Interprofessional Education: How can it Benefit Child & Youth Health Interprofessional Education: How can it Benefit Child & Youth Health? Grace Mickelson, Director - Academic Development Provincial Health Services Authority, BC Partnerships & Knowledge Exchange Committee, CIHC

Definition Interprofessional Education (IPE) occurs when two or more professions learn with, from and about each other in order to improve collaboration and the quality of care. (CAIPE, 2002) (see the Canadian Interprofessional Health Collaborative’s (CIHC) Statement on the Definition and Principles of IPE: http://www.cihc.ca/resources-files/CIHCStatement_IPE_Final.pdf )

Definition Collaborative Patient-Centred Practice (CPCP) Active participation of each discipline in patient care Patient/family goals and values enhanced Mechanisms in place for continuous communication among caregivers Optimal staff participation in clinical decision-making within and across disciplines Respect for contributions of all professionals Health Canada, 2003

IPE – Signposts 1992 First IPE course in Canada – U of Alberta 1999 Centre for Collaborative Health Professional Educ. Memorial U. 2001 College of Health Disciplines – UBC 2006 Office of IPE U. of Toronto 2003 First Ministers’ Accord on Health Care Renewal Federal HHR strategy and Health Canada initiative – Interprofessional Education for Collaborative, Patient- Centred Practice (IECPCP) 2005 IECPCP – cycle 1 funding 2006 IECPCP – cycle 2 funding CIHC

IECPCP Initiative 2003: National Expert Committee, background papers 2005 – 2008: Complementary projects 20 IECPCP projects across Canada National Health Sciences Students’ Association Canadian Interprofessional Health Collaborative

Canadian Interprofessional Health Collaborative (CIHC) Funded by Health Canada for 5 years Two main goals: Build the knowledge base for interprofessional education and collaborative, patient-centred care Mobilize knowledge to change practice

The Present

IPE in Action IPE involves a diverse cast of characters Guiding principles can assist planning

Evidence Makes the Best Case Series of systematic reviews of IPE over past 8 years Some demonstrated benefits of IPE Need to develop a body of quantitative and qualitative scientific evidence linking IPE with more collaborative practice and better patient care Pooling data across projects and sites

The Evidence Benefits of IPE Enables students and practitioners to learn the knowledge and skills necessary to work collaboratively Students enjoy interprofessional experiences

The Evidence IPE enhances practice, improves the delivery of services and may also have a positive impact on patient care Addresses challenges in chronic disease management Improves workplace safety & job satisfaction Improves organization of care (eg, referrals) Builds efficient work patterns Improves documentation (eg, guidelines, protocols)

One Size Does Not Fit All Flexible Tailored to the needs of the specific setting, population, organization or unit

Resources Required Adequate, dedicated, long-term Education Health

Curricula Changes are Essential Flexible and creative New way of learning IP learning replaces some discipline specific Informed by research CIHC: Projects focused on knowledge/skill development in the form of a structured interprofessional learning activity U. of Manitoba just announced a new position for IPE coordination

Introduced at the Right Time “Teams can benefit patients if they are working well. If the team is not working well it can also affect the patient. It also makes me more aware of how I will want to practice in the future.” – Manitoba Student With, from and about… Early Exposure? Allow students to develop sense of their profession Allow students to understand areas of collaboration Late Immersion? Year prior to graduation After graduation or licensure

Build Collaborative Learning Environments Integrate with health/wellness goals Create collaborative platforms across education institutions Find and champion existing IP teams to develop innovative learning environments Support student-led initiatives Student Wellness Initiative Toward Community Health (SWITCH): Student-managed IP wellness centre providing year-round after-hours primary care, traditional Aboriginal healing and health programs to Saskatoon’s core neighborhoods.

Modify Structures to Support Collaboration IP leadership and planning groups Incentives for IP teaching/learning Mechanisms for IP communication and coordination Canadian Child & Youth Health Coalition 2007 2008 NaHSSA’s IPE Mentorship Award

Embed IPE in the System On April 10, 2008, the British Columbia Minister of Health introduced the Health Professions Regulatory Reform Act Section 10 (f) introduces a change to the bylaws of all Regulatory Colleges in B.C. that will require each College “to promote and enhance the interprofessional collaborative practice between its registrants and persons practicing another health profession.”

Engage the Community Build on existing strengths IDEAS – IP Disaster/Emergency Action Studies First responders, health personnel Centennial College Volunteers for simulations Local, provincial, Department of Defence

Conclusion IPE is growing and developing in Canada IPE knowledge can be adapted for child and youth health settings to: Enable students and practitioners to learn the knowledge and skills for collaborative working Enhance practice and improve the delivery of services

For more information: www.cihc.ca www.cihc.ca/library Brenda Sawatzky-Girling brendasg@telus.net Grace Mickelson gmickelson@phsa.ca

Acknowledgements Thank you to the following people who assisted with this presentation: John Gilbert, Project Lead, CIHC Brenda Sawatzky-Girling, Managing Director, CIHC Susanna Gilbert, Monkeytree Creative