8 l 4 snyman et al - icf and ipep - amee 2013

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  • FMHS revisit IPEP strategy: Activities, but not ingrained Philosophy/Culture.Are our graduates able to effectively work in IP en TP teams to improve pt outcomes and to improve health systems in reaching equity in health
  • Students took greater ownership for holistic patient-centred careStudents committed to IP biopsychosocialspiritual model of care, questioning the outdated, traditional biomedical approach still modelled in most medical schools.Students were able to integrate ethical and human rights issues in patient care. Students appreciated and took an interest to work in a rural and community-based setting after graduation.Students startedIP community projects in response to gaps identified by applying the ICF framework while caring interprofessionally for patients.
  • 8 l 4 snyman et al - icf and ipep - amee 2013

    1. 1. Sentrum vir Gesondheidsberoepe Onderwys  Centre for Health Professions Education Fakulteit Geneeskunde en Gesondheidswetenskappe  Faculty of Medicine and Health Sciences International Classification of Functioning, Disability and Health (ICF): An Interprofessional Care/Collaboration Framework for transformative interprofessional education. Dr Stefanus Snyman Stellenbosch University: Interprofessional Education and Practice WHO: Functioning and Disability Reference Group & Education and Implementation Committee Dr Klaus von Pressentin: Family Physician, Cape Winelands District Prof Marina Clarke: Stellenbosch University: Emeritus Professor of Nursing @MatiesIPE #AMEE2013
    2. 2. Interprofessional Education and Practice (IPEP): @MatiesIPE #AMEE2013
    3. 3. IPEP strategy took into consideration: 4 ground-breaking publications: • Frenk, J., Chen, L., Bhutta, Z.A., Cohen, J., Crisp, N., Ev ans, T., Fineberg, H., et al. 2010. Health Professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet, 376:1923-1958. • Institute of Medicine. 2011. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press. • Interprofessional Education Collaborative Expert Panel. 2011. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative. • World Health Organisation. 2010. Framework for action on interprofessional and collaborative practice. Geneva: World Health Organisation.
    4. 4. Adapted with the permission of CanMEDS © 2005
    5. 5. In search of an Interprofessional Care/Collaboration Framework: a common language and approach A statistical, research, cli nical, social policy and educational tool to: • Provide scientific basis • Interprofessional teamwork • Common language • Permit comparison • Systematic coding scheme
    6. 6. 2012: The ICF ride • IPEP facilitators appointed to each site • Clinical case presentation (Ukwanda Rural Clinical School) • Assessment: Students present to local interprofessional team
    7. 7. The aim of this study To establish how applying the ICF framework as IPE strategy contributed to 1. instructional reform 2. institutional reform 3. interprofessional practice, and 4. functioning of health system
    8. 8. Design • Associative group analysis • Questionnaires were administered to 70 participants: • 37 fourth year students, • 18 facilitators of learning • 15 patients. • Free word associations were used to reconstruct the internal world and subjective meanings which were expressed by more direct methods.
    9. 9. Results: Students Students indicated that they adopted a patient-centred interprofessional approach which improved patient outcomes and satisfaction.
    10. 10. Results: Health professionals • Students’ response was confirmed • Were indirectly challenged to practice patient- centred, interprofessional care as a result of them assessing students applying the ICF; • Improved interprofessional collaboration and interprofessional practice; • Bigger job satisfaction as they started applying the ICF in clinical practice.
    11. 11. Results: Patients • Patients appreciated the improved quality of care.
    12. 12. Institutional reform: Interdependence • Appreciate for other professions (incl. community care workers) • Bottom up relationships: Commit to teamwork • Harmonisation between education and health: Service providers request capacity building in ICF Instructional reform: Transformative learning • Apply bio-psycho-social- spiritual patient-centred care, questioning biomedical model in tertiary hospitals • Integrate “clinical medicine” with “public health” • Integrate ethics and human rights in patient care Health system strengthening • Preceptors apply ICF in teaching and practice • Adopt ICF as approach to patient care in PHC and district hospital settings • Influence patient outcomes Discussion
    13. 13. The ICF ride continues… Request by various sites/authorities for IPEP/ICF training  Spontaneous change: clinical notes, discharge notes  mICF mobile app project of WHO: Continuity of care - Community Care Worker Specialist
    14. 14. To make a long story short… • Assessment of student presentations using the ICF framework drove interprofessional practice among healthcare students and professionals, • Facilitated the bio-psycho-social-spiritual interprofessional approach to patient-centred care • Resulted in improved patient outcomes • Strengthened health systems.
    15. 15. Acknowledgements Global forum for innovation in health professions education
    16. 16. Publish or perish is OLD SCHOOL – Demo or die is NEW SCHOOL Fake it or flunk is OUT – Engage and cherish is IN WE NEED PARTNERS: JOINING IN? Dr Stefanus Snyman ssnyman@sun.ac.za @MatiesIPE

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