Collaborative practice and interprofessional education

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Collaborative practice and interprofessional
education Alison Lee MedEd09 Conference,
Sydney 30 October, 2009
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Outline of presentation

• A collaborative partnership between health and
  education WHO Framework for Action on
  Interprofessional Education and Collaborative
  Practice
• L-TIPP key outcomes
• Ways forward in the Australian context

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Interprofessional education (IPE) is defined as
occasions when two or more professions learn
from, with and about each other to improve
collaboration and the quality of care. Centre
for the Advancement of Interprofessional
Education (CAIPE, 1997, revised)
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World Health Organization Framework for Action
on Interprofessional Education and Collaborative
Practice (2008, forthcoming 2009)
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WHO Framework for Action

• Key arguments
• The Need for Interprofessional Collaboration.
• Interprofessional Education and Collaborative
  Practice for Improved Health
• The Role of Health and Education Systems
• A Culture Shift in Health Care Delivery
• Interprofessional Education achieving a
  Collaborative Practice-Ready Health Workforce
• Health and Education Systems Achieving Improved
  Health Outcomes

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Challenges to health service delivery

• higher patient and community expectation
• aging of health workforce
• particular urgency in rural, remote, Indigenous
  and vulnerable communities
• increasing incidence of chronic illness and
  lifestyle diseases
• recurring theme of ineffective teamwork

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Overarching reform directions

• improved systems of governance
• increased responsiveness to Australian
  demographics
• new models of interprofessional and team-based
  care
• establishment of flexible workforce that works
  together and learns together

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L-TIPP methodology

• international and national literature review
• comprehensive activity profiling within
  Australian universities
• national consultation on draft proposal
• national communication strategy

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outcomes

• a problem of disconnect between over-arching
  reform aspirations and needs and the actualities
  of everyday practice and education
• fragmentation and vulnerability
• a disconnected system based on competition rather
  than collaboration
• a lack of understanding of the complexity of
  practice
• a health education largely delivered in
  uni-professional context
• a need to facilitate a culture of learning across
  the career-span

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Four key areas of development

• Informing and resourcing curriculum development
• Embedding IPP as a core component of health
  professional practice standards and where
  appropriate, in registration and accreditation
  processes
• Establishing and implementing a program of
  research to support and inform development
• Establishing an IPE/IPL/IPP knowledge management
  system

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http//www.aippen.net/
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collaborative education and practice Linkoping
University

• Problem-based learning curriculum since 1986
• Interprofessional education integrated
  course-long and course-wide. 12 weeks across
  course
• Interprofessional Clinicum, including
  simulations
• Interprofessional Quality Improvement initiatives
• Interprofessional Student-led training wards
• Continuing professional learning and development
  for working health professionals within Clinicum
  space
• Mandatory two-way secondments and joint
  appointments for academic staff

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