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Appendix D: Summary of Updates from the Innovation Collaboratives
Pages 153-170

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From page 153...
... 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.
From page 154...
... . 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.
From page 155...
... Recruitment and Selection of Participants The goal of the integrated CCL program is to develop people to lead health system transformation and enable socially accountable change in their community; therefore, the targeted learners were senior and highpotential leaders across practice and education. The two program partners selected participants by direct recruitment through each of the four CIHLC partner sites outside of Toronto and through the CCL call for applications open to Canadian and international health leaders, largely focusing on Toronto-based organizations affiliated with UHN.
From page 156...
... Knowledge Dissemination and Knowledge Transfer Strategy The CIHLC submitted several scholarly pieces for publication in reputable journals and books and is preparing several additional articles and book chapters pertaining to the research and program development for publication. Published scholarly work and other knowledge dissemination and knowledge transfer activities can be found at the following link: http:// cihlc.ca/research (English)
From page 157...
... To reach this goal, common leadership skills must be looked for among students applying for health professional education, including medical, nursing, and public health professionals (Chadi, 2009)
From page 158...
... Conceptualization and piloting of an interprofessional training model to develop physician, nursing, and public health leadership skills relevant for the 21st-century health system in India Partners of the Innovation Collaborative The Innovation Collaborative is a partnership among the following three schools: • Public Health Foundation of India, New Delhi: public health institute; • Datta Meghe Institute of Medical Sciences, Sawangi, Wardha: med ical school; and • Symbiosis College of Nursing, Pune: nursing school. These schools teamed up to further the objective of the Innovation Collaborative.
From page 159...
... Jayalakshmi N., Principal, Symbiosis College of Nursing, and Dr. Vedprakash Mishra, Pro-chancellor, Datta Meghe Institute of Medical Sciences as Regional Program Leads.
From page 160...
... The trainings are aimed at health professionals across the country from the medical, nursing, and public health fields. 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.
From page 161...
... 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 TABLE D-3  Participants at Training Workshop Participants from Medical, Total Name of Institute Nursing, and Public Health Participants State Institute of Health 11 medical, 4 nursing, 1 public 16 Management and health Communication, Gwalior (SIHMC)
From page 162...
... 2. The collaborative will also present the findings of the initiative to the Global Forum on Innovation in Health Professional Education.
From page 163...
... APPENDIX D 163 TABLE D-4  Innovation Collaborative Activities -- Update Summary Activity Current Status Remarks Constitution of the Completed Team formed comprising collaborative members from three partner institutes Constitution of the technical Completed Regular meetings held and advice advisory group sought from members regarding project Conducting a literature review Completed Report was shared with the IOM Expert group meetings and Completed Inputs taken from experts from consultation the field Developing training model Completed Training manual was shared with the IOM Piloting the training model Completed Trainings were completed in May 2013 Preparation of report based on Completed A formal report was prepared and pilot findings shared with the IOM Finalization of training model Completed The training model has been revised to incorporate the changes suggested by the participants of the pilot trainings and inputs of the TAG members Manuscript submission to Ongoing peer-reviewed journal Trainings on Leadership in First batch conducted at IIPHD, PHFI in April 2014. Health and Development Second round to be conducted in August 2014.
From page 164...
... This is in keeping with the South African Department of Health Human Resources for Health Strategy 2012/13–2016/17, which seeks to implement a rural health strategy to attract and retain health professionals in rural areas (SA Department of Health, 2011)
From page 165...
... These activities include joining community care workers on home visits, interviewing patients and health facility staff, visiting local community organizations, and observing health care professionals in local health care facilities. When they return to FMHS, students reflect on their learning experiences in their groups.
From page 166...
... (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.
From page 167...
... 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.
From page 168...
... . 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.
From page 169...
... Washington, DC: The National Academies Press. IPEC (Interprofessional Education Collaborative)
From page 170...
... BMC International Health and Human Rights 11(Suppl 1)


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