thomas 20 nov searame conf multi-professional education
TRANSCRIPT
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Multi-Professional Education in HumanResources for Health: Possibilities in South
East Asia
Prof Dr. Thomas V [email protected]
Prof & Head Community Medicine & Medical Education,
Director, PSG-FAIMER Regional Institutehttp://psg.faimerfri.org/
Member Exec Committee, SEARAMEhttp://searame.org/
PSG Institute of Medical Sciences & Research,http://psgimsr.in/
Coimbatore, India
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Improving Health requires Team-work
• Team Training during
Professional training?
• Training during / at
workplace?
• Mostly “No”!!
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Overview of the Presentation
• What is Multi-professional Education (MPE)?
• Why MPE? , Advantages
• How to move towards MPE?
– What do we learn from others who have attempted MPE?
– Barriers to implementing MPE
– Enabling factors/ practices to overcome barriers
•
Possibilities / evolution towards MPE• Inter-professional Education and Collaborative
Practice between workforce
• Summary and Conclusions
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Inter-professional Education & Collaborative Practice WHO 2010
•
Multi-professional educationdefined as:
• “The educational experienceshared by members of different health professions” and
• Achieved by “the process in which
a group of students/ workers withdifferent educational backgroundslearn together during certain periods of their education , withinteraction as an important goal”
What is Inter-Professional Education?• Occasions when two or more
Professionals learn from each other and about each other in order tocultivate collaboration and
professional insights (Barr, 2001)
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The Edinburgh Declaration 1988
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How to move towards MPE?
Learn from others who have attempted MPE!
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ENABLING FACTORS IMPLEMENTING M.P.E
Likelihood of Success Harden 1998
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Learn from others….make MPE goals explicit AMEE Guide 12 , Part 1
The Dundee Undergraduate medical curriculum Goals:
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8/4/2019 Thomas 20 Nov SEARAME Conf Multi-Professional Education
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Latrobe University study
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Latrobe University study
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Faculty Development to ensure MPESteinert (2005)
• Aim to bring about change in individual & organizational level
• Target diverse stakeholders
• Address the main content areas: – IPE & collaborative Pt. centered practice
– Teaching and learning – Leadership and organizational change
• Take place in a variety of settings; different strategies
• Model the principles of IPE & Collaborative practice (eg.
Teamwork)• Incorporate principles of effective educational design
• Consider the adoption of a dissemination model toimplementation
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BARRIERS TO IMPLEMENTING M.P.E
• Problems in making Time-table
• Different working practices and academic
policies in different Health Care Professionals
• Variation in learner’s ages
• Fear of loss of identities
•
The power of the medical profession• Resistance to change
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MPE: Advantages, Negative impact factors
& Responsibilities
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The Steps – progression towards MPEThe Possibilities - Learn from others contd… Harden 1998
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The Steps – progression towards MPEThe Steps – progression towards MPE
The Possibilities - Learn from others contd… Harden 1998
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The Steps – progression towards MPEThe Possibilities - Learn from others contd… Harden 1998
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The Steps – progression towards MPEThe Possibilities - Learn from others contd… Harden 1998
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Inter-professional Education & Collaborative Practice WHO 2010
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Mechanisms shaping IPE at Practice level WHO 2010
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Inter-professional Education & Collaborative Practice WHO 2010
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SUMMARY & CONCLUSIONS
MPE/ IPE Contributes to:
• Development of own
professional role
• Better understanding of different professional’s roles
• Better interaction and
communication between
different professionals• Improved patient / health
care
Inter-professional Education & Collaborative Practice WHO 2010
Th St i t d MPE
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MPE: The Continuum
The Steps – progression towards MPEThe Possibilities - Summary… Harden 1998
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Latrobe University study
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SUMMARY & CONCLUSIONS