University of Toronto Interprofessional Education Curriculum/Program

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1 University f Trnt Interprfessinal Educatin Curriculum/Prgram The University f Trnt (UT), building n its rich histry f interprfessinal educatin (IPE), develped an IPE curriculum fr eleven f its health science prfessinal prgrams (i.e., dentistry, medical radiatin sciences, medicine, nursing, ccupatinal therapy, pharmacy, physician assistant, physical educatin and health, physical therapy, scial wrk and speech-language pathlgy) that will be integrated within the uniprfessinal curricula f each faculty/department. This curriculum/ prgram became requisite fr the incming and subsequent chrts f students in eight f these prgrams (i.e., dentistry, medical radiatin sciences, medicine, nursing, ccupatinal therapy, pharmacy, physical therapy and speech-language pathglgy) beginning in the academic year. This cmpetency-based, lngitudinal curriculum/prgram has five main cmpnents: 1) cre cmpetencies, 2) learning activities 3) assessment, 4) evaluatin and 5) faculty leadership. Apprximately 1250 UT students per year will be impacted by this curriculum/prgram. IPE Cre Cmpetencies Identifying cre cmpetencies was an essential fundatinal step fr develping the cmpetencybased IPE curriculum/prgram at UT. A wrking grup was frmed t develp these cmpetencies alng with a cmpetency framewrk. The prcess invlved explring and examining relevant literature, mdels and resurces and then brainstrming t create a UT mdel and specific interprfessinal cre cmpetencies. The framewrk encmpasses a learning cntinuum fr the develpment f IPE mving twards the gal f interprfessinal cllabrative care. The mdel includes fundatinal values and an entry-tpractice fcus that sits within a larger educatinal and prfessinal cntext, alng with specific cmpetencies that reflect a hierarchy f cnstructs. The educatinal and prfessinal cntinuum f an individual s develpment and experiences evlves frm pre-health science prgrams t UT health prfessinal prgrams t pst-graduatin fr the ptimizatin f discvery r new knwledge, health human resurces and client/patient/ family care. Three IPE cnstructs prvide key building blcks and include values and ethics, cmmunicatin and cllabratin. Specific cre cmpetencies fr each cnstruct have been develped acrss the interprfessinal cntinuum f expsure (intrductin and pre-placement level), immersin (interprfessinal placement level) and cmpetence (entry-t-practice level). This represents the student s develpment ver time in their interprfessinal knwledge, skills/behaviurs and attitudes. Frmal and infrmal learning, including reflectin, will be utilized t achieve these cmpetencies that will be assessed utilizing a variety f methds. Thrugh the IPE curriculum/prgram, it is believed that UT graduates will be well-prepared t enter cllabrative practice interprfessinal partnerships fr the ptimizatin f client/patient health utcmes and t becme future interprfessinal practice leaders.

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3 Learning Activities In the IPE curriculum/prgram, learners are required t participate in fur cre IPE learning activities and a specific number f elective IPE learning activities in rder t cver the cre cmpetencies and becme cmpetent cllabratrs when they enter practice. These learning activities are a cmbinatin f previusly-existing IPE sessins and newly created nes. Cre Learning Activities The fur cre learning activities include: Year 1 Teamwrk: Yur Future in Health Care This intrductry IPE sessin at the expsure level brings all first-year health science students tgether at ne time t begin their interprfessinal learning jurney as a fundatin fr cllabrative practice. The sessin invlves students learning abut, frm and with each ther thrugh a prgram presenting a client/patient perspective, faculty skits highlighting less than ideal and gd team functining and a cmmunity health care team view. Cnflict in Interprfessinal Life This sessin was develped fr mre advanced health prfessinal students and fcuses n IPE cmpetencies at the immersin level. It is designed t reinfrce the message that cnflict is a natural part f wrking life and that it is a prfessinal respnsibility t handle it effectively. The ability t deal with cnflict is necessary fr effective and efficient interprfessinal cllabratin in delivering best quality patient/client care. Case-Based: Pain r Palliative Care Interprfessinal grups f students learn abut interprfessinal cllabratin in a pain and/r palliative care case that als fcuses n cmpetencies at the immersin level. IPE Cmpnent in a Clinical Placement This sessin ccurs at ne r mre clinical sites in already existing clinical placements and fcuses n the cmpetence level. Tw mdels fr the IPE cmpnent in a clinical placement are utilized - structured r flexible ne f which must be cmpleted ver the curse f the student s educatinal prgram. The structured mdel includes fur elements: 1) cmmn clinical area - students placed n the same team at a site where their placements verlap fr a fur-week perid; 2) intrductry tutrial ccurs prir t the fur-week perid; 3) facilitated patient\client\family- themed tutrials - ccur each week in an area f interest t the students; and 4) shared presentatin cmpleted by the student team at the end f the placement. The flexible mdel includes three clinical learning activities that allw students t experience interprfessinal learning in an array f clinical settings. Activities fcus n, but are nt limited t the fllwing: Participating in team educatin; Interviewing and shadwing tw individuals that may include different prfessinals r a patient/client/family member and Participating in team meetings.

4 Elective Learning Activities Sessins n a range f tpics frm biethics t develpmental disabilities t health mentrship run thrughut the academic year s that students may chse thse that enable them t cver the cre cmpetencies and thus becme capable cllabratrs when they enter practice. The Pints fr Interprfessinal Educatin System (PIPEs) values the differences amng these learning activities by utilizing cntent and prcess criteria t determine a pint ttal fr each sessin. An internatinal annymus cnsensus-building prcess was cnducted t determine these criteria. Learning activities are then assigned t ne f three categries: red, range r green, based n these pints ttals. Example Elective Learning Activities frm Handle With Care This sessin invlves viewing a vide f a live dramatic presentatin fcusing n the issues facing wmen with metastatic breast cancer. It is based n tw research studies in which breast cancer patients and physicians at the Trnt- Sunnybrk Reginal Cancer Centre were interviewed. Facilitated interprfessinal small grup discussin fllws. Dying and Death This learning activity fcuses n develping an appreciatin f diversity (in terms f faith, culture, persnal and prfessinal values), an understanding f the rles, respnsibilities and relatinships amng the interprfessinal team and an understanding f hw t cmmunicate and be present with an individual and their family befre, during and after death. Case-Based Clinical teams frm a variety f centres present a shrt verview f a case fllwed by facilitated discussin in interprfessinal small grups with a final large grup summary. Examples f cases include: autism spectrum disrder, head and neck cancer, mental health, multiply-challenged pediatric, strke and wrkplace safety insurance bard. Health Mentrship This innvative prgram was initiated with interprfessinal grups f students meeting with health mentrs individuals with chrnic cnditins three times ver a three-mnth perid. Health Care Team Challenge Interprfessinal teams f students cmpete with each ther t cme up with the best integrated cllabrative management plan fr a case that is judged by a panel and audience feedback. The successful team attends the natinal challenge at the Natinal Health Science Students Assciatin (NaHSSA) Cnference t cmpete with teams frm ther universities. Assessment Glbal rating scales, based n the IPE cre cmpetencies, are being utilized as a pre- and pstself-assessment fr students in IPE learning activities acrss the curriculum/prgram. Results cntinue t shw this as a simple and effective means f assessing student learning f the IPE cre cmpetencies. This data will frm an verall cmpetency prfile fr each student upn graduatin.

5 Evaluatin A cmprehensive evaluatin prcess is being utilized t: Dcument the curriculum/prgram develpment and delivery prcesses and identify key lessns learned; Imprve the design and implementatin f the curriculum; Determine the critical success factrs fr the sustainability f the curriculum and clinical placements; Psitin the curriculum fr subsequent sustainability and impact evaluatin effrts in the cming years; Add t the knwledge base abut what wrks in health care educatin; and Share what has been learned with thers. Faculty Leadership The Centre is partnering with the Centre fr Faculty Develpment, Faculty f Medicine, University f Trnt and St. Michael s Hspital t deliver a variety f faculty develpment pprtunities t academic and clinical faculty. These include: ehpic IPE Leadership Curse IPE Faculty Develpment Curse Change Leadership Curse IPE Facilitatin Wrkshp Fr mre infrmatin, cntact: Susan Wagner Faculty Lead - Curriculum Centre fr IPE (416) (6046)

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