The Health Care Team Challenge™: Developing an international interprofessional education research collaboration

Abstract

THE HEALTH CARE TEAM CHALLENGE TM : DEVELOPING AN INTERNATIONAL INTERPROFESSIONAL EDUCATION RESEARCH COLLABORATIONInterprofessional education (IPE) to improve and increase interprofessional collaborative practice (IPC) has been documented for over 50 years in Canada, but it is within the last 15 years that it has gained attention in research, education and practice contexts. IPE is defined as two or more professions that learn with from and about each other to improve collaboration and the quality of care (Caipe 2002). Early drivers for a renewed interest in IPE and IPC derive from an emerging interest in new health service delivery models such as integrated care clinics and primary health care and IPE and IPC have taken centre stage nationally and globally. Research evidence is emerging (Baker, 2010) which demonstrates the value of IPC in areas such as harm reduction, reduced length of stay, sustainable health outcomes, and staff recruitment and retention. Most education programs are starting to embed IPE in their entry-level curricula and increasing attention to continuing professional develop is emerging.The barriers and curricular challenges remain. Entry-level curricula are crammed and lack the flexibility and nimbleness required to identify common learning times; student clinical placements across the professions are not aligned and make it difficult to locate interprofessional groups of students in any given practice setting; faculty and preceptor development for interprofessional teaching is rarely highlighted; student value of IPE is weakened when IPE is not mainstreamed in curricula; human, financial and space resources are stretched and IPE often falls to the lower priority levels. A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT 3Other documented barriers include professional regulatory requirements, non-existent institutional policies that allow sharing of course credits across programs or universities, lack of senior management/ administrative commitment, poor understanding of other professions and separate professional languages (Moran et al, 2007).In reality we have a conundrum. In response to the emerging evidence that collaborative practice among health care providers does improve quality of care and patient outcomes, IPE is viewed as an essential educational process aimed at developing interprofessional collaborative practice capabilities (Barr and Ross, 2006;Baker, 2010). Government agencies, academic accrediting councils, health professions organizations and the literature stress the need for IPE (Baker, 2010), yet evidencedbased suggestions as to how this should be accomplished are only slowly emerging.Innovative interprofessional learning opportunities are needed to ensure that students actively participate (Moran et al, 2007). Yet currently the literature lacks strategies that foster collaborative learning among professions that are versatile and easy to implement locally and internationally. implementing IPE programs will occur that encourages students to engage in collaborative p...

Reconceptualising Health Professions Education in South Africa

“…With regard to educational programmes, Newton et al (2015) add the following barriers: overloaded, inflexible curricula; lack of credit portability between courses, lack of alignment of clinical placements; lack of facility and preceptor development for IPE; IPE not mainstreamed or prioritised; human, financial and space resource constraints; (outmoded) education policies and overall lack of commitment. In particular, curricula are criticised for being rigid, 'siloed' and timetable bound.…”

“…The enablers (Fig. 6.5) are less well researched, however, they are widely recognised as the stimulus for the promotion of IPE success and sustainability (Matthews et al, 2011) Although research evidence is emerging in this field, for example, evidence that demonstrates the value of IPC in areas such as harm reduction, reduced length of stay, sustainable health outcomes, and staff recruitment and retention (Newton et al, 2015), there are substantial gaps in conclusive, methodologically sound evaluation research. Brandt et al (2014) in a review that examined literature from 2008 to 2013, point out that "Despite a four-decade history of inquiry into IPE and/or collaborative practice, scholars have not yet demonstrated the impact of IPE and/or collaborative practice on simultaneously improving population health, reducing healthcare costs or improving the quality of delivered care and patients' experiences of care received" (p. 393).…”

“…The role of students in IPE as well as a need for greater understanding of the patient/ family role was emphasised by Newton et al (2015) and Casimiro et al (2011). Newton et al (2015) also indicated the need for further research on the impact of cultural variables in team development and in patient/healthcare provider relationships. kent and keating (2015) indicated a need for more understanding of how to measure student outcomes in IPC clinical settings.…”

Interprofessionality in the model courses of study for healthcare and nursing professions in North Rhine-Westphalia, Germany / Interprofessionalität in den Modellstudiengängen der Pflege- und Gesundheitsberufe in Nordrhein-Westfalen

“…Somit orientieren sich die Entwicklungen der Modellstudiengänge im Hinblick auf Interprofessionalität an internationalen Studienmodellen (Fernandes et al, 2015;Herrmann et al, 2015;Newton et al, 2015;Systma et al, 2015;Liaw et al, 2014;Wilhelmsson et al, 2009 (Sukhdeep, A. et al, 2017;Walkenhorst, 2016). Aus der didaktischen Perspektive bestimmen die Fokussierung auf das gewünschte Lernergebnis sowie die Voraussetzungen der Studierenden die Auswahl von Methodik, Setting und Zeitpunkt (Bergstermann et al, 2013 Fernandes et al, 2015;Herrmann et al, 2015;Newton et al, 2015;Systma et al, 2015;Liaw et al, 2014;Wilhelmsson et al, 2009). Des Weiteren werden Methoden mit hohem Praxisbezug als besonders effektiv beschrieben (Herrmann et al, 2015;Liaw et al, 2014;IPEC, 2011 (Cohen et al, 2015;Fernandes et al, 2015;Herrmann et al, 2015;Systma et al, 2015;Liaw et al, 2014, Wilhelmsson et al, 2009).…”

“…Eine interprofessionelle Ausbildung der Gesundheitsberufe gilt als innovative Strategie, um die Zusammenarbeit der Gesundheitsberufe zu fördern, dadurch das Gesundheitssystem zu stärken und bessere Ergebnisse an Patienten/-innen zu erzielen (WHO, 2010). International liegen viele effektive Modelle interprofessioneller Hochschul-Ausbildung in den Gesundheitsberufen vor (Fernandes et al, 2015;Herrmann et al, 2015;Newton et al, 2015;Reeves, 2015;Systma et al, 2015;Liaw et al, 2014;Wilhelmsson et al, 2009 (IPEC, 2011;WHO, 2010). Klinische Outcomes werden häufig mit interprofessionellem Lernen in der praktischen Arbeit mit Patienten/-innen assoziiert (IPEC, 2011).…”