1 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, 1997) S. Griffiths, D. Lee, V. Lee, J. Sung

2 Interprofessional Education (IPE) 1.Is there a real need? 2.If so, should this Faculty introduce IPE in the near future? 3.How should we coordinate IPE among our programs in Nursing, Pharmacy, Public Health and Medicine? 4.What, if any, are the global student learning outcomes for Nursing, Pharmacy, Public Health and Medicine in light of these decisions?

3 Interprofessional Education (IPE) 1.Is there a real need? YES 2.If so, should this Faculty introduce IPE in the near future? YES 3.How should we coordinate IPE among our programs in Nursing, Pharmacy, Public Health and Medicine? Office of Educational Services 4.What are the global student learning outcomes..?

4 Five Competencies Required of Health Professionals in Assuring Patient Safety Delivering patient-centered care Working as part of interdisciplinary teams Practicing evidence-based medicine Focusing on quality improvement Using information technology Health Professions Education: Bridge to Quality (2003)

5 Interprofessional Education Pre-Licensure Collaborative Practice Post-Licensure Interdependent Need to train health professionals to practice collaboratively Need teaching settings with health professionals who practice collaboratively

6 Agenda (2:30-3:15 p.m.) IPE: A holistic model of health professional education (V. Lee) Common approaches: A shared need (S. Griffiths) Cadenza training program (community- based) (D. Lee) Collaborative practice (hospital-based) (J. Sung)

7 Agenda (3:40-4:30 p.m.) Current situation in the teaching of common science courses Next step: Working group –Impact on profession-specific curriculum –Elective or required? –Format? –Logistics issues –Resources –Demonstration project?

8 Objectives To promote the active participation of each profession in patient care, To optimize staff participation in clinical decision making within and across disciplines To foster respect for disciplinary contributions of all professionals To provide mechanisms for continuous communication among care-givers and health professionals

9 Goal To change the way we educate healthcare providers to ensure they have the necessary knowledge, skills, and attitudes to work effectively in interprofessional teams within the evolving healthcare system.

10 Health Professional Learner Competencies Knowledge Roles Skills CommunicationReflection Attitude Mutual respectOpen to trustWilling to collaborate

11 Strategy Develop a context in which learning together becomes a vital part of working together –Go beyond silo style of training Create an early opportunity for students from different professions to explore a variety of issues

12 Features of Interprofessional Programs A combination of didactic and clinical instruction Explicit attention to “non-clinical skills” – communication, group, and conflict resolution skills “Non-traditional” interprofessional problem-based learning strategies

13 J Interprofessional Care, 2005

14 Possible Formats Courses Clinical rounds Seminars Interprofessional day on a timely topic Disease-focused forum Case-based simulated learning

15 Requirements for Implementation Support from the top A dedicated core faculty drawn from existing disciplinary faculty; Facilitation time for students who wish to participate; Formal and informal student interaction outside of discipline barriers, through student organizations The establishment of strong community partnerships, along with recognition of the role that community plays in the practice education of students

16 Interprofessional Education Pre-Licensure Collaborative Practice Post-Licensure Interdependent Need to train health professionals to practice collaboratively Need teaching settings with health professionals who practice collaboratively

17 Barriers to Interprofessional Education Culture Professional identity Accountability and expectations Clinical responsibility Academic schedule and load Availability of interprofessional education expertise and of educational content

18 Curricula Comparison Medicine (5 years)Nursing (4 years)Pharmacy (3 years) Knowledge Medical related knowledgeBasic Sciences (10 units) TCM (3 units) Basic Sciences (7 units) Psycho-social aspect of health Medicine ethics Psycho-social aspect of nursing (3 units) Health care policy and public health care system (3 units) Ethical and Legal Aspect of Nursing (3 units) Health promotion Health care system (3 units) Pharmacy ethics Health promotion Skills statistics IT literacy IT in nursing practice (3 units) Nursing Research (3 units) Pharmaceutical research methods & techniques(2 units) English communication and writing skills (1 course) Faculty language requirement Interviewing skills Discussion skills Management skills(3 units) Leadership skills Literature research skills counseling presentation skills (3 skill modules) non-verbal communication questioning active listening responding and public speaking Communication and Counseling Communication with other health care professionals Counseling (3 units) Attitude Development of long term relationship with client Caring for patients Team work

19 Status Few well controlled studies Mixed results Little direct evidence for persistent improvement or behavior change among learners

20 UCSF IPE Pilot Initiative 2008 Pharmacy students shadowed medical students –Responsibilities, priorities, and pressures of the medical student learning experience –Different levels. Expectations and perspectives within medicine –Collaboration of nursing and medical perspectives on patient care

21 Outcomes Improved efficiency, quality and safety of patient care “.. The right healthcare professional doing the right job at the right place…..” CUHK differentiates