University of Saskatchewan Interprofessional Health Sciences Education David S. Hill, Ed.D., FCSHP Chair, Council of Health Science Deans Professor and Dean College of Pharmacy and Nutrition

U of S Health Science Programs  College of Arts and Science (clinical psychology)  College of Dentistry  College of Kinesiology  College of Medicine  College of Nursing  College of Pharmacy and Nutrition  School of Physical Nutrition  School of Public Health  Western College of Veterinary Medicine

 “…two or more professions learn with, from and about each other to improve collaboration and the quality of care”. (CAIPE)  “…learning to work together, working to learn together”. (CIHC)  “…better health, better care, better value, better teams” (the four strategies around which the outcomes identified in the SK Ministry of Health strategic plan have been expressed)

Important IPE Foundation References 1. Canadian Interprofessional Health Collaborative (CIHC) – National Competency Framework 2. Accreditation of Interprofessional Health Education (AIPHE) – Accreditation Standards Guide

Current U of S Campus IPE Activities  IPASS (Interprofessional Annual Students’ Symposium)  One Health Leadership Experience Workshop (WCVM)  Interprofessional Problem-Based Learning Modules (iPBL): HIV/AIDS, Palliative Care, First Nations Health  Longitudinal Elderly Person Shadowing Project (LEPS)  Patient Narratives  Clinical Learning Resources Centre (CLRC)  SWITCH  Service Learning (Community Service Experiences)

iPL Student Student Registrations by Program HIV/AIDSPalliative CrFirst Nat HlthTotal Clin Psychol6006 Medicine Nutrition Nursing0000 Pharmacy Phys Ther Social Work Total

LEPS Student Registration ProgramStudents Registered Medicine10 Nutrition7 Pharmacy27 Physical Therapy41 Social Work1

Possible Future U of S IPE Activities  Health Sciences-wide student seminar series  Interprofessional students clinical team competition  Kaizen basic training  Coordinated interprofessional clinical placements  iPBL a) Wellness, healthy living, physical activity, healthy eating b) Healthy Aging c) Patient/Client safety (WHO Patient Safety Curriculum Guide)

U of S IPE Challenges from a Program Perspective  Diversity of programs within the health sciences sector  Variable standards for IPE within program accreditation bodies (core standard?)  Distributed education within some programs  Rigidity of academic structures (operating budgets, curricula, promotion and tenure, timetabling, space)  Competing priorities within several Colleges (is resolving) However, we need to celebrate our successes and:  Perhaps encourage more student-lead IPE initiatives and solutions (self- directed learning)  Strengthen lines of communications with practice sites and places where care is provided to students (what IPE competencies are well-developed and what skills are deficient, and focus on activities that will address these gaps)