Building the community of patient-centred care practice across all sectors of health care and health professional education

2016 ◽  
Vol 46 (1) ◽  
pp. 122-123 ◽  
Author(s):  
J. Barr ◽  
K. Ogden ◽  
K. Rooney
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Care Practice ◽  
Health Professional Education ◽  
Patient Centred Care

scholarly journals A Comparative Review of Canadian Health Professional Education Accreditation Systems

2006 ◽  
Vol 36 (1) ◽  
pp. 79-102 ◽  
Author(s):  
Vernon R. Curran ◽  
Lisa Fleet ◽  
Diana Deacon
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Interprofessional Education ◽  
Health Professions ◽  
Educational Process ◽  
Health Professional Education ◽  
Care Providers ◽  
Comparative Review ◽  
Canadian Health

Canadian governments and various stakeholder groups are advocating greater interprofessional collaboration amongst health care providers as a fundamental strategy for enhancing coordination and quality of care in the health care system. Interprofessional education for collaborative patient-centred practice (IECPCP) is an educational process by which students/learners (or workers) from different health professions learn together to improve collaboration. The educational system is believed to be a main determinant of interprofessional collaborative practice, yet academic institutions are largely influenced by accreditation, certification and licensure bodies. Accreditation processes have been linked to the continuous improvement of curricula in the health professions, and have also been identified as potential avenues for encouraging educational change and innovation. The purpose of this paper is to summarize the characteristics of the national accreditation systems of select Canadian health professional education programs at both the pre- and post-licensure educational levels and to show how these systems support and/or foster IECPCP. A review of the educational accreditation systems of medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy was undertaken through key informant interviews and an analysis of accreditation process documentation. The results of this comparative review suggest that accreditation systems are more prevalent across the health professions at a pre-licensure level. Accreditation at the post- licensure level, particularly at the continuing professional education level, appears to be less well established across the majority of health professions. Overall, the findings of the review also suggest that current accreditation systems do not appear to promote nor foster interprofessional education for collaborative patient-centred practice in a systematic manner through either accreditation processes or standards. Through a critical adult learning perspective we argue that in order for traditional uni-professional structures within the health professional education system to be challenged, the accreditation system needs to place greater value on interprofessional education for collaborative patient-centred practice.

State of the Art: Interdisciplinary Collaboration for Health Professional Education in Genetics

1999 ◽  
Vol 1 (2) ◽  
pp. 119-121 ◽  
Author(s):  
Rita Black Monsen
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Care Delivery ◽  
Interdisciplinary Collaboration ◽  
Interdisciplinary Cooperation ◽  
Health Professional Education ◽  
Care Providers ◽  
Health Related ◽  
National Coalition

Nursing has a long and productive history of interdisciplinary cooperation in providing education to nurses as well as other professionals. Interdisciplinary education is effective in socializing students and practicing clinicians for practice incorporating new discoveries, in areas such as genetics, for continuing relevance in health care delivery. The National Coalition for Health Professional Education in Genetics (NCHPEG), established in 1996 with the cooperation of the American Nurses Association, the American Medical Association, and the National Human Genome Research Institute at the National Institutes of Health, has provided leadership in bringing advances in genetics to the nation’s care providers in nearly all health-related disciplines. Nursing plays a key role in this model initiative aimed at new genetic discoveries to improve the health care of all Americans.

scholarly journals From “Academic Projectitis” to Partnership: Community Perspectives for Authentic Community Engagement in Health Professional Education

2018 ◽  
Vol 4 (1) ◽  
pp. 79-96 ◽  
Author(s):  
Cathy Kline ◽  
Wafa Asadian ◽  
William Godolphin ◽  
Scott Graham ◽  
Cheryl Hewitt ◽  
...  
Keyword(s):  
Health Care ◽  
Service Learning ◽  
Health Professional ◽  
Community Engagement ◽  
Professional Education ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Common Interest ◽  
Health Professional Education ◽  
Community Based

Health professional education (HPE) has taken a problem-based approach to community service-learning with good intentions to sensitize future health care professionals to community needs and serve the underserved. However, a growing emphasis on social responsibility and accountability has educators rethinking community engagement. Many institutions now seek to improve community participation in educational programs. Likewise, many Canadians are enthusiastic about their health care system and patients, who are “experts by lived experience,” value opportunities to “give back” and improve health care by taking an active role in the education of health professionals. We describe a community-based participatory action research project to develop a mechanism for community engagement in HPE at the University of British Columbia (UBC). In-depth interviews and a community dialogue with leaders from 18 community-based organizations working with vulnerable populations revealed the shared common interest of the community and university in the education of health professionals. Patients and community organizations have a range of expertise that can help to prepare health practitioners to work in partnership with patients, communities, and other professionals. Recommendations are presented to enhance the inclusion of community expertise in HPE by changing the way the community and university engage with each other.

scholarly journals Survey of Distance Learning Provision in Continuing Health Professional Education in Canada

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Vernon Curran ◽  
Fran Curran ◽  
Lisa Fleet
Keyword(s):  
Health Care ◽  
Distance Learning ◽  
Health Professional ◽  
Professional Education ◽  
Learning Technologies ◽  
The State ◽  
Health Professional Education ◽  
Care Providers ◽  
Rural And Remote ◽  
Distance Learning Technologies

In Canada, the trend is towards greater use of distance learning technologies in the provision of continuing professional education in the health professions. Lack of access to professional development is a common deterrent to practice in rural and remote areas. Distance learning technologies have an important role to play in addressing the professional isolation challenges experienced by rural and remote health care providers. This article examines the state of distance learning provision among Canadian providers of continuing health professional education. The survey population included academic institutions, national/provincial health professional associations and non-profit health advocacy organizations, the pharmaceutical industry, and hospital/health care authority organizations. The results provide a greater understanding of the state of distance learning provision among providers of continuing health professional education in Canada and suggest a number of means to foster distance learning opportunities for rural health care provider.

Simulation in Health Professional Education

2010 ◽  
pp. 51-67 ◽  
Author(s):  
David Kaufman
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Professional ◽  
Health Care System ◽  
Professional Education ◽  
Health Professional Education ◽  
Software Environment ◽  
Aids Patients ◽  
Health Related ◽  
Definition Of

This chapter begins with a definition of “simulation” and outlines simulation attributes. It then discusses the purpose of simulations, distinguishing and illustrating their various categories and forms in medical and health professional education, and describes their benefits, limitations, and ways to use them effectively. The elements of effective simulations for learning, and why these are important, are then explained. To illustrate these concepts, the chapter concludes by describing health-related simulations developed in the SAGE for Learning project, including COMPS, a collaborative online multimedia problem-based simulation; COMPSoft, a software environment for creating cases and allowing learners to work through them online; HealthSimNet, a simulation for HIV/AIDS patients and professionals to experience navigating the health care system; and MIRAGE, a psychiatry prototype for medical students.

scholarly journals Integrating Compassionate, Collaborative Care (the “Triple C”) Into Health Professional Education to Advance the Triple Aim of Health Care

2016 ◽  
Vol 91 (3) ◽  
pp. 310-316 ◽  
Author(s):  
Beth A. Lown ◽  
Sharrie McIntosh ◽  
Martha E. Gaines ◽  
Kathy McGuinn ◽  
David S. Hatem
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Collaborative Care ◽  
Professional Education ◽  
Health Professional Education ◽  
Triple Aim

scholarly journals People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?

2009 ◽  
Vol 33 (3) ◽  
pp. 478
Author(s):  
Jane M Tracy
Keyword(s):  
Health Care ◽  
Intellectual Disability ◽  
Health Professional ◽  
Developmental Disability ◽  
Professional Education ◽  
Health Professionals ◽  
Teaching And Learning ◽  
People With Disabilities ◽  
Health Professional Education ◽  
People With Intellectual Disabilities

TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC

scholarly journals Health professional education: perpetuating obsolescence?

2007 ◽  
Vol 31 (3) ◽  
pp. 325 ◽  
Author(s):  
Sandra G Leggat
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
18Th Century ◽  
Public Health Care ◽  
Health Professional Education ◽  
Care Needs ◽  
Australian Health ◽  
Health Care Practices ◽  
Workforce Policy

THE CURRENT SUITE of health professions was established to respond to health care needs of the distant past. Organisation of health professional skills that is based on health care practices of previous centuries is unlikely to serve the public health care system in the future. Judging by the number of papers on health professional education we received, it appears that health care practitioners, policy makers and educators may be slowly realising that, just like many of the health care technologies of the 18th century, the organisation of our health professional workforce has become obsolete. But, as identified in a survey of Australian health workforce policy experts, there is a fundamental lack of coordination between the national and state levels of government and insufficient long-range planning to effectively address health professional workforce issues (see page 385).

scholarly journals Introducing Interprofessional Education to Foster Patient Centred Health Care : A Quasi Experimental Experience in Bangladesh

2016 ◽  
Vol 15 (1) ◽  
pp. 3-7
Author(s):  
Md Humayun Kabir Talukder ◽  
Md Nuruzzaman ◽  
Tahmina Nargis
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Interprofessional Education ◽  
Health Professional Education ◽  
Student Life ◽  
Patient Centered ◽  
Quasi Experimental ◽  
Medical Technologists

Introduction: Interprofessional education is considered to be an innovative and useful concept to accelerate the effort of transforming health professional education under health systems perspective. Generally Interprofessional Education (IPE) occurs when two or more professionals belong to different professional groups learn together through mutual interaction with the purpose to improve collaboration and the quality of care. The key for IPE is that the learning must be interactive. It is an important step in advancing health professional education for many years and has been endorsed by the Institute of Medicine as a mechanism to improve the overall quality of health care.Methods: Realizing the importance of IPE, a quasi experimental study was undertaken and conducted in Bangladesh in May 2014. Sample size was 32 out of which 15 teachers (Such as Professor, Associate Professor, Assistant Professor, Lecturer and Instructor) and 17 students of medical, dental, nursing, medical technology and allied health science institutes. All the participants voluntarily attended 5 sessions on basic concept on IPE, role delineation, communication, teamwork & team building and patient centered care followed by group work and group activities within three consecutive days. After those 5 sessions, views of the participants were sought through self administered structured questionnaire after data entry and analysis.Results: According to the study, 100% participants viewed that medical, dental, nursing, and medical technologists should have few common sessions in their student life while about 90.7% respondents opined that those sessions will develop positive relationship among them, which will help to feel and honor each other’s professional responsibilities viewed by all the respondents. It was also revealed that 96.9% respondents viewed that IPE sessions in student life will help to reduce silos in professional life. Better team work among doctors, nurses and medical technologists will ensure patient centered better health care was viewed by 100% respondents. Study recommended introducing IPE in Bangladesh to foster patient centered health care.Conclusion and Recommendation: The study concluded with recommendation that specific sessions for IPE should be incorporate in the under graduate education curriculum of the health professionals during their academic period and also during in- service period at workplace as part of their professional development to promote quality of care.Chatt  Shi Hosp Med Coll J; Vol.15 (1); Jan 2016; Page 3-7

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