Apa yang membedakan interdisiplin dengan interprofessional?

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 1

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? 2

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. . ? 3

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) 4

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

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 (communitybased) (D. Lee) • Collaborative practice (hospital-based) (J. Sung) 6

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? 7

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 8

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. 9

Health Professional Learner Competencies Knowledge Roles Skills Communication Reflection Attitude Mutual respect Open to trust Willing to collaborate 10

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 11

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 problembased learning strategies 12

J Interprofessional Care, 2005 13

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

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 15

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

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 17

Curricula Comparison Medicine (5 years) Knowledge Skills Attitude Nursing (4 years) Pharmacy (3 years) Medical related knowledge Basic 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 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) Development of long term relationship with client Caring for patients Team work 18

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

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 20

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