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Impact of the formation of interprofessional teams on systems for health

Opening keynote address by Stefanus Snyman at the 2nd Regional Technical Meeting Interprofessional Education hosted by the Pan American Health Organization (PAHO/WHO) in Brasilia (Brazil) on 5 December 2017

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Impact of the formation of interprofessional teams on systems for health

  1. 1. Conceptualise Interprofessional Education Dr Stefanus Snyman (MBChB, MPhil (HealthScEd), DOM) Centre of Community Technologies Demonstrate impact of forming interprofessional teams on systems for health
  2. 2. Universal Health Coverage
  3. 3. Health professionals addressing the health needs Transformative learning Interdependence in providing healthcare HEALTH EQUITY Person-centered & Population-based VISION Interprofessional education & collaborative practiceLeaders as agents of change Competency-based education Community-based Inter- & transprofessional teams Task sharing & shifting Innovative information technology
  4. 4. Community-orientated primary care (COPC)  Trained for 3 years after school  Visited the same ±150 families in their homes every 4 -6 weeks: • Built relationships • Collected information on births, deaths, nutrition status, illness, functioning, employment, sanitation, water, food, work, education, etc.  Socio-medical diagnoses Drs Sydney & Emily Kark
  5. 5. Community-orientated primary (COPC) Provided:  Health advice & encouragement  1st Aid & Household treatment  Smallpox vaccination  Referral when needed  Shared decision-making  Continuity of care  Feedback at community meetings Drs Sydney & Emily Kark
  6. 6. Outcomes of interprofessional approach 1942 1950 Syphilis 5.8% 2.3% Impetigo 82% 7.8% Kwashiorkor 10-12 Cases / Week 10-12 Cases / Year Infant mortality rate 275 101 / 1 000 live births
  7. 7. Interprofessional Education and Collaborative Practice  Evidence: Improved patient outcomes  Philosophy: It’s the right thing to do  Catalyst: For change
  8. 8. “Healthcare is a team sport, currently being played by individuals”
  9. 9. Person- centred service Communication Team functioning Role clarification Collaborative leadership Conflict resolution Reflection CLIENT SAFETY & QUALITY COLLABORATIVE PRACTICE Competencies for interprofessional collaborative practice
  10. 10. International Classification of Functioning , Disability and Health (ICF)  Provide scientific basis  Interprofessional teamwork  Common language  Permit comparison  Systematic coding scheme A statistical, research, clinical, social policy and educational tool to:
  11. 11. ICanFunction mHealth Solution (mICF) “No mobile-friendly health service solution to see each person’s functioning as a dynamic interaction between the person’s health condition, environmental factors, and personal factors”. WHO (2013)www.icfmobile.org
  12. 12. Democratization of Health Services & Informatics
  13. 13. RATIONALE FOR INTERPROFESSIONAL EDUCATION AND COLLABORATIVE PRACTICE REFORMING SYSTEMS FOR HEALTH HEALTH EQUITY through
  14. 14. TRANSFORMING HEALTH PROFESSIONS EDUCATION Bio-psycho-social-spiritual approach incorporating the complex interrelatedness of: • changes in body functions and body structures, • functioning and fulfilling life roles, in the context of • barriers and facilitators of environmental factors influencing health (including social determinants of health) • personal factors influencing health which required competencies related to a HOLISTIC CARE, SHARED DECISION-MAKING AND PERSON-REPORTED OUTCOMES resulting in through creating the opportunity for PERSON-DRIVEN DATA a person-centred approach
  15. 15. IPECP RATIONALE HEALTH EQUITY through REFORMING SYSTEMS FOR HEALTH
  16. 16. implying to provide which is dependent on obtained by utilising paradigm-shifting REFORMING SYSTEMS FOR HEALTH BIG DATA • universal health coverage by • reducing institutionalised care, • focusing on preventative healthcare • ultimately resulting in predictive health care a focus on community-based practice through • harmonising health-education (interdependence) • breaking down silo's and professional tribalism • embracing interprofessional collaborative practice • decreasing power relations • using information technology PERSON-DRIVEN DATA
  17. 17. through RATIONALE FOR INTERPROFESSIONAL EDUCATION REFORMING SYSTEMS FOR FEALTH ultimately resulting in predictive health careperson-centred approach holistic care, shared decision- making, patient- reported outcomes resulting in big data which is dependent made possible by resulting in contributing to reaching Personalised healthcare in a strengthened systems for health mHealth TECHNOLOGY PATIENT-DRIVEN DATA creating the opportunity for obtained by utilising paradigm-shifting HEALTH EQUITY
  18. 18. Government & Professional  Finances  Organizational stability  Healthy stakeholder relations and roles  Coordinated policy framework between sectors
  19. 19. Institutional  Staff development plans  IPE policy and/or vision  Synchronizing degree programmes (calendars, timetables, level outcomes)  Assessment and accreditation requirements
  20. 20. What is needed to allow IPE to serve as catalyst for Universal Health Coverage?  Decentralised, community-base training  Patient-centred approach utilising ICF  Interprofessional bio-psycho-social-spiritual approach  Health information systems to enable Interprofessional Collaboration  Democratization of health informatics  IPE accreditation: time tables & duration of modules  Funding
  21. 21. Stefanus Snyman Email: stefanussnyman@gmail.com Twitter: stefanussnyman Linkedin: stefanus

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