EFPC congress G ő teborg 2012 Interprofessional Education for Primary Care Professionals

1

EFPC congress Gőteborg 2012 Interprofessional Education for

Primary Care Professionals

L. van Amsterdam

Interprofessional Education (IPE)

2

Developing EFPC Position Paper Coordination by Jan van Es Institute

3

The importance of interprofessional education (IPE)

- support conditions for better population oriented and people centeredness and the outcome and quality of care

- challenge how to reconstruct and transform organisations into ones with better collaboration aiming towards more efficiency and effectiveness.

4

problem? urgency?what future demands?

- High quality affordable healthcare- For an ageing population - An ageing workforce- Shift from problem orientend to goal oriented

primary care

5

Definition IPEInterprofessional education (IPE)

occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care. (CAIPE, 2002)

6

The scope of IPE

“...includes all such learning in academic and work based settings before and after qualification, adopting an inclusive view of "professional".

7

   The Lancet Report (2010) focuses on ‘transformative learning’

as to - prepare not only scientists or

professionals, but- also prepare ‘change agents’

‘triple-loop learning’ (Argyris) is effective on three levels:- learning from action- learning from thinking- learning from wanting and thus get the feel you are the

owner of change.

8

Core competencies for Interprofessional Education en interprofessional

collaborative practice(IPEC 2012) (1)

- define and teach interprofessional competencies

- make it part of the learning process, engage students of different professions in interactive learning with each other

9

Core competencies for Interprofessional Education en interprofessional

collaborative practice(2)

- build on each profession’s expected disciplinary competencies

- to work effectively as members of clinical teams while students is seen as fundemental

10

Evidence(Jill Thistlethwaite, 2012) (1)

- learning together enhances future working together

- IPE fosters positive interaction among different professions

- IPE improves attitudes towards other professionals

11

Evidence (2)

- IPE initiatives are diverse - good evaluation methodology

and data are limited

12

Problems, barriers, solutions (1)

- professional accreditation organizations mandate only for their own professions

- Make multidisciplinary accreditation for joint efforts possible

13

Problems, barriers, solutions (2)

- the way the educational system is constructed- hard to come to agreements on

interprofessional and multidisciplinary educational program

14

Problems, barriers, solutions (3)

- cultural differences between the professions, each focusing on their own domain (silo)

- focus more on communication and collaboration between professionals

- make better use of existing integrated settings for IPE (act as change agents)

Some examplesCultural barriers

Kazachstan: become ‘friends’ first

Netherlands: breaking down hierarchical barriers

Albania: experience interference or cooperation

Successful examples:

Sweden: broadening medical training gp’s & other

Netherlands: house of multi-disciplinary practice

Legal & financial barriers

Hungary: practice nurse, 15 years experience in primary care = still illegal

Italy: gp’s & nurses teams for chronic diseases, works fine, financing stopped = teams stopped

Switzerland: there must be a need for cooperation = too many patients, not enough doctors

04/22/2326-07-10 15

16

Definition of professional integration:(Pim Valentijn, JvEI, 2012)

“Interprofessional partnerships with shared accountability arrangements for the delivery of services to a defined population”

17

18

Paradigmashift and a multi-national approach (1)

- develop a shared understanding

- gather good examples, practice based evidence

- national and international literature

19

Paradigmashift and a multi-national approach (2)

- to further identify supportive and detracting indicators

- develop mutual power of change- put lessons into practice

How to influence change on the different levels?

Cultural / personal level

System level:

Legal and financial levels

Educational level:

04/22/2326-07-10 20

21

Discussion1. Tell us your own experience

2. Successful strategy 3. Other fields of exploration

22

Jan van Es Institute: Netherlands Expert Centre for Integrated Primary Care

MissionThe Jan van Es Institute is the independent centre of expertise of

integrated primary care that bridges the gap between science and practice. It focuses on continuously improving, translating and disseminating

knowledge, about the organisation of integrated primary and community-oriented health care. The goal is to achieve better coherence in care, in order to obtain better outcomes for patients, professionals and society.

VisionThe Jan van Es Institute contributes to expand and disseminate existing and new knowledge based on scientific and practical research. Lessons learnt based on practical experience are translated into new research

questions and knowledge. The generated knowledge is transformed into practical tools for care providers, purchasers of care, policy makers and

patients / consumers.www.jvei.nl

For the international embedding there is a cooperation with the European Forum for Primary Care; wwwl.euprimarycare.org