In collaborative practice:
- Faculty have been involved in evaluating new models of collaborative skill development including cluster mentorship models and process oriented models building on theories in complexity science.
- We have worked with clinical partners such as Hamilton Health Sciences to evaluate e-learning approaches to collaborative skill development and to develop clinician’s skills to that they can role model and facilitate IPC with colleagues and students.
- We are working with clinical partners to develop a variety of new models of clinical education and supervision that will enable learners to better learn and practice IPE.
- We are introducing new professional roles within a variety of "non-traditional" settings for example rehabilitation roles within Family Health Teams.
In interprofessional education:
- IPE competencies have been developed and are mandatory in 5 of 6 professional programs.
- Faculty members have developed many new IPE activities to form the basis of a "menu" of activities from which students can choose.
- Innovative activities include Communication Skills Labs with standardized patients, simulation lab activities; develop patient educators and on-line e-modules.
In faculty development:
- PIPER and the Program for Faculty Development have worked collaboratively to develop a curriculum to promote IPE/IPC.
- Two workshops have been developed and are run 4 times per year.
- Workshops are based on a problem-based learning approach in which interprofessional groups of faculty analyze videotapes and develop.
Faculty have been very successful in obtaining funding to support development and evaluation of IPE and IPC. A few examples:
- Institute of Interprofessional Health Sciences Education - A collaboration between 4 universities to develop and evaluate IPE e-learning modules.
- PIER Project – a Process Oriented Approach to Enhancing Interprofessional Education and Collaborative Relationship Centered Care
- Development and validation of the Team Objective Structured Clinical Examination (TOSCE)
- Enhancing Collaborative Decision-Making and Team Building in Health Professional Students project – A multi-part IPE initiative that involved Communication Skills Labs, Simulation Labs, Community Faculty events, Faculty Development events and educational events held in conjunction with clinical sites.
- Promoting Collaborative Practice in the Community project – an initiative which allowed medical and nursing students to shadow an allied health professional providing community care.
- Working Together for Kids project – an initiative developed to help the professionals in a network of community agencies in Guelph who provide care for kids (0-6 years) move from "solo" practice to a flexible model of care responsive to the constraints of funding, wait lists and family needs. This project has led to an online interprofessional collaboration toolkit.
In addition, PIPER has a call for proposals each year to support faculty that are new to IPE and IPC in development of new educational and research initiatives. For example the Advanced Labour and Risk Management (ALARM) Course brings together midwives and family medicine and obstetrical residents to learn about the roles of others in obstetrical care.
At a retreat in June 2008, the leaders in education reaffirmed their commitment to furthering the culture of IPE and IPC within the Faculty of Health Sciences. We are confident in our ability to develop innovative, high quality, meaningful IPE. Our focus is now on developing an evidence base to inform our initiatives through demonstrating the effectiveness of our interprofessional education and collaboration initiatives, developing validated evaluation tools and supporting faculty in gaining the skills to role model, facilitate and develop IPE.