At a Crossroads: Refreshing Interprofessional Health Education in Saskatchewan

2. At a Crossroads: Refreshing Interprofessional Health Education in Saskatchewan Lesley Bainbridge, BSR(PT); MEd; PhD Associate Principal College of Health Disciplines Director Interprofessional Education Faculty of Medicine University of British Columbia lesleyb@mail.ubc.ca

3. Esther’s Voice

4. The next half hour • Setting the stage • My journey through IPE and IPC • Lessons learned: irritants and successes • The continuum: from competencies to practice • The “I” part of collaboration • Collaborative leadership • Questions

5. Definitions Interprofessional Education (IPE) • Interprofessional education(IPE) occurs when “two or more professions learn about, with and from each other to enable effective collaboration and improve health outcomes “(Bainbridge & Wood, 2012; 2013). Adapted from CAIPE, 2002. Interprofessional Collaboration (IPC) • Collaborative practice occurs when professionals from different disciplines “work together with patients, families and communities to deliver the highest quality of care”(WHO, 2010).

6. Why IPE? Today’s health care system is experiencing human resource shortages, escalating costs, and increasingly complex health care needs Health care professionals must work collaboratively to ensure consistent, continuous, and reliable care. IPE helps students develop the necessary knowledge, skills, and attitudes to collaborate effectively.

7. Benefits of IPC • Collaborative practice strengthens health systems and improves health outcomes. • Effective interprofessional collaboration (IPC) can lead to: • Improved patient safety and outcomes • Improved use of clinical resources • Increased health professional satisfaction • Increased access to health care • Reduced clinical errors • Reduced conflict between health care professionals

8. Irritants: • No funding specifically for IPE • No high profile or dedicated time for those charged with IPE • Ongoing curriculum renewal • Still a belief that medicine is different creating a real or perceived gap • Inability to flow IPE through the curriculum as opposed to episodic injections • Government apathy • Inconsistencies between classroom and practice • Strong and aged beliefs about health professional education

9. Successes • The support of the Provost, the Deans and senior faculty members • The College of Health Disciplines • Accreditation • Global attention to collaboration (The Lancet Report being the latest) • The champions • The students • The community partnerships • National and international attention (CAB; ATBH)

11. UBC Model: Exposure, Immersion, Mastery • Exposure: knows about • e.g. shadowing • Immersion: knows how • e.g. interprofessional placement • Mastery: can teach • e.g. looked to an an excellent collaborator

13. The “I” part of collaboration • Social capital • Negotiation • Rhetoric • Perspective taking • Conflict management • Relationship building

14. Collaborative Leadership • Leadership on steroids • Mindfulness • Reflection • Authentic community engagement • Social accountability • More than “me”

15. Forward is a direction…not a speed.