Effectiveness of a faculty development program on interprofessional education: a randomized controlled trial.
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Humans↗
Biomedical subjects
Ivy Oandasan
Publications and source records attributed to Ivy Oandasan.
Interprofessionality as the field of interprofessional practice and interprofessional education: an emerging concept.
This paper proposes a new concept and a frame of reference that should permit the development of a better understanding of a phenomenon that is the development of a cohesive and integrated health care practice among professionals in response to clients' needs. The concept is named "interprofessionality" and aims to draw a clear distinction with another concept, that of interdisciplinarity. The utilization of the concept of interdisciplinarity, which originally concerns the development of integrated knowledge in response to fragmented disciplinary knowledge, has caused some confusion. We need a concept that will specifically concern the development of a cohesive practice among different professionals from the same organization or from different organizations and the factors influencing it. There is no concept that focuses clearly on this field. Interprofessionality concerns the processes and determinants that influence interprofessional education initiatives as well as determinants and processes inherent to interprofessional collaboration. Interprofessionality also involves analysis of the linkages between these two spheres of activity. An attempt to bridge the gap between interprofessional education and interprofessional practice is long overdue; the two fields of inquiry need a common basis for analysis. To this end, we propose a frame of reference, an interprofessional education for collaborative patient-centred practice framework. The framework establishes linkages between the determinants and processes of collaboration at several levels, including links among learners, teachers and professionals (micro level), links at the organizational level between teaching and health organizations (meso level) and links among systems such as political, socio-economic and cultural systems (macro level). Research must play a key role in the development of interprofessionality in order to document these linkages and the results of initiatives as they are proposed and implemented. We also believe that interprofessionality will not be pursued without the requisite political will.
Canada↗
Key elements of interprofessional education. Part 2: factors, processes and outcomes.
In the second paper of this two part series on Key Elements of Interprofessional Education (IPE), we highlight factors for success in IPE based on a systematic literature review conducted for Health Canada in its "Interprofessional Education for Patient Centred Practice" (IECPCP) initiative in Canada (Oandasan et al., 2004). The paper initially discusses micro (individual level) meso (institutional/organizational level) and macro (socio-cultural and political level) factors that can influence the success of an IPE initiative. The discussion provides the infrastructure for the introduction of a proposed framework for educators to utilize in the planning and implementation of an IPE program to enhance a learner's opportunity to become a collaborative practitioner. The paper also discusses key issues related to the evaluation of IPE and its varied outcomes. Lastly, it gives the reader suggestions of outcome measurements that can be used within the proposed IPE framework.
Canada↗
Key elements for interprofessional education. Part 1: the learner, the educator and the learning context.
This paper is the first of two that highlights key elements needed for consideration in the planning and implementation of interprofessional educational (IPE) interventions at both the pre and post-licensure qualification education levels. There is still much to be learned about the pedagogical constructs related to IPE. Part 1 of this series discusses the learning context for IPE and considers questions related to the "who, what, where, when and how" related to IPE. Through a systematic literature review that was conducted for Health Canada in its move to advance Interprofessional Education for Patient Centred Practice (IECPCP), this paper provides background information that can be helpful for those involved in an interprofessional initiative. A historical review of IPE sets the international context for this area and reflects the work that has been done and is currently being initiated and implemented to advance IPE for health professional students. Much can be learned from the literature related to the pedagogical approaches that have been tried and the issues that need to be addressed related to the learner, the educator and the learning context which this paper examines.
Canada↗
Interprofessional care review with medical residents: lessons learned, tensions aired--a pilot study.
Integrated interprofessional care teams are the focus of Canadian and American recommendations about the future of health care. Keeping with this, a family medicine teaching site developed an educational initiative to expose trainees to interprofessional care processes and learning (Interprofessional Care Review; IPC). A formative evaluation pilot study was completed using one-on-one interviews and a focus group (n = 6) with family medicine residents. A semi-structured guide was utilized regarding: knowledge, skills and attitudes related to interprofessional care; their experience of the processes utilized in IPC. Data were analyzed using content analysis. Residents' perspectives on their learning revolved around four themes: changes to understanding and practice of interprofessional care; personal impact of IPC; learning about other health professionals; tension and challenges of IPC learning and clinical implementation. Residents valued the educational experience, but identified that faculty supervisors provided "mixed messages" in the value of collaborating with other health professionals. Implications regarding future educational and research opportunities are discussed.
Attitude of Health Personnel↗
Being community-responsive physicians. Doing the right thing.
OBJECTIVE: To explore how primary care physicians respond to a community's needs and challenges. DESIGN: Qualitative study using focus groups. SETTING: Fee-for-service practices or community health centres in downtown Toronto, Ont. PARTICIPANTS: Purposive sample of 21 community family physicians (10 women and 11 men). METHOD: Participants were invited to join focus groups of four to six physicians. Themes were derived from qualitative analysis of the data using grounded theory. MAIN FINDINGS: Three major themes were identified by these community-responsive physicians: they carry out specific roles (collaborator, health educator, advocate, resource, and tailor of care); they face several challenges, including lack of funding and a dysfunctional health care system; and they share common beliefs about practising medicine. Whether current health care structures support physicians to actually carry out these roles in practice, however, is unclear. CONCLUSION: This study increased understanding of how primary care physicians respond to community needs and what they experience in the process.
Adult↗
Health promotion, the family physician and youth: improving the connection.
BACKGROUND: There is evidence to link adolescent morbidity and mortality with their high-risk behaviour. As a result, the medical community has increased its focus on health promotion and disease prevention. Family physicians, in particular, appear to be in an optimal position to intervene. There is little information, however, on how adolescents would perceive such interventions. OBJECTIVE: This study was designed to gain an understanding of adolescents' perceptions about the role of family physicians in health promotion and disease prevention. METHODS: Qualitative methodology was used involving focus groups. The groups were conducted in community organizations for youth. Fifty-four adolescents ages 13-17 participated in seven focus groups. Themes were derived from qualitative analysis of the data. RESULTS: Four themes were found: (i) adolescents are concerned about the potential direct consequences of the health behaviours they engage in; (ii) adolescents use family physicians primarily to address biomedical health issues rather than to discuss non-acute health concerns; (iii) adolescents are reluctant to discuss health concerns with family physicians because they are worried about lack of confidentiality; and (iv) adolescents choose to speak to specific individuals based upon how comfortable they feel talking to them about specific health concerns. CONCLUSION: This study found that the adolescents did not see the role of the family physician as a health promoter. The themes help provide family physicians with a better understanding of how adolescents perceive them. With this understanding, improved ways of creating doctor-patient relationships with adolescents may be developed.
Adolescent↗