The ICF has potential to improve communication and collaboration (through its universal concepts and language) among health professionals working within multidisciplinary teams in research and practice to impact health outcomes for patients. Thus, it is timely for clinicians and trainees working in health-related fields to incorporate its framework into practice and research. It is hoped that professional programs will model our approach to develop similar courses within their professional curriculum to build capacity for application of the ICF. Education and training through a combination of peer support and mentorship for health professionals in the use of the ICF could assist with facilitating its uptake.

1. Research Making
a Difference
www.canchild.ca
Development and
implementation of a graduate-
level, application focused ICF
course to promote utilization in
research and practice
June 5, 2015
Tram Nguyen MSc. PhD Candidate &
Dr. Olaf Kraus de Camargo, Dr. Jan Willem Gorter

2. What’s unique about this
ICF course?
• The innovation of this course is that it’s
application-focused structure through peer and
instructor mentorship.
• A strength of the course is the diversity of
instructors to model different approaches to
how the ICF can be applied in research and
practice.

3. Course Structure
Module Topic Target
Introduction (in-class) Review and discuss course
format
Complete ICF Knowledge Survey
Discuss course instructors.
Present backgrounds and areas
of interest and expertise.
Module 1 (in-class) Conceptual basis and history of
ICF
Mentor should be identified and
general topic chosen
Module 2 (in-class) ICF in-clinical practice and inter-
professional collaboration
Familiarize with clinical
applications of ICF
Module 3 (in-class) ICF to create, select or evaluate
outcome tools for research and
practice
Familiarize with ICF and tools
Module 4 (in-class) ICF in teaching and knowledge-
translation
Familiarize with ICF and KT

4. Course Structure
Module Topic Target
Due date Instructor meeting to finalize
mentors and peer-review
partners
One-page project proposals
(include requested mentor)..
Independent Study Develop chosen project with
mentor
Final Presentations Complete ICF Knowledge Survey
Course wrap-up
Independent Study Complete written projects
Peer review of final
presentations and written report
Final evaluation

5. What is the teaching
strategy?
• Traditional lectures, small and large group discussions
(among peers and with instructors). The course
consisted of an in-class phase and a project phase.
• The course introduction and Modules 1-4 are full-day
five-hour format. Module 5 is an independent study
related to the student’s personal area of interest in
research or practice guided by a chosen instructor.

6. • To date, two cohorts of students have piloted the
course since it’s implementation in 2011.
• Results indicate that the course assisted students in
applying the ICF into practice through instructor and
peer mentorship interactive approach to learning.
Student feedback through course evaluation also
revealed that they appreciated the diversity of
instructors to illustrate the multiple perspectives of
applying the ICF.
• Student projects have resulted in an array of
publications and project reports to encourage change
in practice.
What are the results?

7. Outcomes 2011
Training
program
Project Title Type of Output
Physical Therapy Content comparison of the
Movement Disorders
Sponsored Unified Parkinson’s
Disease Rating Scale’ and the
‘Parkinson’s Disease
Questionnaire 39’
Manuscript to be
submitted for
publication
Nursing Comparing the utility of the ICF
framework versus the Hospice
Palliative Care Model
Program plan
Rehabilitation
Science
Use of the international
classification of functioning,
disability and health as a
framework for transition from
pediatric to adult healthcare
Manuscript
published

8. Outcomes 2013
Training
program
Project Title Type of
Output
Physiotherapy 1. Content Analysis: Content comparison between the
Patient-rated Wrist (Hand) Evaluation, Michigan Hand
Questionnaire and on International Classification of
Functioning, Disability and Health (ICF) core sets
Manuscripts to
be submitted
for publication
The Content Comparison between Disability of Arm,
Shoulder and Hand (DASH) and Shoulder Pain and
Disability Index (SPADI) Content Based on The
International Classification of Functioning, Disability
and Health Core Set for Hand Conditions
Measuring health related quality of life (HRQOL) in
HIV positive individuals - Content comparison of
measures based on the International Classification of
Functioning, Disability and Health

9. Outcomes 2013
Training
program
Project Title Type of
Output
Kinesiology Exploring the Aquatic Environment for Disabled
Children: How We Can Conceptualize and Advance
Interventions With the ICF
Manuscript
published
Rehabilitation
Science
Applications of the International Classification of
Functioning, Disability and Health in goal-setting
practices in healthcare
Manuscript
published

10. Key Messages
• It is hoped that professional programs will model our
approach to develop similar courses within their
professional curriculum to build capacity for
application of the ICF.
• Education and training through a combination of peer
support and mentorship for health professionals in the
use of the ICF could assist with facilitating its uptake.

11. References
• Nguyen T, Gorter JW. Use of the international classification of
functioning, disability and health as a framework for transition from
paediatric to adult healthcare. Child Care Health Dev 2013.
• Cross A, Rosenbaum P, Gorter JW Exploring the Aquatic Environment
for Children With Disabilities: How We Can Conceptualize and
Advance Interventions With the ICF. Crit Rev Phys Rehabil Med 2013;
25 (1-2): DOI: 10.1615/CritRevPhysRehabilMed.v25.i1-2
• Constand MK, MacDermid JC. Applications of the International
Classification of Functioning, Disability and Health in goal-setting
practices in healthcare. Disabil Rehabil 2014;36(15):1305-1314.

12. Thank-you &
Acknowledgements
• CanChild Team
• ICF staff and course instructors
• All of you for listening!