectations are high here...you have to know your cases, you have to be on top of things... I've been on other services so it was easier for me....but [in rounds] at the beginning…I spoke before the dietician and they said, 'No, you have to wait your turn...' 'My turn?' and I looked around and said, 'What are you talking about?' 'No, we go in order.’ and I thought, ‘Okay, it wasn't a big deal but...’”
“In the beginning it was not obvious that people would let go of their territory. They have many areas that overlap…[but] who has the best tools and knowledge to do it? It was really by discussing, giving examples and describing roles that things settled slowly and now they are all working together.”
Knowing the boundaries
“On this floor there is very little overlapping. The division of labour is quite boundary clear and it is very, very important…it has to do with the patient who is admitted and what their needs are”
“As a social worker I have to listen to [patients’] grievances….after I listen I will acknowledge their complaints—I will direct them appropriately to the HN, the ombudsman, the physician or the physiotherapist. I will let my colleagues work on their issues. They do that reciprocally.
The way we see things
“A team represents a small society, different people with different personalities with different strengths, weaknesses…You have to make sure that you always go and get the best from each person in your little society”
The way we do things
“There are a lot of contributory individuals who are going into this river. . . like different streams, and that is how the floor works”
“On a floor like this, everything is up for discussion”
“That is part of the culture on the floor that continuous access to each other and having these formal mechanisms and informal mechanisms, like looking at the board”
(AAP; ACFP; ACP; ASIM – Consensus Statement, 2002)
Collaborative Interprofessional Pediatric-Adult team
Patient & Family Centered
Health Care Professionals
& Other Care Givers
Adapted from Consensus Statement (2002)
ex: Interprofessional Student Workshop on Professionalism (at McGill for all 500 students in the Faculty of Medicine)
Note: Take into account the maturity of the child & his/her support system & his/her personal goals