Research Making a Difference 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

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.

Course Structure ModuleTopicTarget 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

Course Structure ModuleTopicTarget Due dateInstructor meeting to finalize mentors and peer-review partners One-page project proposals (include requested mentor).. Independent StudyDevelop chosen project with mentor Final PresentationsComplete ICF Knowledge Survey Course wrap-up Independent StudyComplete written projects Peer review of final presentations and written report Final evaluation

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.

To date, two cohorts of students have piloted the course since it’s implementation in 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?

Outcomes 2011 Training program Project TitleType of Output Physical TherapyContent 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 NursingComparing 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

Outcomes 2013 Training program Project TitleType of Output Physiotherapy1. 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

Outcomes 2013 Training program Project TitleType of Output KinesiologyExploring 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

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.

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 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: /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):

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