8 l 4 snyman et al - icf and ipep - amee 2013
TRANSCRIPT
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Sentrum vir Gesondheidsberoepe Onderwys Centre for Health Professions EducationFakulteit Geneeskunde en Gesondheidswetenskappe Faculty of Medicine and Health Sciences
International Classification of Functioning,
Disability and Health (ICF):
An Interprofessional Care/Collaboration Framework for transformative interprofessional education.
Dr Stefanus SnymanStellenbosch University: Interprofessional Education and PracticeWHO: Functioning and Disability Reference Group & Education and Implementation CommitteeDr Klaus von Pressentin: Family Physician, Cape Winelands DistrictProf Marina Clarke: Stellenbosch University: Emeritus Professor of Nursing
@MatiesIPE#AMEE2013
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Interprofessional Education and Practice (IPEP):
@MatiesIPE#AMEE2013
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IPEP strategy took into consideration:4 ground-breaking publications:
• Frenk, J., Chen, L., Bhutta, Z.A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., et al. 2010. Health Professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet, 376:1923-1958.
• Institute of Medicine. 2011. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press.
• Interprofessional Education Collaborative Expert Panel. 2011. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
• World Health Organisation. 2010. Framework for action on interprofessional and collaborative practice. Geneva: World Health Organisation.
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Adapted with the permission of CanMEDS © 2005
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In search of an Interprofessional Care/Collaboration Framework: a common language and approach
A statistical, research, clinical, social policy and educational tool to:
• Provide scientific basis
• Interprofessional teamwork
• Common language• Permit comparison• Systematic coding
scheme
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2012: The ICF ride
• IPEP facilitators appointed to each site• Clinical case presentation (Ukwanda Rural
Clinical School)• Assessment: Students present to local
interprofessional team
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The aim of this study
To establish how applying the ICF framework as IPE strategy contributed to 1. instructional reform2. institutional reform3. interprofessional
practice, and4. functioning of health
system
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Design
• Associative group analysis • Questionnaires were administered to 70
participants: • 37 fourth year students, • 18 facilitators of learning • 15 patients.
• Free word associations were used to reconstruct the internal world and subjective meanings which were expressed by more direct methods.
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Results: Students
Students indicated that they adopted a patient-centred interprofessional approach which improved patient outcomes and satisfaction.
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Results: Health professionals
• Students’ response was confirmed• Were indirectly challenged to practice patient-
centred, interprofessional care as a result of them assessing students applying the ICF;
• Improved interprofessional collaboration and interprofessional practice;
• Bigger job satisfaction as they started applyingthe ICF in clinical practice.
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Results: Patients
• Patients appreciated the improved quality of care.
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Institutional reform: Interdependence• Appreciate for other
professions (incl. community care workers)
• Bottom up relationships: Commit to teamwork
• Harmonisation between education and health: Service providers request capacity building in ICF
Instructional reform: Transformative learning• Apply bio-psycho-
social-spiritual patient-centred care, questioning biomedical model in tertiary hospitals
• Integrate “clinical medicine” with “public health”
• Integrate ethics and human rights in patient care
Health system strengthening• Preceptors apply ICF in
teaching and practice • Adopt ICF as approach to
patient care in PHC and district hospital settings
• Influence patient outcomes
Discussion
ASSESSMENT DRIVES PRACTICE
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The ICF ride continues…
Request by various sites/authorities for IPEP/ICF training Spontaneous change: clinical notes, discharge notesmICF mobile app project of WHO: Continuity of care - Community Care Worker Specialist
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To make a long story short…
• Assessment of student presentations using the ICF framework drove interprofessional practice among healthcare students and professionals,
• Facilitated the bio-psycho-social-spiritual interprofessional approach to patient-centred care
• Resulted in improved patient outcomes• Strengthened health systems.
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Acknowledgements
Global forum for innovation in health professions education
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Publish or perish is OLD SCHOOL – Demo or die is NEW SCHOOLFake it or flunk is OUT – Engage and cherish is IN
WE NEED PARTNERS: JOINING IN?Dr Stefanus [email protected]
@MatiesIPE