Assessing Health Professional Education Workshop Summary (2014) / Chapter Skim
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Appendix D: Summary of Updates from the Innovation Collaboratives
Appendix D: Summary of Updates from the Innovation Collaboratives
Pages 125-146
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Known as innovation collaboratives (ICs) , these c ountry-based collaborations characterize innovators in health professional education through their demonstration projects that require different health professional schools to work together toward a common goal.
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. As ad hoc activities of the Global Forum, the ICs are amplifying the process of reevaluating health professional education globally so it can be done more efficiently and effectively, and it is hoped it will increase capacity for teamwork and health systems leadership.
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Through the foundational research, the CIHLC discovered that Canada contained a small number of leading collaborative leadership education programs for health care professionals. To reduce system redundancy and enhance existing opportunities, the CIHLC decided to partner with the University Health Network's (UHN's)
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for Program Delivery Taking into account the various modalities of course delivery and learner needs, the CIHLC has organized the course structure through the Blackboard LMS. This multilingual, internationally available platform will allow the Integrated CCL Program 2014–2015 to provide distance education through online tools such as webinars, act as a depository for m ultimedia and interactive resources for the learners, and provide online assessment tools for educators.
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and the IOM Global Forum conferences. For the most recent IOM Global Forum, the CIHLC created a poster titled Evaluating the CIHLC Collaborative Leadership Education Program.
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INDIA BUILDING INTERDISCIPLINARY LEADERSHIP SKILLS AMONG HEALTH PROFESSIONALS IN THE 21ST CENTURY: AN INNOVATIVE TRAINING MODEL PROGRESS REPORT (APRIL 2012 TO DECEMBER 2013) Sanjay Zodpey, M.D., Ph.D.
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Rationale for the Initiative Health professionals have made enormous contributions globally to health and development over the past century. 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.
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Table D-2 provides basic information of the three schools. Innovation Collaborative Activities -- Update The three partner institutes collaborated to address the major objectives of this initiative.
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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 interprofessional 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 long-term objective of this training model is its integration into the regular curriculum of the medical, nursing, and public health students, with an aim to develop interdisciplinary leadership skills among them. To align with the objectives of the Innovation Collaborative, the training model was pilot-tested on some in-service professionals and students across the three streams.
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Following the pilot trainings, a formal report was prepared by the working group and shared with the Global Forum at the IOM. 7. Revision of the training model Based on the feedback of the trainees, the training model was revised.
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, Stellenbosch University (SU) (South Africa)
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To institutionalize a culture of IPEP, three focus areas were identified (see Figure D-1) : FIGURE D-1 The interprofessional education and practice strategy at the Faculty of Medicine and Health Sciences, Stellenbosch University.
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and the core competencies for interprofessional col laborative practice (IPEC Expert Panel et al., 2011)
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Facilitators were appointed at each site to facilitate IPEP between students and the various health professions and to build the capacity of local health professionals to model interprofessional collaboration and practice. During their rural rotation, medical students worked with these health professionals in managing their patients interprofessionally.
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4. A total of 892 undergraduate health professions students at SU and the University of the Western Cape were trained during 2013 to apply the ICF framework as interprofessional approach to patient care and public health.
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(HC) Makerere University Defining competencies, developing and implementing an interprofessional training model to develop competencies and skills in the realm of health professions ethics and professionalism.
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3. To develop curriculum for interprofessional education for health workers and tutors in ethics and professionalism and pilot its implementation in partnership with the regulatory professional councils.
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. Prior to curriculum development, interprofessional competencies will be defined through stakeholder engagement and suggestions, building on the five competencies defined by the 2003 IOM report Health Professions Education: A Bridge to Quality.
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Interprofessional educational leaders' approaches to curriculum development and the use of learning theory. Journal of Interprofessional Care 27(1)
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Washington, DC: Interprofessional Education Collaborative. IPEC Expert Panel.
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