Establishing Transdisciplinary Professionalism for Improving Health Outcomes Workshop Summary (2014) / Chapter Skim
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Appendix C: Summary Updates from the Innovation Collaboratives
Appendix C: Summary Updates from the Innovation Collaboratives
Pages 145-160
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From page 145... ...
The four ICs were selected by IOM leadership through a competitive application process that provides for certain benefits on the forum. These benefits include • the appointment of one innovation collaborative representative to the IOM Global Forum; • time on each workshop agenda to showcase and discuss the IC's project with leading health interprofessional educators and funding organizations; • written documentation of each collaborative's progress summa rized in the Global Forum workshop summaries published by the National Academies Press; and • remote participation in Global Forum workshops through a video feed to the collaborative's home site.
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From page 146... ...
. As ad hoc activities of the Global Forum, the ICs are amplifying the process of reevaluating health professional education globally so that it can be done more efficiently and effectively and so that it will create increased capacity for task sharing, teamwork, and health systems leadership.
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From page 147... ...
The CIHLC is in the process of creating • a community engagement toolkit, • an evaluation framework to measure program quality and impact, and • a searchable repository of existing leadership programs. Key Developments: May–October 2013 Design of the CIHLC Education Program Through an iterative process, the CIHLC has designed the Collaborative Leadership pilot program.
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From page 148... ...
Learners participating in the pilot test will be asked to provide ongoing feedback that will be used to improve the program to better meet the needs of the learners and support system transformation. As part of its own reflective processes, the CIHLC recently conducted a process evaluation to provide greater insight on the CIHLC team functioning.
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INDIA Sanjay Zodpey, M.D., Ph.D. Public Health Institute of India Building Interdisciplinary Leadership Skills Among Health Professionals in the 21st Century: An Innovative Training Model Progress Report (April 2012–July 2013)
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The demand of 21st-century health professional education is mainly transformational, aiming to help the professionals strategically identify emerging health challenges and innovatively address the needs of the population. The need of the hour in India is to amalgamate the skills and knowledge of the medical, nursing, and public health professionals and to develop robust leadership competencies among them.
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Zahir Quazi constituent college Wardha District, Mishra under Datta Maharashtra State, Meghe Institute India of Medical Sciences (Deemed University) Symbiosis College Symbiosis College Col.
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Published evidence, both global and Indian, was included in the literature search to look for key interdisciplinary leadership competencies, the need for an interdisciplinary training of health professionals and the current scenarios in inter rofessional p health education. The literature search strategies included journal articles from electronic databases, medical journals, grey literature, newspaper articles, and papers presented in conferences.
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The aim of the group discussions was to train them to innovatively apply interdisciplinary leadership competencies in their local health care settings. At the end of the pilot trainings, the trainees were asked to fill out a feedback form about various aspects of the training.
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TABLE C-3 Innovation Collaborative Activities -- Update Summary Activity Current Status Remarks Constitution of the Completed Team formed comprising of members Collaborative from three partner institutes Constitution of the Technical Completed Regular meetings held and advice sought Advisory Group (TAG) from members regarding project Conducting a literature review Completed Report has been shared with the Institute of Medicine (IOM)
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Julia Blitz, M.B.B.Ch., MPraxMed Marietjie de Villiers, Ph.D., M.B.Ch.B., M.Fam.Med. Stellenbosch University South African Partnership on Innovation in Health Professional Education Update from the Leadership Team The South African collaborative involves Stellenbosch University, the University of the Western Cape, and the University of the Free State collaborating on two overlapping yet distinct projects in innovation in health professional education.
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From page 156... ...
As far as training needs, there was need for formal programs, but much more important is the need for role models and, specifically, for a structured mentorship program. Facilitate CommunicaƟon change Create enabling Accountability environment Planning and Empower intenƟonality Role-model Leadership strategies Value-based and mentor Inclusive, Acknowledge collaboraƟve, and reward interdependent Balanced life Conflict Contextualize: management also culture FIGURE C-1 Stellenbosch University leadership strategies.
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From page 157... ...
has defined professionalism as "a set of values, behaviors, and relationships that underpin the trust the public has in doctors." This definition can be extended to embrace all types of health workers. Overall aim: To prepare a future workforce committed to practicing to a high degree of ethics and professionalism and performing effectively as part of an interprofessional health team with leadership skills.
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From page 158... ...
Through this engagement, the collaborative will define the extent of the problem (unethical and unprofessional practices among nurses, doctors, public health workers, and other health professionals) and identify the necessary interventions, including the required competencies and interprofessional training approaches that will address the gaps as well as the necessary post-training support to ensure the institutionalization of ethics and professionalism among health professionals in Uganda.
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:863–875. Interprofessional Education Collaborative Expert Panel.
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From page 160... ...
2010. Establishing incidence of health provider absenteeism in Bushenyi District.
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