Core Interprofessional Education (IPE) health competencies: The process of adaptation and implementation for a local environment

Abstract

IPE: Interprofessional Healthcare Education (IPE) competencies provide the criteria against which to measure the capacity and capability of fully collaborative healthcare teams to learn and work together. Significant work already exists in the determination of IPE competencies across all disciplines. Although there is still a lack of agreement on a single set of shared core competencies, successive competency iterations enhance its development. IPE competencies need to take into account local and cultural contexts as recommended by WHO, ( 2010). Here we present a collaborative process that builds on existing competency development, assessing additional academic IPE needs. Core competencies: After the development of a set of shared core IPE competencies a two-day workshop was delivered to healthcare students from four professions. The results and feedback from students showed the value of the competencies. We discuss the evolving process through two major stages: (1) development of a model determining four shared core IPE domains, (2) the development and delivery of a set of IPE workshops explicitly and intentionally based on the model. This process is an example for the future development of IPE and IPP in any local setting. Results: Testing the developed IPE in specific workshops revealed that most clinical scenarios were on a similar standard but also showed a deficit in collaborative patient centered care, an aspect suggestive of deficient interprofessional contact and prioritization.

Delivering Tobacco Cessation Content in the Middle East Through Interprofessional Learning

“…The learning objectives of this activity were selected from the IPE shared competency domains and competency statements developed for Qatar context. 17 An introduction to the definition and misconceptions of IPE was discussed in an introductory lecture. During the IPE introductory session, students in groups were asked to explore each other's discipline, discuss why they chose their disciplines and the nature of their academic programs in terms of curricular structure and duration.…”

Qatar—Sustaining Interprofessional Collaboration in Collaborative Partnership with Other Universities

“…The model adopted as the base for the IPE activities was that of the University of British Columbia (UBC) with its three main levels: exposure, immersion and mastery (Charles, Bainbridge, & Gilbert, 2010;El-Awaisi, Wilby, et al, 2017). All learning outcomes for the IPE activities are based on the interprofessional shared competencies developed for the Qatar context which include: role clarification, interprofessional communication, shared decision making and patient centred care (Johnson et al, 2015). IPE is currently integrated across the professional years of the different curricula.…”

Interprofessional Competency Frameworks in Education

“…The shared domains of IPE competency include professional role clarification, Interprofessional communication, patient-centered care and shared decision-making (El-Awaisi et al, 2017). Johnson et al (2015) reviewed and researched the framework developed by QU's College of Pharmacy, as well as the Accreditation Council for Graduate Medical Education (ACGME) from the United States, the CIHC, and the Interprofessional Core Competency Framework (ICCF), both from Canada. One of the outcomes of the research was the development of the Core IPE Health Competencies, which is a set of core Interprofessional competencies applicable for post-secondary learners and licensed practitioners to serve local needs (Johnson et al, 2015).…”

“…It provided students the opportunity to hear from keynote speakers and participate in judged competitions in IPE framework competencies. [1] ACGME [2] CIHC [3] Interprofessional Core Competency Framework [4] College of Pharmacy (Johnson et al 2015) Application Understanding what shapes practice allows curriculum developers to build learning frameworks that incorporate learners and practitioners' competencies for success. It also helps educators set clear learning goals aimed at training competent collaborative practitioners.…”

“…The second framework of Interprofessional health competencies developed in Doha, Qatar originated from a National Priorities Research Project supported by the Qatar National Research Fund. It builds upon a model developed by Qatar University (QU) ( El-Awaisi et al, 2017 ) and the Canadian National Interprofessional Competency Framework for Collaborative Practice ( Johnson, et al, 2015 ). It provides guidance for implementation of IPE in pre- and post-licensure settings.…”