Using Interprofessional On-Line Cases to Enrich the Teaching and Learning of Clinical Competencies The McGill Educational Initiative on Interprofessional Collaboration: Partnership for Patient and Family Centered Practice McGill University N. Posel, D. Fleiszer, Y. Steinert, C. Birlean L. Asseraf-Pasin,

Good things, when short, are twice as good. Baltasar Gracian, The Art of Worldly Wisdom

Presentation Overview 1. Review the role of interprofessionalism in healthcare 2. Define relevant learning theories and their roles in building professional and interprofessional competencies 3. Demonstrate the e-case model currently in development at McGill university

Interprofessional Practice “The healthcare system is in need of reform…...improvements will come when health care providers work more effectively in teams and when they have the competencies to practice in increasingly accountable and technological environments.” (Stephenson, 2002) Interprofessionalism & Healthcare

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Gaps and Overlaps  Gaps:  Can impact on safety and quality of care  Overlaps or redundancies:  Can impact on access, efficient use of resources and consistencies among professionals Interprofessionalism & Healthcare

Interprofessional Practice “Health professionals must work interdependently in carrying out their roles and responsibilities….with an appreciation of each professions unique contributions to health care.” (O’Neil and the Pew Health Professions Commission, 1998) Interprofessionalism & Healthcare

Professionalism in the Current Clinical Setting  Uni - professional socialization has already occurred  Competencies and expertise are defined and in use  Professional boundaries have generally been determined and refined Interprofessionalism & Healthcare

Interprofessionalism in the Clinical Setting Attitudes & Perceptions – Building Trust and Respect Skills & Areas of Expertise – Redefining Boundaries Interprofessionalism & Healthcare Knowledge – Transfer & Sharing

 Practitioners, learners, patients, their families & the environment Interprofessionalism in the Clinical Setting Interprofessionalism & Healthcare  Develop common, complementary and collaborative competencies

Theoretical Framework Learning Theories – Building Competencies 1.Adult learning:  Autonomous, active and self-directed  Motivated by the relevant and the practical 2. Professional socialization;  Domain specific knowledge  Reflective practice  Zones of proximal development

Learning Theories – Building Competencies 3.Communities of learning and practice  Cooperative learning within a collaborative environment  Situated and experiential learning 4. Cognitive Apprenticeship  Knowledge transfer  Modeling  Coaching, scaffolding, fading and reflection Theoretical Framework

Interprofessional e-Cases Learning Theories 1.Approximate actual situations in which interprofessional teams practice within a ‘real-life’, clinically meaningful environment (D’Eon. 2005) 2.Be sufficiently complex that they cannot be done alone, thus reinforcing collaborative competencies (Steinert, 2005) 3.Allow participants to move towards interdependent collaboration using the case scenario to accent teamwork, communication and enriched quality of patient and family care (Barr, 2005)

Design Features The e-Case Model in Development at McGill 1.Flexibility in mandates and leadership roles 2. Virtual ‘real’ environment:  Multimedia  Hyperlinks  Prompts and access to teaching modules 3. Access to expert and learner summaries and associated rationales

Design Features The e-Case Model in Development at McGill 4.Realistic and meaningful case scenarios 5. Supportive of collaboration and reflection 6. Able to be archived for use, reuse and repurposing 7. Potential for distance and patient education

Interprofessional e-Cases The e-Case Model in Development at McGill The McGill Model

Using Interprofessional On-Line Cases to Enrich the Teaching and Learning of Clinical Competencies Nancy Posel