The McGill Educational Initiative in Interprofessional Collaboration: Partnerships for patient & family centered pr

1. TheMcGill Educational Initiative in Interprofessional Collaboration: Partnerships for patient & family centered practice Margaret Purden, N, Ph.D. David Fleiszer, M.D. Hélène Ezer, N, Ph.D. Jeffrey Wiseman, M.D., M.Ed. Yvonne Steinert, Ph.D. Bruce Shore, PhD Aliki Thomas, OT, PhD (C) Liliane Asseraf Pasin, PT, Ph.D. (C) Kathryn Carnaghan-Sherrard, N, M.Sc.A Linda Snell, M.D. Nancy Posel, N, M.Ed

2. The McGill Educational Initiative in Interprofessional Collaboration:Partnerships for Patient & Family-Centred PracticeThe Who, Why, What & How

3. Interprofessional Collaboration: Who at McGill? Institutional Lead: The Faculty of Medicine School of Medicine School of Nursing School of Physical and Occupational Therapy & School of Human Communication Disorders Clinical Partners: The McGill University Health Centre The SMBD Jewish General Hospital

4. Interprofessional Education: Who in Canada? University of British Columbia Building Capacity and Fostering System Change Dr. Grant Charles Calgary Health Region: Creating an Interprofessional Learning Environment through Communities of Practice - Dr. Esther Suter University of Saskatchewan: Patient Centre Interprofessional Team Experiences Dr. E.L. Harrison University of Manitoba: Interprofessional Education for Geriatric Care Dr. Ruby Grymonpre

5. Interprofessional Education: Who in Canada? Queen's University: The QUIPPED Project Dr. Medves Ontario Council of Universities: Institute of Interprofessional Health Sciences Education Mrs. Marge Harrington University of Toronto: The SCRIPT Program Dr. Catharine Whiteside

6. Interprofessional Education: Who in Canada? Universite Laval: Le Patient au Coeur de Nos Actions: Mieux se Former Pour Mieux Collaborer Dr. André Bilodeau Dalhousie: Seamless Care: An Interprofessional Education Project for Innovative Team-Based Transition Care Dr. Judith McFetridge-Durdle Memorial University of Newfoundland: Collaborating for Education and Practice: An Interprofessional Education Strategy for Newfoundland and Labrador Dr. Vernon Curran

7. Interprofessional Education: The Why • Complexity of care • Rising expectations • Professional proliferation • Students want to know • Community based care • Teamwork • Interprofessional conflict • New models of practice • Legislation & redefinition of professional roles • Effectiveness of interprofessional practice

8. Interprofessional Education: The Why Mounting evidence that Collaborative Practice improves outcomes in a number of patient populations studied to date. • Geriatrics, ER care for abused women, STD screening, Adult immunization, fractured hips & neonatal ICU care, depression care, and in simplifying medications (Zwarenstein et. al. 2004)

9. Systematic Review of Recent Trials of Effective Collaboration Interventions

10. Systematic Review of Recent Trials of Effective Collaboration Interventions

11. Systematic Review of Recent Trials of Effective Collaboration Interventions

12. Interprofessional Patient-Centred Practice The active participation of different professional groups in decision making and delivery of patient and family centred care. It is responsive to patient and family goals, opens mechanisms for continuous communication and fosters mutual respect among professionals”

13. Interprofessional Education Occasions when two or more professions learn from and about each other to improve collaboration and the quality of care Source: CAIPE (UK Centre for the Advancement of Interprofessional Education), 1997

14. Interprofessional Education • A new name • An evolving idea

15. The Nature of Collaboration

16. Interprofessional Education • Many methods of implementation

17. Interprofessional Education: The “What” at McGill ? Beliefs /Assumptions • Responsive to needs of patients and families • Partnerships between educators and clinicians for IP education and practice • Student involvement in planning and implementation • Collaboration as an expanded concept • Principles of adult learning • Institutional supportis essential for sustainability

18. What are Our Unique Strengths • Students who want to understand the roles of other professionals • Practitioners across all professions who are skilled in IPP • Support of educational leaders • Well developed Joint Appointment System

19. What are Our Challenges • Silo approaches to education • Respecting professional identities • Logistical considerations • Mapping across curricula • Resistance to change • Bridging learning and practice environments • Maintaining support of educational leaders

20. Interprofessional Education: The “How” at McGill ? • Promoting commitment and understanding of IPE and IPP among faculty, clinical teachers & clinicians • Develop and utilize learning resources that facilitate interprofessional education • Mount a comprehensive program for IPE delivered within and across programs • Identify exemplar learning environments that enable and enhance IPE and IPP

22. Project Timeline

24. Interprofessional Education: The “How” at McGill ? The Process 12. Broadening 11. Growth 10. Cooperation 9. Fine-Tuning 8. Development 7. Agreement 6. Negotiation 5. Examination 4. Proposition 3. Selection 2. Decision Scheuing (1994), The Power of Strategic Partnering. 1. Need