1. Interprofessional Education at the ‘MESO’ Level: The Next Frontier
CAB VI
October 3, 2017
Carmen Morano, PhD
Gianfranco Damiani, Professor Institute of Hygiene,
Università Cattolica del Sacro Cuore, Rome, Italy

2. Session Objectives
After attending this session the participants will be able to identify a range of strategies for developing, evaluating and sustaining meso-level interprofessional education programs.
After attending this session the participants will be able to expand their understanding of strategies for integrating meso and micro level interprofessional education.

3. Contextual Factors
Decree n. 502 of December This legislative action reformed the Italian healthcare system turning public health care organizations into “businesses “ and stressing the importance of management in health care.
Italy – 19 Regions and 2 Autonomous Provinces
responsibility for the organization and delivery of services rests on geographically and population-defined institutions called the Local Health Authorities.
The necessary information, infrastructure and technical capacity to adequately discharge these new responsibilities was lacking.

4. The goals of HSPMP
Make students aware jointly of the role and basic tools of corporate governance and clinical governance allow them to understand and respect the specifies of different actors in the different levels of decision making processes in healthcare.
Stress and pursue the value of integrated governance in health care organizations intended as ‘systems, processes and behaviors by which health care organizations lead, direct and control their functions in order to achieve organizational objectives, safety and quality of services and in which they relate to patients and care providers, the wider community and partner organizations’ see

5. Goals (continued)
Understand the need for a synergistic alignment of Corporate Governance, Clinical Governance, Financial Governance, Information Governance and Research Governance into a unitary “integrated governance framework”, (see

6. Learning Philosophy
“T – shaped” agents “bring deep understanding of at least one field, but this course supports building the participants’ capacity to converse in the language of a broader range of disciplines” (Institute for the future 2011).
Being “agents” means to be active in his or her organization and apply “soft” (relational) and “hard” (technical) tools for organizational changing in respect of the vision of integration at whatever level of health care.
Integration at macro level (health in all policy) at meso level (integrated governance) at the micro level (interprofessional practice, involving also patients or care givers) and nano level (integrated assessment of social and health needs of each individual person).

7. The Faculty
The majority of the faculty/presenters are not academics or professors
Leaders in health and social care:
Programming
Financing/economics
Public health
Medicine [Physicians, Nursing, Economics, Communication Science, Pharmacy, Psychology, Law, and Physiotherapy, etc.]

8. The Students
Approximately professionals from public and private organizations.
health care providers (both clinical and administrative / managerial staff), computer science, pharmacy
regional and national leaders in health care policy
Classes balanced by age and gender, as well as participants from a wide variety of health and economics departments.

9. Modules
The first two modules provide an overview of the Italian NHS and ensure that all students, who come from different working experiences, are aligned on the pillars of healthcare organization 1
Managerial education in healthcare 2
Evolution of the Italian Health Care Service 3
The application of epidemiology in Health Care 4
Health Care Information Systems 5
Healthcare Planning and control. This 6
Health Economics 7
Human Resources Management 8
Quality of Health care 9
Organization and development of Primary Health Care 10
Managing Resources in Primary healthcare.

10. Next Steps Given the context of your setting:
What is the current system of ‘Vertical’ Integration?
Who should participate?
What are the barriers?
What are the opportunities?
How could you ‘brand’ this next step in IPE?

12. References
Begun, J.W. & Moser, G. (2011). Interprofessional care teams: the role of the healthcare administrator, Journal of Interprofessional Care, 25: 119–123.
Institute of Medicine, Committee on the Future Health Care Workforce for Older
Americans. (2010). Redesigning continuing education in the health professions. Washington, DC: National Academies Press.
World Health Organization. (2006). Rapid scaling up of health workforce production. 59th World Health Assembly. Geneva: Author