The document discusses frameworks and recommendations for advancing interprofessional education and collaborative practice. It proposes adopting a common language for key terms. It advocates for educating health professionals in collaborative patient-centered care and supporting collaborative practice models that improve outcomes. The document recommends exploring policy initiatives, using change management strategies, addressing diversity issues, and building upon current initiatives to facilitate the development and implementation of interprofessional education and collaborative patient-centered practice.
Meaning of Multidisciplinary
Examples of Multidisciplinary
Characteristics of Multidisciplinary
Skill Development in Multidisciplinary Project or Courses
Multidisciplinary as a
Approach
Course
Collaboration
Research
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
Meaning of Multidisciplinary
Examples of Multidisciplinary
Characteristics of Multidisciplinary
Skill Development in Multidisciplinary Project or Courses
Multidisciplinary as a
Approach
Course
Collaboration
Research
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
Presented as part of the 'Strengthening Learning Contexts' Grand Challenge student presentation at the Joint European Summer School on Technology Enhanced Learning 2010 in Ohrid, Macedonia on June 10.
KEY DEBATES ON INCLUSIVE EDUCATION INCLUSIVE EDUCATION:SANA FATIMA
KEY DEBATES ON INCLUSIVE EDUCATION
INCLUSIVE EDUCATION:
Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges, and universities
KEY DEBATES ON INCLUSIVE EDUCATION
1. Should teaching methods be adapted to students’ needs?
2. Does inclusive education necessarily imply greater participation by families and community networks in the educative process?
3. Are resources the key to the development of inclusive education policies?
4. What role should the state and public education authorities play in the movement for inclusive education?
5. Inadequate Funding:
6. Barriers to Inclusive Education
7. Overcoming barriers
8. “Inclusion may not be beneficial for all students”
Presentation gives a highlight about :
1.Seminar
2.Presentation
3.Types & importance of seminar
4.Advantage & disadvantage of seminar
5.Social science as an area of study
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
Presented as part of the 'Strengthening Learning Contexts' Grand Challenge student presentation at the Joint European Summer School on Technology Enhanced Learning 2010 in Ohrid, Macedonia on June 10.
KEY DEBATES ON INCLUSIVE EDUCATION INCLUSIVE EDUCATION:SANA FATIMA
KEY DEBATES ON INCLUSIVE EDUCATION
INCLUSIVE EDUCATION:
Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges, and universities
KEY DEBATES ON INCLUSIVE EDUCATION
1. Should teaching methods be adapted to students’ needs?
2. Does inclusive education necessarily imply greater participation by families and community networks in the educative process?
3. Are resources the key to the development of inclusive education policies?
4. What role should the state and public education authorities play in the movement for inclusive education?
5. Inadequate Funding:
6. Barriers to Inclusive Education
7. Overcoming barriers
8. “Inclusion may not be beneficial for all students”
Presentation gives a highlight about :
1.Seminar
2.Presentation
3.Types & importance of seminar
4.Advantage & disadvantage of seminar
5.Social science as an area of study
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
INTEGRATION OF NURSING EDUCATION INTO NURSING SERVICES.pptxrangappa
The nursing profession is faced with increasingly complex health care issues driven by technological & medical advancements, an ageing population, increased numbers of people living with chronic disease and increased costs of health care services.
Collaboration is a substantive idea repeatedly discussed in health care circles.
Though the benefits are well validated, collaboration is seldom practiced.
Interprofessional Collaborative Practice Education: Values, Communication & Tools
Presented by Shelley Cohen Konrad & Jennifer Morton
University of New England
Maine Family Medicine
Best Ayurvedic medicine for Gas and IndigestionSwastikAyurveda
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
The Gram stain is a fundamental technique in microbiology used to classify bacteria based on their cell wall structure. It provides a quick and simple method to distinguish between Gram-positive and Gram-negative bacteria, which have different susceptibilities to antibiotics
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
CDSCO and Phamacovigilance {Regulatory body in India}NEHA GUPTA
The Central Drugs Standard Control Organization (CDSCO) is India's national regulatory body for pharmaceuticals and medical devices. Operating under the Directorate General of Health Services, Ministry of Health & Family Welfare, Government of India, the CDSCO is responsible for approving new drugs, conducting clinical trials, setting standards for drugs, controlling the quality of imported drugs, and coordinating the activities of State Drug Control Organizations by providing expert advice.
Pharmacovigilance, on the other hand, is the science and activities related to the detection, assessment, understanding, and prevention of adverse effects or any other drug-related problems. The primary aim of pharmacovigilance is to ensure the safety and efficacy of medicines, thereby protecting public health.
In India, pharmacovigilance activities are monitored by the Pharmacovigilance Programme of India (PvPI), which works closely with CDSCO to collect, analyze, and act upon data regarding adverse drug reactions (ADRs). Together, they play a critical role in ensuring that the benefits of drugs outweigh their risks, maintaining high standards of patient safety, and promoting the rational use of medicines.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
6. • Changing demographics &
increasing diversity
• Technological explosion.
• Globalization of the world
economy & the society.
7. • The Era of educated consumers.
• Shift to population based care &
increasing complexity of patient
care.
8. • The cost of health care &
managed health care.
• Impact of health policy & health
regulation.
• THE GROWING NEED FOR IDE
& PRACTICE IN PATIENT CARE.
9. • The current nursing shortage &
opportunities for life long
learning & work force
development.
• Significant advances in Nursing
Science Research
11. INTERDISCIPLINARY EDUCATION
• An educational approach in which
two or more disciplines collaborate
in the learning process with the goal
of fostering inter professional
interactions that enhance the
practice of each discipline.
12. • Such interdisciplinary education
is based on mutual
understanding and respect for
the actual and potential
contributions of the disciplines.
15. COLLABORATION
• “An inter professional process of
communication and decision making
that enables the separate and shared
knowledge and skills of health care
providers to synergistically influence the
client/patient care provided” (Way &
Jones 2000)
16. COLLABORATIVE PATIENT-
CENTRED PRACTICE
• “is designed to promote the active
participation of each discipline in patient
care.
• It enhances patient and family centred goals
and values, provides mechanisms for
continuous communication among care
givers, optimizes staff participation in clinical
decision making within and across disciplines
and fosters respect for contributions of all
professionals” (Health Canada, 2003)
17. INTERPROFESSIONAL COLLABORATIVE
PRACTICE
“When multiple health workers
from different professional backgrounds
work together with patients, families,
carers, and communities to deliver the
highest quality of care” (WHO, 2010)
18. INTERPROFESSIONAL TEAMWORK
“levels of cooperation, coordination
and collaboration characterizing the
relationships between professions in
delivering patient-centered care”
19. INTERPROFESSIONAL TEAM-
BASED CARE
“Care delivered by intentionally created,
usually relatively small work groups in
health care, who are recognized by others
as well as by themselves as having a
collective identity and shared
responsibility for a patient or group of
patients”
21. Integrated enactment of knowledge,
skills, and values/attitudes that define the
domains of work of a particular health
profession applied in specific care
contexts
22. INTERPROFESSIONAL COMPETENCIES IN
HEALTH CARE
“Integrated enactment of
knowledge, skills, and values/attitudes
the professions, with other health care
workers, and with patients, along with
families and communities, as appropriate
to improve health outcomes in specific
care contexts”
24. INTERPROFESSIONAL
COMPETENCY DOMAIN
“A generally identified cluster of more
specific
interprofessionalcompetencies
that are conceptually linked & serve
as theoretical constructs”(Ten Cate &
Scheele, 2007)
26. • Guide professional and
institutional curricular
development of learning
• Approaches and assessment
strategies to achieve productive
outcomes
•
27. • Provide the foundation for a
learning continuum in inter
professional Competency
development across the professions
and the lifelong learning trajectory
• Acknowledge that evaluation and
research work will strengthen the
scholarship in this area
28. • prompt dialogue to evaluate the
“fit” between educationally
identified core competencies for
inter professional collaborative
practice and practice
needs/demands
31. DOMAINS & TASKS
DOMAIN TASK
COMPETENCY DOMAIN - I VALUES/ETHICS FOR
INTERPROFESSIONAL
PRACTICE
COMPETENCY DOMAIN - 2 ROLES/RESPONSIBILITIES
COMPETENCY DOMAIN - 3 INTER PROFESSIONAL
COMMUNICATION
COMPETENCY DOMAIN - 4 TEAMS AND TEAMWORK
35. WHO 2010
• “It is no longer enough for health
workers to be professional. In the
current global climate, health
workers also need to be inter
professional.”
36. BAKER ET AL., 2005
• “…Teamwork requires a share
acknowledgement of each
participating member’s roles and
abilities.
• Without this acknowledgement,
adverse outcomes may arise from a
series of seemingly trivial errors that
effective teamwork could have
prevented.”
38. PRONOVOST & VOHR, 2010
• When I was in medical school I spent
hundreds of hours looking into a
microscope…a skill I never needed to
know or ever use.
• Yet, I didn’t have a single class that
taught me communication and
teamwork skills .. something I need
every day I walk into the hospital.
40. DEPARTMENT OF VETERANS
AFFAIRS
• “An essential component of patient-
centered primary care practice is inter
professional teamwork. High-
functioning teams require collaboration
between physicians, nurses,
pharmacists, social workers, clinical
psychologists, case managers, medical
assistants, and clinical administrators…
41. EVANS & CASHMAN
• preparation for collaborative
practice, the inter professional
education of teams is seen as a key
implementation strategy for certain
phases of the Healthy People 2020
42. • Inter professional education with an
emphasis on prevention will not
only greatly assist with achieving
the Healthy People objectives …but
• also help prepare the next
generation of health professionals
to better address preventable
health problems
47. • Develop terminology
• Define level of training of health
professionals.
• Make explicit the types of outcomes
that are being considered in any
initiative embarked upon.
• Cont….
48. • Clearly identify types of
interdisciplinary education
initiatives particularly to level of
training.
49. ADVOCATE AND SUPPORT FOR
THE EDUCATION OF HEALTH
PROFESSIONALS THAT VALUES
COLLABORATIVE
PATIENT-CENTRED CARE.
50. • Coordinate government activities to
address barriers
• Consult with professional bodies on
and competencies.
• Develop operating principles of
51. • Coordinate academic institutes a
cross disciplines to enhance
• Review current education and
training programs.
• Identify teaching strategies to be
employed that will define
outcomes.
55. • Research and identify collaborative
practice interventions that achieve
improved patient outcomes.
• Identify determinants that affect
processes of inter professional
collaboration.
• Determine patient’s role in.
56. • Develop evidence-based inter
professional collaboration inventions
particularly in the primary care
settings.
• Identify the organizational
determinants that impact
collaborative practice.
57. • Identify role and
responsibilities of health
professionals in
• Explore incentives that will
foster collaboration
59. • Consult and explore with
professional bodies on the
impact of scope of practices in
IDE.
• Review legislation on current
and related IDE initiatives.
60. • Review current scope of
practice rules and determine
implications for malpractice
• liability within an IDE
framework
61. • Determine the benefits of
informatics in IDE.
• Explore funding models
for IDE.
63. • Initiate dialogue with stakeholders
in exploring necessary changes to
advance IDE.
• Determine successful models of
change approaches to IDE.
• Identify change management
approaches that can be easily
implemented
64. • Consider change management
models and determine their
application in the current health
care system.
Develop change management policy
strategies for IDE.
66. • Address cultural and political
diversity issues among
population groups in advancing
IDE.
• Explore models that will foster
collaboration in culturally
diverse communities
67. • Develop IDE mandate for
Aboriginal Health.
Provide research funding for
Aboriginal Health in IDE
69. • Identify current federal, provincial
and territorial initiatives that can be
leveraged to achieve and promote
the goals of the IDE initiative.
•
• Solicit feedback from stakeholders
on the impact of IDE in their
environments.
70. • Develop and implement a policy
process for IDE. with community
leaders and communities to
foster IDE.
• Develop a public awareness
campaign.
72. • Explore strategies to effectively
develop and support IDE
knowledge transfer.
• Establish a repository or a
central resource to house key
information
• (publications, research,
database) to advance IDE.
73. • Create a forum for information
exchange and knowledge
transfer.
• Establish a “Research Outcomes
Commission” to aid in
overseeing research conducted,
building a body of knowledge for
IDE.
74. BUILD BODY OF KNOWLEDGE BY
FUNDING IECPCP RESEARCH
INITIATIVES BASED ON CRITERIA
THAT
WILL FACILITATE AN
UNDERSTANDING OF THE
PROCESSES AND OUTCOMES
RELATED TO MODELS FOR
IECPCP.
75. • Actively engage in the
establishment of linkages and
partnerships with other health
research stakeholders.
• Build a body of knowledge
related to IDE
76. • Develop and conduct
randomized control trials of new
interdisciplinary education
• Future Research Priorities
78. WHO 2010
• The framework highlights
curricular & educational
mechanisms.
• The frame work incorporates
that leaders & policy makers can
adopt.
79. • The frame work focuses on the
actions that could be taken at local,
state & national levels.
• The health systems & the
educational systems could
synergistically drive the integrated
health workforce planning & policy
making.
80. OK…..!!!!!!
• WHAT DO YOU MEAN TO SAY
??????????.
TELL US WHO IS RESPONSIBLE
??????????