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Interprofessional EducationCourse Introduction
Mohamed E.K. Amin, PhD
Assistant Professor
Faculty of Pharmacy
Beirut Arab University
Room 102 Hariri Building
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Outline
Course Background
Team Based Learning
Interprofessional education
Interprofessional Collaboration
Course Logistics
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What is Patient Safety?
• The main emphasis of the course!
• Definition: The prevention of errors and adverse effects to patients.
• While health care has become
– more effective
Yet!
– more complex, with greater use of new technologies, medicines and treatments.
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Rationale
Why Patient Safety?
• Patient safety is not specific to one health profession
– All health professional learning includes patient safety competencies.
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What We Aim For…
• To satisfy the demand for a single coordinated approach that is
– Systems-based
– Team-dependent
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Main Reference
http://www.who.int/patientsafety/education/curriculum/tools-download/en/
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Team Based Learning
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Team based learning
• A form of learning that strategically organizes students into permanent groups for the term. It consists of three Phases:
• Phase 1:student pre-class preparation, such as a reading assignment and viewing recorded lecture
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Team based learning
• Phase 2: begins in class with students taking individual and team readiness-assurance tests (iRATs and tRATs)
– Taking a short test that students complete as individuals iRAT
–Retaking the same test again as a team after coming to consensus on answers tRAT
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Team based learning
• Phase 3: students work in learning teams to
– Apply course content to real-world problems
– Participate in discussions within & among groups.
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Team based learning• Benefits
– Higher volume of immediate feedback
– Increased content comprehension
– Improved communication skills
– Improved exam scores
• Challenges
– Students may be used to competitive learning
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Interprofessional Education
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What is Interprofessional education? *
•Educators and learners from 2 or more health
professions jointly create and foster a collaborative
learning environment.
•Students from two or more professions learn
•About each other
•From each other
•With each other13
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What is Interprofessional education?*
•Aims to enable effective collaborations and improve
patients’ health outcomes
•Common educational themes include:
•Ethics
•Evidence-based medicine
•Patient safety
*Therese I. Poirier and Miranda Wilhelm (2013). Interprofessional Education: Fad or Imperative. American Journal of Pharmaceutical Education: Volume 77, Issue 4, Article 68.
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Health and Education Systems (WHO,2010)
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IPE and IPP
Two primary areas:
(1) Pre-licensure- Interprofessional Education IPE •Students
(2) Post-licensure- Interprofessional Practice IPP•Ongoing professional development•Usually Carried on at healthcare institutions
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Benefits
•A positive change in perceptions and
attitudes
•A positive change in knowledge and skills
necessary for collaboration
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Interprofessional Collaboration
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Collaborative Practice
According to WHO:
“Collaborative practice happens when multiple health
workers from different professional backgrounds work
together with patients, families, carers and
communities to deliver the highest quality of care
across settings”
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WHPA* Statement On Interprofessional Collaborative Practice
Effective interprofessional collaborative practice
(ICP) can lead to:
• Coordinated and safe health system
• Efficient use of resources
• Increased job satisfaction, with reduced stress.
*WHPA: World Health Professions Alliance
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Building Trust: The Cornerstone to Successful Collaborative Arrangements
*In trusting relationships both parties:
• Sought input from one another
• Allowed each other to do their jobs without
unnecessary oversight
• Openly discussed success and failure and learned from
one another
*Tallia AF, Stange KC, McDonald RR. Understanding organizational design of
primary care practice. Journal of Healthcare Management 48: 45–59, 2003.
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Teamwork
• Teams comprising multiple disciplines and levels
of workers should meet regularly to
– Plan
– Deliberate
– Communicate
– Evaluate their work
• Evidence and Data!!
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Teams in Health Care
• Failed communication and incongruent teamwork
– 80% of harmful errors reported to The Joint Commission
had poor communication as a root cause
• With highly functional teams
– Efficiency, safety, and clinical outcomes are
improved
– Hospital stays and costs are decreased
Joint Commission on Accreditation of Healthcare Organizations. Root causes of
sentinel events. Available at:
www.jointcommission.org/SentinelEvents/Statistics/
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Aviation Industry as an Example
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Aviation vs Healthcare
Attitudes of superior pilots
• Aware of personal limitations
• Recognize the need to verbalize plans
• Encourage crew members to question decisions
• Understand the need to train crew members
• Sensitive to the personal problems of crew
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Vertical vs Flat Hierarchy
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Barriers to Teamwork in Health Care:
Hierarchical Structure
• Survey of surgical staffs and airline crews showed
• 94% of airline crews preferred flat hierarchies and
questioning by subordinates
While
• 59% of attending surgeons preferred flat hierarchies
and questioning by junior team members
Sexton JB, et al. BMJ. 2000;320:745–9.
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Working with Colleagues
• Approach people as neither inferior nor superior to you!
• Validate others for their talents
– Be generous with praise
– Give credit to others for their contributions, ideas and experience
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Working with Colleagues
• Believe that what others think matters;
– Give them the chance to explain their perspectives
– Actively listen in order to understand them.
• Benefit of the Doubt
• Treat people as trustworthy
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Course Logistics
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Schedule• Lecture:
– Friday 8:00 - 10:00 am
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What we will expect from you
• Be in the room before the session starts.
• Text messaging and e-mailing in class is
prohibited.
• Do not miss a class!
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Participation• How much effort you put in the discussion
• How well do you listen to what others in the class have to say
• The extent of providing a rationale for positions you take
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Participation
• How you build on what already has been said during the discussion
– to move the level of discussion forward
• How relevant are the points you make relevant to the topic being discussed
• Please check the participation rubric which will be posted on i-connect for more details
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Request For Appropriate Accommodations
• If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical),
• please contact one of the coordinators to arrange a confidential discussion to review how the accommodations can be applied in the course.
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ScheduleDate Group Session Title
12/2 A&B Course Introduction
19/2 A Team-building26/2 B Team-building
04/3 A&B Lecture Introduction to Patient Safety
11/3 A TBL Medication safety 18/3 B TBL Medication safety
08/4 A TBL Understanding and managing clinical risk15/4 B TBL Understanding and managing clinical risk
22/4 Groups () -6/5 Groups ()13/5 Groups ()20/5 Groups () 27/5 A&B Closing
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Assessment• Attendance : 20%
– If you are present at 8AM you get 4 %
– If you arrive at 8:00-8:15 you get 2%
– If you arrive after 8:15 you get no points
– You get the best 5 out of 6 grades!
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Assessment• Attendance : 20%
• Team Based Learning Activities in Lab:60%– Session 1 IRAT 5%, TRAT 5% , Problem Solution 10%
,and Participation:10%
– Session 2 IRAT 5%, TRAT 5% , Problem Solution 10% ,and Participation:10%
• Case Based Learning: 20%– One Session Problem Solution 10% ,and
Participation:10%
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Thank you for listeningQuestions!
Next TimeTeam Building withDr Mohamed Issa
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