Criteria for Obtaining a Certificate of Distinction Interprofessional Management of Chronic Health Challenges

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1 Criteria for Obtaining a Certificate of Distinction Interprofessional Management of Chronic Health Challenges Introduction The Interprofessional Management of Chronic Health Challenges Certificate Program provides a deeper understanding of the complexity of health issues and best practices for addressing concerns in an interprofessional manner. When students learn with, from and about each other they are able to collaboratively determine how this new perspective will enhance team relationships and patient/client-centred care for patients/clients with chronic health conditions. Objectives 1. Accurately describe the roles, responsibilities and scopes of practice of other professionals with respect to managing chronic health challenges. 2. Understand key competencies that health care teams can engage in to improve interprofessional management of chronic health challenges. 3. Advocate the importance of effective interprofessional teamwork to enhance effective management of patient/client health issues. 4. Develop an interprofessional management plan for a patient/client in a team context. 5. Demonstrate collaborative leadership skills. Requirements Students must complete the following: 1. Health Mentor Program: An interprofessional group of students meets with a health mentor (an individual living with a chronic health condition) twice to conduct semi-structured interviews regarding the impact of chronic health challenge and his/her experiences in the health care system. These interviews will anchor the student experience by encouraging a patient/client-centred approach. It is preferable to complete the fall iteration; however, students can enroll in either the fall or winter learning activity in the first year of enrollment. 2. Meet the Team: Team members from Toronto Rehab provide an introduction to the roles of various team members and how they collaborate to provide excellent patient/client care. You will be preregistered for this learning activity in your first year of the certificate program. 3. Completion of a total of 10 points must be accrued from elective learning activities. Students must participate in at least three different elective options. Please see the Management of Chronic Health Challenges Certificate Program learning activities catalog. 4. Interprofessional Discussion Groups / Reflective Writing: Critical Reflection is an important lifelong skill. Students will submit a reflective assignment each term. Students will participate in facilitated interprofessional discussions to review reflections and respond to how the management of chronic health challenges can affect and inform collaborative practice. We encourage students to maintain a journal throughout the certificate program.

2 Discussion groups will be held in late-march from 5:15pm-6:15pm. Information regarding reflections and discussion groups will be posted to blackboard each term. Year 1. Term 1: Written reflection to be submitted to blackboard (November). Year 1. Term 2: Face-to-face Discussion (March). Please bring your term reflection to the scheduled discussion group. Year 2. Term 3: Written reflection to be submitted to blackboard (November) Year 2. Final Term: Face-to-face Discussion (March). Please bring your term reflection to the scheduled discussion group. 5. Health Care Team Challenge: Team Participant Role: Senior students receive a complex case prior to the challenge and work together on interprofessional teams with a faculty mentor to develop a management plan. This plan is then presented in a competitive format and reviewed by a panel of judges (including a student, faculty and clinician) that choose the best team. The winning team will then have the opportunity to compete with other universities at the National Health Care Team Challenge. Additional Information All information on the Interprofessional Management of Chronic Health Challenges (MCHC) Certificate Program can be found on the UofT Blackboard Portal under My Organizations Plus > Interprofessional Management of Chronic Health Certificate Program. Students will be able to navigate through the portal to find program materials such as the learning modules, view announcements for upcoming MCHC elective learning activities, submit reflections etc. We advise that students regularly check the MCHC Portal for any announcements related to upcoming opportunities and submission deadlines. Interprofessional MCHC Certificate Program criteria, requirements and approved MCHC elective learning activities can also be found on the CIPE website, To register for upcoming Interprofessional MCHC Certificate Program elective learning activities please visit the IPE RSVP site (unless otherwise noted), Students are expected to complete and submit their Term Reflections in PDF or word format to the Requirements Submissions page on blackboard in order to be marked complete. Reflections are to be submitted to the applicable folder according to your progress in the certificate program. For example, if this is your first term in the program, you will submit under Reflection # 1 (Term 1). Students are expected to complete and submit their MCHC Program Completion Forms at the conclusion of their program via blackboard. Students can find and upload the completion form on the Requirements Submissions page on blackboard. For more information, please contact: ipe.utoronto@utoronto.ca

3 Certificate of Distinction Interprofessional Management of Chronic Health Challenges Elective Catalog Completion of any of the following Elective Learning Activities. A total of 10 points must be accrued. Students must participate in at least three different elective options. Description Points Towards Certificate Credit Towards IPE Curriculum CAMH: Team Perspectives in Complex Mental Health This interprofessional learning activity offers students the opportunity to observe an interprofessional team as they review a case and formulate assessment and/or treatment plans or interventions. Students will attend this clinical meeting and then meet after with the IPE Facilitator9s) to discuss their experience from an IPE Competencies lens. Students will reflect on and discuss the team process and dynamics in terms of communication, power or hierarchy, roles & responsibilities. They will also be asked to identify the key clinical issues that arose with regards to treatment and support of individuals with severe and persistent mental health/substance use concerns. Complexities of Mental Health Members of the University of Toronto and Women's College Hospital will present and lead discussions regarding Gloria, an Aboriginal woman with mental health issues. This case encourages students to wrestle with complexities in environment, resources, spiritual issues, substance abuse, and support systems. Eating Disorders Casebased Discussion The Eating Disorders Team from UHN (including a dietitian, social worker, occupational therapist, nurse practitioner, psychiatrist, psychotherapist, nurse, and consulting dentist) present material on common eating disorders and the Eating Disorders Program. Students then meet in Interprofessional groups to discuss three cases dealing with two common eating disorders and accompanying ethical considerations.

4 Health Care Team Challenge: AUDIENCE Students will be asked to consider a variety of questions within interprofessional groups to provide feedback to the teams regarding the management plan and collaboration process. Health Literacy: Enabling effective Interprofessional communication with patients and families Health literacy is a critical factor for enabling effective communication between patients and health care providers, as well as among health care providers (interprofessional communication). It is essential for making informed choices, reducing health risks and increasing quality of life. Session participants will explore the concept of health literacy, its impact on and patient safety and chronic health care management, as well as identify strategies for interprofessional teams to optimize health literacy in practice. Holland Bloorview: Interprofessional Orientation to Collaborative Client and Family Centred Care Collaborative Practice, the Teaching and Learning Institute and Client and Family Integrated Care have partnered to create a full day education session using simulation to enhance collaborative care and foster a deeper appreciation for client and family centred care. Current staff, new staff and students are invited to engage in dialogue about how we work together to foster successful collaborative client and family centred care environments. How Teams Address the Gripping Effects of Amyotrophic Lateral Sclerosis (ALS) Team members from Bridgepoint Health highlight team roles and responsibilities in addressing the needs of individuals with Amyotrophic Lateral Sclerosis (ALS) throughout disease progression. Interprofessional Literary Reflections Description Needed Providence Healthcare Student Lunch & Learn: Community Resources & Discharge Planning Students participate in an interprofessional case discussion to explore community resources available to help facilitate safe discharge to home for patients, as well as resources specific to Providence Healthcare.

5 Tourette Syndrome Plus: What to Consider? An interactive discussion about Tourette Syndrome and the many challenges and comorbidities associated with this neurological disorder. Participants will work in groups to identify the signs and symptoms of people who have TS+, and how those symptoms might affect the work of different health care practitioners. The discussion will be led by a psychiatrist, child and adolescent psychologist, and speech-language pathologist all from the Tourette Syndrome Neurodevelopmental Clinic at Toronto Western Hospital. Case-Based Palliative Care The primary focus is a case-based discussion regarding a discharge scenario. Students develop a management plan for the patient/client and family. As well, they discuss the team process. Empowering Patients/Clients: Examples from the HIV Community Students learn about episodic disability and its impact on the individual in the context of HIV. As well, they learn how health care providers can facilitate client empowerment and enhanced health literacy. They learn from participating client stories and work in facilitated interprofessional groups to discuss their response to a case. Holland Bloorview: Interprofessional Home Visiting Students will have an opportunity to meet each other at an orientation session and then make arrangements to meet a client and their family at the family home. Home visits will be made in small interprofessional groups. In addition to learning about the client and family perspective, a debrief discussion will be held to give us all an opportunity to share our thoughts and observations and learn from each other. Holland Bloorview: IPE on Ethics In this elective, students will receive instruction in clinical ethics, including review of: key principles and values in clinical ethics; a framework for ethical decision-making (the IDEA framework); and apply these to an ethically complex clinical case in a small inter-professional group setting. The objectives of this elective are to learn and apply an ethical framework in a team based setting with particular attention paid to the perspectives and roles of the interprofessional team.

6 Interprofessional Teams in Chronic Care Team members from The Arthritis Program (Southlake) will present how collaborative practice enhances the provision of services to their clients. This award-winning team has developed a model that is transferable to programs dealing with a variety of chronic conditions. NYGH: Collaborative Management of Heart Failure Team Response to Ethical Dilemmas Objectives: 1. Describe one s own professional role, responsibilities and scope of practice as related to managing this condition. 2. Identify where one s professional roles are unique, where roles overlap, and where opportunities for collaboration with other professions exist. 3. Demonstrate how one would effectively collaborate on an interprofessional team using a patient case scenario to develop a plan of care. This interactive interprofessional education session will address a collaborative approach to the management of a heart failure patient. Students will review and apply competencies for effective teamwork utilizing a case-based approach. Students are introduced to an ethical framework to assist in managing dilemmas teams encounter. They then work in interprofessional groups to apply the framework to a variety of cases. TRI: Working Collaboratively in the Community Rehab Sector team members from Toronto Rehab-University Health Network facilitate a case-based discussion about a person in rehabilitation. Students are divided into interprofessional small groups. Discussion focuses on the different professional roles and contributions, as well as the Interprofessional communication and collaboration that occur in the rehabilitation setting. Trillium Health Partners: Making Ethical Decisions: An Interprofessional Team Approach In this session, participants will have an opportunity to work through several challenging ethical scenarios using an ethical decision-making framework and an interprofessional team approach.

7 Geriatric Rehabilitation Taped vignettes of Toronto Rehabilitation Institute Geriatric Day Hospital interactions are used to guide facilitated discussions on team interactions during the first week of this learning activity (offered online). Interprofessional groups of students view assessment and program-based team interactions that highlight issues in geriatric rehabilitation, communication and collaboration. Students then participate in facilitated asynchronous online discussions. During the second week, the same groups of students meet face-to-face with their facilitator and apply their skills to a team discussion of a case. They work together to develop the intervention strategies and plan for the discharge of the patient/client. Health Mentor Program (2 nd experience) An interprofessional group of students meets with a health mentor (an individual living with a chronic health condition) twice to conduct semistructured interviews regarding the impact of chronic health challenge and his/her experiences in the health care system. These interviews will anchor the student experience by encouraging a patient/client-centred approach. It is preferable to complete the fall iteration; however, students can enroll in either the fall or winter session. HIV and Rehabilitation Students learn about HIV and rehabilitation through a unique blended Interprofessional learning experience. They engage in personal on-line learning content and then participate in online asynchronous interprofessional discussions with peers approximately two hours per week for 3 weeks. The 4th and final week consists of a face-to-face case-based experience. IMAGINE Clinic Students work on an interprofessional team with other students to provide primary care to the underserviced and homeless population Students interested in this elective need to contact the clinic directly. 3 points

8 IMAGINE Inner City Health Longitudinal Experience Interprofessional Medical and Allied Groups for Improving Neighbourhood Environment (IMAGINE) is a student-run community health initiative aimed at promoting and providing free and holistic healthcare services to marginalized and underserved populations. IMAGINE is hosting a new Inner City Health Longitudinal Experience which will enable students to gain knowledge about issues relevant to inner city populations (ex. advocacy, healthcare for refugees and those without health insurance, how to support clients in need of housing, and non-medical resources for poverty intervention), practice their skills, shadow at an interprofessional clinic that primarily serves inner city and vulnerable populations, and reflect on what they have learned. 3 points Is She Gonna Get Better? Family Meeting in the Context of Traumatic Brain Injury In this blended learning activity senior students learn about traumatic brain injuries as well as team roles and responsibilities (online - approximately two hours). Students receive some additional resources for conducting family meetings and delivering bad news and participate in interprofessional facilitated asynchronous online discussions to review their responses to the material (30 45 minutes). The same groups and facilitators then meet faceto-face to prepare for a simulated family meeting. Following the family meeting, they debrief with their facilitators, peers and simulated family member. Perspectives: Help Casey This blended learning activity is offered over a four-week period (approximately two hours per week). Weeks one through three will consist of independent work on modules and facilitated asynchronous online discussions. Week four will bring students together for a face-to-face discussion and debrief. Casey is an adult with dual diagnosis developmental and mental health challenges.

9 Perspectives: Help Mateo This blended learning activity is offered over a four-week period (approximately two hours per week). Weeks one through three will consist of independent work on modules and facilitated asynchronous online discussions. Week four will bring the students together for a face-to-face discussion and debrief. Students will focus on the case of Mateo - a child who has been diagnosed with Autism Spectrum Disorder. Seniors Outreach The Interprofessional Senior s Outreach Program brings students from various health professions together to connect with an elderly person outside of the clinical setting. Groups of three students from different health professions care are matched to a senior in the community, who they visit together approximately 6 times throughout the academic year. The visits are flexible and can be tailored to the interests of the senior and the students. Visits include activities; however, they also involve a discussion experience with health professionals, current challenges and unmet needs in their daily life. Students complete two one-page written reflections (January and April) and participate in a debrief session in April. Interprofessional Student Facilitator Program This program offers students with an interest in teaching and facilitation the opportunity to explore the fundamentals of interprofessional facilitation. Students participate in an introductory workshop, a shadowing experience, and also have the opportunity to co-facilitate at an interprofessional learning activity. 3 points