Enhancing interprofessional education and practice: Development and implementation of a new graduate-level course using the international classification of functioning, disability, and health

Nguyen, Tram; Fayed, Nora; Gorter, Jan Willem; MacDermid, Joy C.

doi:10.3109/13561820.2016.1139557

Cited by 9 publications

(12 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There was no formal IPE training undertaken by the participants and acquired the skills for inter‐professional practice through experience whilst already in the workforce. Consistent with literature our findings infer that IPE programs should ideally be tailored to the specific audience and factor in rurality and specific needs of students involved 19,20 . The process of conducting IPE is a crucial consideration when developing an effective training program 21 .…”

Section: Discussionsupporting

confidence: 86%

Rural disability workforce perspective on effective inter‐disciplinary training—A qualitative pilot study

Mangiameli

Hamiduzzaman

Lim

et al. 2021

Australian J Rural Health

View full text Add to dashboard Cite

Objective Inter‐professional education is a growing area of importance that enables training of health care professionals and students to develop skills in collaborative clinical practice, a critical aspect of disability care. However, research is limited on appropriate on‐site inter‐professional training for the rural and remote disability workforce. This paper aims to explore the features of an effective inter‐professional training approach for rural disability workforce. Setting Riverland, South Australia. Participants Clinical educators, allied health professionals, health and service providers and students. Design A qualitative‐explorative research design, involving focus group discussion and a thematic analysis method were employed in this study. Participants of the focus group discussion completed a capacity building training program centred on inter‐professional education, cultural‐safety and the National Disability Insurance Scheme. National Disability Services Social Impact Measurement Tool was used to evaluate and explore the features of effective inter‐professional training program for existing and emerging disability workforce in rural regions. Results Four themes emerged from data analysis: inter‐professional education focus; structured inter‐professional training; building collaborative learning environment; and culturally appropriate care practice. Inter‐professional supervision was identified as a key enabler for capacity building in an area with limited health workforce. Inter‐agency collaboration and professional network were identified as important elements to support disability health workforce retention and the transition from novice to practitioner. Prior knowledge about the needs of persons with disability and empathetic relationships influenced the quality of practice. Conclusion In situ training programs, which provide real‐life rural practice context and harness inter‐agency collaboration, improve effectiveness of rural disability workforce readiness for practice.

show abstract

Section: Discussionsupporting

confidence: 86%

Rural disability workforce perspective on effective inter‐disciplinary training—A qualitative pilot study

Mangiameli

Hamiduzzaman

Lim

et al. 2021

Australian J Rural Health

View full text Add to dashboard Cite

show abstract

“…Since completion of this study, the WHO ICF model has been applied as a biopsychosocial framework across all fields of physiotherapy in our undergraduate programme. Support for such implementation is also found in the health professional education literature (Campbell, Guptill, Stephenson, & Campbell, 2006;Fayed, Gorter, & MacDermid, 2016;Jones, 2011;Jones, 2019). Furthermore, considering the context of New Zealand, the Te Whare Tapa Whä model of health care (Ministry of Health, 2017) is applied from the start of Year 2 to emphasise clinical reasoning and practice centred on the holistic health and well-being of the person.…”

Section: Discussionmentioning

confidence: 81%

Developing a framework for teaching clinical reasoning skills to undergraduate physiotherapy students: A Delphi study

Sole¹,

Skinner²,

Hale³

et al. 2019

NZJP

View full text Add to dashboard Cite

Students may find it confusing when methods and principles of clinical reasoning vary in different parts of a curriculum. A consistent framework between laboratory and clinical practice, and across the curriculum should be designed to facilitate student learning. The aim of this study was to identify key elements that academic and teaching staff consider to be important for teaching clinical reasoning to undergraduate physiotherapy students at the University of Otago, New Zealand. Educators (n=41) involved in Year 2 to 4 teaching for at least one academic year across the School of Physiotherapy's centres and hubs were invited to participate. A Delphi study was used to reach consensus about principles of clinical reasoning. There was consensus that clinical reasoning is an ongoing, complex and systematic process that is both collaborative and interactive. The World Health Organization International Classification of Function was the model considered most relevant for students to both gather and interpret information from the patient, and to plan and apply management. While students are expected to rely mainly on hypothetico-deductive reasoning systems, pattern recognition may develop with integration of theoretical knowledge and clinical practice. This project enabled physiotherapy educators to share information across their different geographical and contextual areas, and to reach consensus about elements considered important for teaching clinical reasoning to undergraduate students. G., Skinner, M., Hale, L., & Golding, C. (2019). Developing a framework for teaching clinical reasoning skills to undergraduate physiotherapy students: A Delphi study. Sole,

show abstract

“…, 18 The value of the ICF in interprofessional practice and research has gained international recognition. It has demonstrated strengths in the promotion of a comprehensive perspective on health, ease in the application of this theory to practice, and the ability to enhance communication and collaboration across HCPs 19 . The ICF has been a catalyst for interprofessional education and collaborative practice in other neurological health conditions 20 …”

Section: Methodsmentioning

confidence: 99%

“…It has demonstrated strengths in the promotion of a comprehensive perspective on health, ease in the application of this theory to practice, and the ability to enhance communication and collaboration across HCPs. 19 The ICF has been a catalyst for interprofessional education and collaborative practice in other neurological health conditions. 20 Table 1 describes the four domains of the ICF framework and the corresponding recommended CDEs for Ontario TC within each domain.…”

Section: The International Classification Of Functioning Disability Amentioning

confidence: 99%

Common Data Elements for Concussion in Tertiary Care: Phase One in Ontario

Hunt

Michalak

Ouchterlony

et al. 2017

Can. J. Neurol. Sci.

View full text Add to dashboard Cite

Background: Standardized data collection for traumatic brain injury (TBI) (including concussion) using common data elements (CDEs) has strengthened clinical care and research capacity in the United States and Europe. Currently, Ontario healthcare providers do not collect uniform data on adult patients diagnosed with concussion. Objective: The Ontario Concussion Care Strategy (OCCS) is a collaborative network of multidisciplinary healthcare providers, brain injury advocacy groups, patient representatives, and researchers with a shared vision to improve concussion care across the province, starting with the collection of standardized data. Methods: The International Framework of Functioning Disability and Health was selected as the conceptual framework to inform the selection of CDEs. The CDEs recommended by the OCCS were identified using key literature, including the National Institute of Neurological Disorders and Stroke-Zurich Consensus Statements for concussion in sport and the Ontario Neurotrauma Foundation Concussion/mTBI clinical guidelines. Results: The OCCS has recommended and piloted CDEs for Ontario that are readily available at no cost, clinically relevant, patient friendly, easy to interpret, and recognized by the international scientific community. Conclusions: The implementation of CDEs can help to shift Ontario toward internationally recognized standard data collection, and in so doing yield a more comprehensive evidence-based approach to care while also supporting rigorous research.RÉSUMÉ: Éléments de données communs concernant le traitement des commotions cérébrales dans les centres de soins tertiaires : la première phase en Ontario. Contexte: En utilisant des éléments de données communs (common data elements), la collecte normalisée de données au sujet des lésions cérébrales traumatiques (LCT), ce qui inclut les commotions cérébrales, a pu renforcer les soins cliniques et les capacités de la recherche aux États-Unis et en Europe. Au moment où l'on se parle, les fournisseurs ontariens de soins de santé ne collectent pas de données uniformes en ce qui concerne les patients adultes chez qui on a diagnostiqué une commotion cérébrale. Objectifs: La Ontario Concussion Care Strategy (OCCS) est un réseau coopératif qui rassemble des fournisseurs multidisciplinaires de soins de santé, des groupes de défense des personnes ayant subi des lésions, des représentants des patients et des chercheurs qui partagent une vision commune quant à la nécessité d'améliorer, partout dans la province, les soins prodigués à la suite d'une commotion cérébrale. Cela commence, selon eux, par une collecte normalisée de données. Méthodes: Nous avons choisi la Classification internationale du fonctionnement, du handicap et de la santé (CIF) à titre de cadre conceptuel sur lequel devait reposer la collecte de nos éléments de données communs. La OCCS a recommandé ces éléments en s'appuyant sur des publications clés, par exemple celles du National Institute of Neurological Disorders and Stroke, sur les énoncés du consensu...

show abstract

Enhancing interprofessional education and practice: Development and implementation of a new graduate-level course using the international classification of functioning, disability, and health

Cited by 9 publications

References 6 publications

Rural disability workforce perspective on effective inter‐disciplinary training—A qualitative pilot study

Rural disability workforce perspective on effective inter‐disciplinary training—A qualitative pilot study

Developing a framework for teaching clinical reasoning skills to undergraduate physiotherapy students: A Delphi study

Common Data Elements for Concussion in Tertiary Care: Phase One in Ontario

Contact Info

Product

Resources

About