IPE: a vehicle to collaborative practice

Interprofessional education: a vehicle to collaborative practice – are we on track?

Author: JM FRANTZ

PRESENTATION OUTLINE

� Concerns related to IPE � The case of FCHS, UWC � How do we address the concerns? � Challenges and Benefits � Conclusion

INTRODUCTION

� There is widespread and growing belief and passion that IPE and IPP can be the vehicle to address the health and social problems of our society through collaborative approaches

CONCERNS RELATED IPE �  Identify what types of IPE is working now

and bring it to scale rapidly and merge educational reforms and practice (Thibault, 2012)

� Absence of an explicit theoretical framework suggests a disconnect between educational theories and their application to practice (Abu-Rish et al. 2012).

�  Inconsistent reporting of study settings, populations and outcomes for IPE activities (Abu-Rish et al, 2012)

CONSIDERATIONS FOR THE SUCCESS OF IPE

� Barr highlighted that there is a need to consider the paradigm shift from conceptualising IPE to operationalising IPE (Barr, 2013).

�  In addition, considerations also needs to be given to the possible conflicts between members of interprofessional teams from different disciplines (Aguilar et al 2014)

QUESTION

� How do we address the concerns related to IPE and IPP in South Africa and specifically within the Faculty of Community and Health Sciences at UWC where recourses are limited

The case of the University of the Western Cape, South Africa

HOW DO WE ADDRESS THE CONCERNS RAISED?

CONCERN 1: Absence of an explicit theoretical framework suggests a disconnect between educational theories and their application to practice

� UWC Conceptual Model based on Boyers Model of Scholarhsip

�  Scaffolding Model

The UWC conceptual model for IPE using Boyers Model

• Multidisciplinary approach to cases

• Collaboration between university and community organizations to address health and social needs

•  Real world dilemmas are used with authentic learning approaches

•  Community needs in the curriculum is a priority

• Advancing and discovering new interventions and applications for IPE

• Applying knowledge of IPE in a scaffolding manner

Scholarship of

Teaching

Scholarship of

Discovery

Scholarship of

Integration

Scholarship of

Application

SCAFFOLDING MODEL

Interprofessional practice in the real settingand research

Interprofessional theory courses in

years 2

Interprofessional theory courses year 1

Concept disucssioons in the world café

format providing Ipe opportunity

World café format to discuss case studies and role clarification

Faculty development FGD in year 1

CONCERN 2: Inconsistent reporting of study settings, populations and outcomes for IPE activities

� The design and implementation of inter-professional learning activities to improve inter-professional education and practice in South Africa is on the increase and is being discussed at various local, national and international forums.

�  South Africa embraces the primary health care approach which aims to respond equitably to basic health care needs and also address the underlying social, economic and political causes of poor health.

NATIONAL HEALTH PLAN

� The underlying philosophy for restructuring the health system was the PHC approach and it places emphasis on comprehensive promotive, preventive, rehabilitative and curative care.

WHY THIS COMPREHENSIVE PLAN?

�  South Africa faces a quadruple burden of diseases that will only be addressed if there is adequate resources for all programmes and interventions thus IPE and IPP as a vehicle for high quality care across all settings

� However the challenge is that resources does not match the needs of society.

� Can higher education institutions train health professionals that can make a difference?

CONCERN 3: Conceptualizing IPE vs Operationalising IPE

� According to Barr (2013) in order to overcome the barriers to operationalising IPE the following key principles are important: ◦ 1. Planning together ◦ 2. Incorporating different approaches to learning ◦ 3. Incorporating different disciplines into one faculty

PLANNING TOGETHER AS A FACULTY

PLANNING TOGETHER WITH OTHER STAKEHOLDERS

INCORPORATING DIFFERENT APPROACHES TO LEARNING

Case group discussions

World Café

Case studies

INCORPORATING DIFFERENT DISCIPLINES INTO ONE FACULTY

Faculty of Community and Health Sciences

Public health

Occupational Therapy

Nursing

Sports and Exercise

Natural Medicine Psychology

Physiotherapy

Dietetics

Social Work

HAVE WE GOT IT RIGHT?

CHALLENGES

� Lack of buy-in from all the disciplines �  Individual professionalism and identity

protection � Logistics � Resources in the final phase of

implementation in terms of community settings

BENEFITS �  Interdisciplinary faculty and all disciplines

are readily available � Directive from the management to put IPE

and IPP on the faculty agenda and drive it as a focus area

� Better understanding amongst students of the different roles

�  Faculty development initiatives in the faculty demonstrate the principles and competencies of IPE (teamwork, roles and responsibilities and communication)

BENEFITS CONTINUED

�  IPE competencies incorporated into the graduate attributes of the institution.

CONCLUSION �  Support from the management to drive the IPE

agenda is beneficial �  Theoretical implementation of IPE is easier but

IPP can be facilitated � A holistic approach to IPE includes teaching,

research, integration and application � A champion to drive the process is essential �  Starting from year 1 and building to the actual

practical implementation contributes to a better understanding

�  Role modeling through faculty development initiatives assists the process

THANK YOU