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

1. 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,

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

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

4. 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

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

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

7. Interprofessional e-Cases Approximate actual situations in which interprofessional teams practice within a ‘real-life’, clinically meaningful environment(D’Eon. 2005) Be sufficiently complex that they cannot be done alone, thus reinforcing collaborative competencies(Steinert, 2005) 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) Learning Theories

8. Design Features • 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 The e-Case Model in Development at McGill

9. Design Features • 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 The e-Case Model in Development at McGill

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

16. Using Interprofessional On-Line Cases to Enrich the Teaching and Learning of Clinical Competencies Nancy Posel Nancy.posel@mcgill.ca