Faculty of Medicine

Office of the Dean

260 Brodie Center

727 McDermot Avenue

Winnipeg, Manitoba

Canada R3E 3P5

Telephone (204) 789-3557

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Interprofessional Education Annual Report 2013 Faculty of Medicine Heather Dean, IPE Liaison for MD program “Interprofessional education occurs when two or more professionals learn about, with and from each other to enable effective collaboration and improve health outcomes”. World Health Organization, 2010 This report is a supplement to the 5 year report of the Interprofessional Education (IPE) initiative of the University of Manitoba 2009-2013. http://umanitoba.ca/programs/interprofessional/tools/index.html This 2013 report for the MD program has been prepared for academic leaders in the Faculty of Medicine. It summarizes activities involving students and faculty in the undergraduate program leading to MD and the postgraduate programs leading FRCPC or CCFP. Many of the core competencies of collaborative practice are taught and evaluated in various formats for undergraduate and postgraduate students and faculty. This report is limited to those activities that teach and evaluate the core competencies of collaborative practice with students from two or more health professions. There are many more potential IPE activities, particularly in clinical settings that have not been included in this report as there is no central repository to capture all of the IPE activities in the departments at this time. The development, formalization and tabulation of formal IPE activities that include explicit teaching of teamwork and collaborative care will increase over time and be reflected in future annual reports for the MD program.

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Content 1.0 Executive summary

2.0 Background of IPE at University of Manitoba 3.0 IPE Communication strategy in MD program 4.0 IPE network in the Faculty of Medicine (MD programs) 5.0 IPE Curricular activities 2013 5.1 Undergraduate MD program Curriculum renewal Health promotion Simulation Clinical placements 5.2 Postgraduate RCPSC/CFPC programs 5.3 Continuing Professional Development 5.4 International Medical Graduates 6.0 Student-led IPE activities 6.1 MaHSSA 6.2 IHI open school, Manitoba chapter 6.3 WISH clinic 6.3 MMSA 7.0 Faculty development: facilitating IPE activities 8.0 Accreditation 9.0 Community partnerships 9.1 WRHA

9.2 Prairie Mountain RHA Brandon 9.3 Northern RHA (east campus-Thompson) 9.4 Southern RHA 10.0 Scholarship in IPE 11.0 Future Directions APPENDIX 1 IPE Working Group Participants

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Common abbreviations used in IPE and medical education AFMC Association of Faculties of Medicine of Canada AIPHE Accreditation of InterProfessional Health Education CACMS Committee on the Accreditation of Canadian Medical Schools CAIPE Centre for the Advancement of Interprofessional Education CFMS Canadian Federation of Medical Students CFPC College of Family Physicians of Canada CIHC Canadian Interprofessional Health Collaborative CPD Continuing professional Development IHI Institute for Healthcare Improvement IMG International Medical Graduate IPE Interprofessional Education LCME Liaison Committee of Medical Education MMSA Manitoba Medical Student Association MaHSSA Manitoba Health Sciences Student Association NaHSSA National Health Sciences Student Association PGME Postgraduate Medical Education PIPES Points for Interprofessional Education System RHA Regional Health Authority RCPSC Royal College of Physicians and Surgeons of Canada UGME Undergraduate Medical Education WISH Winnipeg Inner-City Student-run Health clinic WHO World Health Organization

WRHA Winnipeg Regional Health Authority OPAL Online Portal for Advanced Learning for UGME VENTIS web-based curriculum management system for PGME

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Executive Summary

This report is a summary of participation by students and faculty in the MD program in the Faculty of Medicine in formal Interprofessional Education (IPE) activities. There is increasing awareness of the value of IPE activities in our academic environment, especially for continuing professional development. However these interprofessional activities usually focus on disease states and rarely address the knowledge, skills or attitudes required for effective collaborative practice and teamwork. The interprofessional activities where medical students and residents interact with other health professionals occur daily in all clinical settings, but explicit teaching of collaborative practice and teamwork skills in an interprofessional environment with other health professional students and faculty remains rare.

LCME ED-19A standard states that the core curriculum of a medical education program must prepare medical students to function collaboratively on health care teams that include other health professionals. Member of the health care teams from other health professions may be either students or practitioners.

It is noteworthy that although the LCME and CACMS used the CAIPE definition of IPE, the Canadian AIPHE standards for IPE, and the WHO framework for action on IPE, the ED-19 stopped short of requiring students from 2 or more health professions learning about, with and from each other. It implies that learning the skills of teamwork and collaboration competencies can be accomplished in the curriculum by interaction with practicing health professionals. Our school recognizes the additional value of students learning together. Thus our efforts continue to increase awareness of IPE, enhance IPE opportunities at the preclinical level and develop specific clinical IPE learning sites for clerkship students.

The RCPSC and CFPC A standards require that “all teaching sites should provide residents with opportunities to work with other health professionals and where possible, students, and learn the competencies required for collaborative practice” Standard A2.4 (12, 13), A3.3. Another relevant standard B6.5 states that a major portion of each resident’s training should take place in sites in which there are other accredited programs in relevant health programs in order to facilitate professional collaboration.

There is a natural tension between the collaborative competencies adopted by the CIHC and the CanMEDS roles accepted by the national accrediting bodies in medicine, the LCME, RCPSC and CFPC. This may be challenging for teaching faculty to negotiate since the IPE competencies of collaborative practice overlap at least 3 of the CanMEDS roles, namely collaborator, communicator and professional. There is a national effort to harmonize these 2 frameworks to be more user-friendly and meaningful. The PIPES tool created by the University of Toronto adapted for University of Manitoba is a helpful tool that provides an objective and quantitative framework to assess and improve the quality of interprofessional education activities in clinical training. There are many current clinical activities that require interprofessional collaboration such as patient safety, quality, patient flow, wait times handover, team case conferences, discharge planning and rapid response training that are potential IPE activities if students from 2 or more professions are formally included and debriefed by trained IPE facilitators. A central inventory of formal IPE/collaborative care teaching sites exists but is not yet a true reflection of the current and potential IPE activities in classroom, simulation and clinical sites in Manitoba. The central inventory is an important tool for documentation of IPE for accreditation of undergraduate and postgraduate training, a source of information for students to assess elective choices, and a tool for future evaluation of the impact of IPE on healthcare outcomes. As the awareness of IPE activities increases, this inventory will become a more accurate reflection of IPE activities for learners in our faculty.

The student-led IPE activities are strong in Manitoba, particularly the Manitoba chapter of the Institute for Healthcare Improvement (IHI) Open school and the WISH clinic. The strong leadership experience in the IHI open school resulted in an invitation for our chapter lead to attend the IHI global student Quality Leadership Academy in June 2013 As the creation of the new Faculty of Health Sciences at the Bannatyne campus of the University of Manitoba progresses, the natural evolution and maturation of IPE will result in the principles of IPE embedded in student orientation, classroom activities, simulation, and daily learning activities in urban and rural clinical sites.

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Interprofessional Education (IPE) Initiative University of Manitoba MISSION: to graduate health professionals who manage and adapt processes in interprofessional teams that are necessary to achieve person-centred outcomes. This will be achieved by through innovative learning opportunities for students to learn with, from and about each other at the University of Manitoba.

VISION: Improved health and well-being for Manitobans by building a culture of interprofessional education at the University of Manitoba

Core competencies for teaching and evaluating collaborative care Interprofessional communication Patient/family centred care Role clarification Team functioning Collaborative leadership Interprofessional conflict

2.0 Background The University of Manitoba was one of 20 institutions selected to participate in the Health Professions Education Collaborative (HPEC) 2004-2007 and hosted its annual meeting in Winnipeg in 2007. This collaborative was a think-tank of the deans of medicine, nursing and pharmacy of the 20 institutions with a mandate to accelerate the integration of IPE into medicine, nursing and pharmacy education. In October 2008, the University of Manitoba established a formal IPE program, chaired by the Vice-President (academic) and governed by a steering committee including the deans & directors of the 12 academic units in health sciences- medicine, nursing, pharmacy, social work, occupational therapy, physiotherapy, respiratory therapy, clinical health psychology, human ecology, kinesiology, dentistry & dental hygiene. Physician Assistant was added in 2011. An IPE program coordinator was hired (Dr Ruby Grymonpre, Pharmacy) and an IPE liaison group was created with representation from each of the 13 academic units. Seven IPE working groups were created to coordinate clinical placements, faculty development, health promotion, curriculum development, quality and safety, oral-systemic health and communication skills that report to the liaison group. The 3 IPE office staff (coordinator, office assistant and research assistant) work in the Centre for Healthcare Innovation. The organizational chart can be viewed on the university IPE website (see below 3.1).

3.0 External Communication to increase awareness of IPE in the MD program 3.1 Websites for resources for interprofessional education - local and national activities

http:/umanitoba.ca/programs/interprofessional http://umanitoba.ca/faculties/medicine/6755.html

3.2 IPE Newsblast is a quarterly newsletter of the University of Manitoba IPE Initiative circulated to key informants in the Faculty and posted on the university IPE website.

3.3 Manitoba Medicine is an annual magazine circulated to all current faculty and students as

well as previous MD graduates which includes an annual IPE update.

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4.0 Faculty of Medicine IPE network committee: The mandate of this committee is to serve as an advisory body for the development of strategic and operational directions regarding IPE in the Faculty of Medicine. A secondary purpose is to align IPE language, content, and principles in the curriculum and advance the efforts of the IPE Initiative in the Faculty of Medicine. The terms of reference were approved by Faculty Executive Council in February 2011. The chair is the IPE MD liaison for Medicine. Membership includes associate deans of UGME, PGME, CPD, all curriculum committee directors, the UGME IPE director, the PGME CanMEDS coordinator and student/resident representatives. The inaugural meeting was held Nov 7, 2012. Subsequent meetings were held on March 19, 2013 and Jan 21, 2014.

5.0 Curricular activities 2013

5.1 Undergraduate medicine:

5.1.1 Curriculum renewal: IPE is one of longitudinal themes throughout the new undergraduate medicine curriculum. Dr Amanda Condon (Family Medicine) is the UGME director of IPE and health care systems. This theme is one of the 10 recommendations of the Future of Medical Education in Canada FMEC VIII: Advancing inter- and intra professional practice. In Sept 2013, Amanda and colleagues integrated IPE principles in community week (week 3) of the Transition To Clerkship program. She and Dr Anne Durcan incorporated a mandatory reflections essay about their shadowing experience and a debriefing at the beginning of week 4 to focus on interprofessional teamwork in the community settings. Topics for the new 3rd year student academic half day (Thursdays) in 2013/2014 include collaborative care competencies. A university-wide curriculum mapping exercise was held on June 26, 2013 to determine where the collaboration competencies were being taught in the curricula of the 13 academic units. The UGME curriculum is mapped to the CanMEDS collaborator role competencies in OPAL with alignment of the collaborative care competencies . 5.1.2 Health Promotion IPE event: The 3rd and 4th Health Promotion events were held March 13 and October 23, 2013 sponsored by the IPE Health Promotion and Communication skills working groups. This is a small group 3-hour case-based seminar on immigrant health. Case material and pre-seminar readings are presented on-line. There was a successful change from Angel to Desire2learn software for the online modules in 2013. Gladys Stewart (Community Health Sciences) is the faculty lead for this event for MD students. She facilitated recruitment of preceptors from the departments of Community Health Sciences (CHS), Family Medicine, and Pediatrics. This event includes all 13 academic units- approximately 400 students divided in small groups of 10 students plus a facilitator across both campuses. All 110 Med 1 students participated as part of CHS block 3 in the March event. 11 faculty members from Medicine served as facilitators (requirement of 1:10 preceptor:student ratio for each academic unit). A detailed report and evaluation of this event is available on the university IPE website. The 2014 events are planned for March 12 and October TBD.

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5.1.3 Nightmare Nightcare (NMNC) overnight hospital ward simulation IPE event: This event was sponsored by the IPE simulation working group, chaired by Dr. Rob Brown and hosted by the Faculty of Nursing in the Helen Glass simulation centre on Feb 2, 2013. Ten simulated patient histories were presented twice (20 “patients”). The first NMNC event that included medical students occurred in Feb 2011. Pharmacy students and residents in internal medicine were added in 2012. This event involves 10 1st year medical students as patients, 10 2nd year med students and 4-8 residents as overnight “attending physicians”. Preceptors from the 3 faculties conducted the orientation and the debriefing session the next morning. All student volunteers were recruited by IPE student leaders from the 3 Faculties. The medical students Kristina Joyal and Cara Katz (Med2015) completed a formal evaluation of the event with ethics approval to allow publication of the results of the evaluation of the event (under review- see scholarship below). Colleagues in medicine at the University of Calgary requested assistance in October 2013 to establish a similar event. The NMNC event will be replaced in 2014 by a daytime shift simulation event (see below). 5.1.4 Daytime hospital ward shift simulation event. This pilot event was sponsored by the IPE simulation working group, chaired by Dr Rob Brown at the Clinical Learning and Simulation Facility at Bannatyne campus on Sept 21, 2013 with medicine, nursing and pharmacy students. The format was similar to the NMNC event with the addition of handover at change-of-shift at noon. This new format allowed additional skill training in handover and more students to participate. The next event is planned for Feb 8, 2014 with the addition of students in occupational therapy, physiotherapy and respiratory therapy. The vision is to increase the frequency of this event to include all students at Bannatyne campus over the academic calendar year. 5.1.5 Clinical placements: This program is sponsored by the clinical placement working group. The formal report is available on-line at university IPE website. The process for IPE clinical placements includes a formal student and staff orientation. Sites where medical students participate include: Grace Hospital (core medicine rotation), St Boniface (A8-palliative care), Concordia hospital (N2W orthopaedic surgery); Deer Lodge Centre (3E rehabilitation), St Boniface (E4 geriatrics). All of these sites except the Grace Hospital site are elective rotations chosen by students for a 2 week rotation. It is desirable to create more IPE clinical placement sites in core rotations of 4 weeks duration. HSPnet is software available to track all health professional students in the WRHA but its use is limited as it is not compatible with OPAL and its use is time consuming. There is a need to help students understand and be aware of formal IPE clinical placement sites by tagging core rotations and electives in OPAL.

5.1.6 Bioethics: This annual 3-hour case-based small group session includes students in Med1, Occupational Therapy and Physiotherapy.

5.2 Postgraduate medicine (CFPC/RCPSC) The focus of the IPE Initiative is undergraduate education. However there is recognition that graduate students in clinical settings include medical specialty residents, family medicine residents, clinical health psychology residents, hospital pharmacy interns, nurse practitioners, masters in social work, dietetic interns and medical genetics counsellors who need to be

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included in a unique manner in IPE clinical placements that acknowledges their increased clinical experience and responsibilities. Residents in Family Medicine and medical specialties are required to have training and evaluation of their knowledge and skills in collaboration and communication using the CanMEDS framework. The delivery of these programs is based in each CFPC/RCPSC training program with no central repository of learning formats and tools used. The RCPSC has created a compendium of tools available on the RCPSC website, and The CanMEDS Collaborator Toolkit for Teaching and Assessing the Collaborator Role is available from the Department of Medical Education or the CanMEDS clinician educator, Dr Ming-Ka Chan. There is room for including residents in IPE activities to learn about, with and from other professions (Berger et al, The CanMEDS role of collaborator: How it is taught and assessed according to faculty and residents. Pediatrics and Child Health 2012:17;557-560). There is a need to help residents to be aware of rotations that add a focus on the collaborator role by tagging rotations in VENTIS, the web-based management system being introduced into PGME. This could be done for other CanMEDS roles to create a matrix of specific focussed learning opportunities on each rotation. Drs Andrea Mazurat PGY3 (Internal Medicine) and Brady Murphy,PGY1 (Family Medicine) were the resident representative on the IPE network committee in 2013 and participated in recruitment of residents for NightMare NightCare 2013. Dr Kristel VanIneveld and Joanne Hamilton (Medical Education) presented a CanMEDS collaborator role workshop for program directors. This faculty development workshop has been requested every 2-3 years by PGME and also by individual departments (Family Medicine in 2011 and Pediatrics in 2013) Dr Heather Dean is a member of the Expert Advisory committee for CanMEDS collaborator 2015. There is a concerted effort to harmonize the language and competencies of the collaborator role of the CanMEDS framework with collaborative care (CIHC), patient safety, quality care and primary care. The focus is interprofessional (with other health professionals) and intraprofessional (with other doctors in specialty and primary care) collaboration.

5.3 Continuing professional development (CPD) The Associate Dean of CPD, Dr José Francois (prior to June 2013) and Dr Jeff Sisler (after June 2013), represents the Faculty on a provincial Interprofessional committee to coordinate CPD (iCPD). This committee plans workshops for multiple practicing professionals; it does not have mandate to focus on teaching teamwork of collaborative practice competencies. 5.4 International medical graduate (IMG) program A 3 hour collaborative practice workshop in the 4 week IMG orientation program has been held in January and June since 2008. This biannual half-day interactive case-based workshop includes preceptors from 9 health professions. The workshop covers health professional training & roles, delegation of function, scope of practice & regulated acts; style of practice (consultative vs. integrated teams), types of health care teams in Manitoba; how to make referrals to individual professions and teams (e.g. geriatrics, palliative care), and liability in health care teams. International graduates from pharmacy were included in 2011 and nursing in 2012. In 2013, Stephanie Armstrong (Medical Education) provided research support from the office of Continuing Professional Development to plan a 2014 survey of graduates of the IMG orientation program practicing in Manitoba to determine the impact of the workshop and the challenges the IMG face in collaborative practice. 6.0 Student led initiatives 2013

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6.1 Manitoba Health Science Student Association (MaHSSA) The MaHSSA executive has included students from the faculty of medicine since 2011. 2011-2012 Omalayo Famuyide, Med2012, president 2012-2013 Ravi Jayas, Med2013, president; Stevi Plotnick-Golden, Med2014, vice-president 2013-2014 Adam Yan Med2015, Jordan Crossina Med2016 This is a wonderful opportunity for student leadership development and recognition. Omalayo Famuyide (Med2012) was awarded the undergraduate Alan Harvey Lipson memorial award in 2011 for her leadership in IPE. The Faculty of Medicine IPE office has supported student leaders to attend the National Health Science Student Association forum in Toronto 2011 and Hamilton 2012. Unfortunately MaHSSA has struggled since 2012 with conflicting priorities of the student leaders. The IHI open school and WISH clinic function independently and thus MaHSSA has had no leadership role in coordinating IPE student activities. Also the participation of students outside of medicine is now limited. This is disappointing since there is no presence of MaHSSA at the national level. This should be resolved in 2014 with including the IHI open school chapter leads on the MaHSSA executive (see below under MMSA) 6.2 Institute for Healthcare Improvement (IHI) open school - Manitoba chapter: Manitoba is one of 600 chapters of the IHI open school in 60 countries. The IHI open school consists of 18 on-line courses to promote leadership skills in QI and patient safety. Dr Dean has been the faculty mentor of the MB chapter since the inception of the IHI open school in 2008.. The students who serve as IHI chapter leads change annually: 2009-2011 Jessica Spence (Med2012) and Nadia Verchere (Nursing2011) 2011-2012 Stevi Plotnick-Golden (Med2014) & Lindsay Torbiak (Med2014) 2012 Cara Katz (Med2015) & Kristina Joyal (Med2015) 2013 Adam Yan (Med2016) & Jordan Crossina (Med2017) The students have organized regular annual IHI open school activities, such as pizza nights to complete the IHI open school certification with other students. New in 2013: a) The students created an IHI open school operating procedures document and organized

the Manitoba IHI open school chapter to be sustainable by having a 1st year and a 2nd year student elected by the student executive of MMSA and thus avoiding a rapid turn-over in student leadership.

b) The students participated on the Child Health Quality Council in an ex-officio observation

capacity September 2013 (Dr CarrieDaymont, chair). c) The students initiated a new quality improvement project to increase student knowledge,

skills and attitudes towards providing advice on breastfeeding by testing the value of interprofessional group workshops and an on-line learning module developed by the Department of Obstetrics for all health professionals. The IHI Open school is an excellent infrastructure for students completing an academic project.

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d) The students renewed a student commitment to coordinating an annual Health Care Team Challenge competition on Bannatyne campus. (see below)

e) IHI Student Quality Leadership academy. Kristina Joyal (Med2015) was accepted as

one of approximately 100 students from around the globe to attend this prestigious international student conference on improving health care at the IHI central office in Boston in June 2013. This was the 4th annual offering of this program with all expenses paid for students to participate.

6.3 Health Care Team Challenge (HCTC) Manitoba participated in a local HCTC for the first time in 2012 and sent the winning team to Hamilton for the national HCTC in 2012. There was no local HCTC in 2013 but the students leading the IHI Open school plan to hold a local HCTC in 2014 with the award-winning local team moving on the national competition. The re-location of the current NaHSSA president, Sebastien Tessier (RT) to Winnipeg will provide welcome mentoring regarding an effective structure and process for sustainability of HCTC as a student-led initiative.

6.4 Winnipeg Interprofessional Student-run Health clinic (WISH) Each Sunday afternoon, 1-5 1st year and 2nd year medical students participate in the WISH clinic at Mount Carmel Clinic in Winnipeg. In 2012-13, 15% of the student volunteer units were contributed by medical students and 52% of the mentor unit contributions were by faculty physicians. 8 of the 13 academic units of the IPE Initiative participate. The WISH clinic has its own governance structure with an independent board and is not part of the university IPE initiative but is included here as an important teamwork learning opportunity in Winnipeg for our students. The annual report for 2013 is available on line at: http://wish.med.umanitoba.ca/index.html 6.5 Manitoba Medical Student Association (MMSA) 1. The MMSA student executive has taken a leadership role in formalizing the IPE student

groups with elected representatives from the appropriate classes.

2. The MMSA is considering including new questions about the student IPE experience in the annual student class survey.

3. The Canadian Federation of Medical Students (CFMS) published a 2008 policy statement on IPE. The organization has a national IPE officer to coordinate the activities and share learnings of the students in Faculties of Medicine engaged in formal IPE activities. In 2013, there was no official Manitoba representative but there are new student leaders who have re-engaged our Faculty at the national level with CFMS for 2014.

4. Kristina Joyal (Med2015) attended the CFMS IPE meeting as a Manitoba representative in Quebec City during the 2013 CCME meeting April 2013 (as she was presenting a poster in the IHI open school at the meeting).

7.0 IPE Faculty development 2013 7.1 Introduction to IPE Workshops: These workshops sponsored by the IPE Faculty Development working group and were held in January and June, 2013. These biannual half-day workshops have been held since 2010, alternating between Fort Garry and Bannatyne campuses. In 2012 and 2013 all workshops held at Bannatyne campus. The PIPES tool is introduced to aid in evaluating the quality of IPE

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activities. Over time, the academic faculty in the other 12 academic units have all attended this workshop to become IPE facilitators, and in 2013 the participants included more WRHA leaders and clinical staff from collaborative care teaching units. 7.2 IPE Facilitator workshops The Introduction to the IPE Health Promotion event provides an overview of IPE and how to create an IPE opportunity in traditional classroom and clinical settings. For more advanced training in facilitation of educational events with students from multiple health professions, preceptors are required to attend a formal orientation and training for the event. This is presented biannually for the health promotion event. Debriefing seminars were held in the form of “brownbag” sessions for facilitators after each event to share and learn from other facilitators. 7.3 Canadian Conference on Medical Education (CCME) The IPE leaders from each medical school in Canada meet annually at the CCME. In 2013, an IPE workshop on “Weaving IPE into a uni-professional education curriculum (medicine) to help graduates to meet expected competencies” was presented. Gladys Stewart (Community Health Sciences) attended and shared a brief report with the IPE network. A new special interest group of the Association of Faculties of Medicine in Canada (AFMC) was created for IPE in 2013. There are increasing numbers of IPE-related workshops, oral presentations and posters at CCME and other profession-specific education conferences. This has spawned the rapid growth of international IPE meetings such as All Together Better Health and Collaborating Across Borders.

8.0 Accreditation 8.1 LCME Accreditation standard ED19A (2013) requires that all students must prepare students to function collaboratively on healthcare teams. The goal in our faculty is to increase the number of learning opportunities that involve learning with students from other health professions. This requires consistent monitoring and documentation. 8.2 PGME: RCPSC and CFPC The knowledge, skills and attitudes required to meet the learning objectives for the CanMEDS and CanMEDS-FM collaborator role are related to the 6 IPE competencies but also cross other CanMEDS roles such as communicator and manager. The RCPSC is participating in the national Accreditation of Interprofessional Health Education (AIPHE) project to align accreditation standards across the continuum of learning in medicine. The IPE university leads in MD programs are actively participating to align language and competencies across professions. These IPE leaders are also actively involved in making recommendations for CanMEDS 2015. The IPE initiative offers specialty-specific workshops on teaching and evaluating the CanMEDS collaborator role. 9.0 Community partnerships 9.1 WRHA Interprofessional Education Committee for Collaborative Patient Centred Care (IECPCP) Committee: A strategic action plan was approved by the Professional Advisory Committee (PAC) in Jan 2011. A committee chaired by K. Klassen 2011-2012 and then T.Thiele 2012-2013 met regularly to coordinate IPE activities in the clinical sites in the WRHA. Goals included harmonization of

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language, collaborative care competencies, identification and preparation of sites for IPE clinical placements. Drs Ruby Grymonpre & Heather Dean represented the university IPE initiative. The long term goal of the committee is to enhance training of staff and to create a formal process for certification of clinical placement sites for IPE. The outcome of the 2012 Canadian Health Services Foundation EXTRA project by 3 WRHA Fellows was the creation of a process for enhanced teamwork and certification for collaborative practice by clinical teams. This certification includes recognition as an IPE clinical placement site. 9.2 Educating Health Professionals for Interprofessional Collaboration (EHPIC) Leadership Course This course was sponsored by WRHA with a partnership from the University IPE Initiative and held October 2012. This is a 5 day advanced course in training health professionals to become clinical leaders in healthcare settings to enhance teamwork skills for collaborative care. 2 MDs participated. 9.3 Prairie Mountain RHA: 9.3.1 Brandon University, Faculty of Nursing: Preliminary discussions were held with the dean to discuss incorporation of formal IPE in educational activities at the Brandon site for undergraduate medicine, rehabilitation (OT and PT), pharmacy and nursing students on April 25, 2013. Brandon University has 48 nursing and 42 psychiatry nursing students. 9.3.2 Faculty of Medicine site visit to Brandon Campus. August 27, 2013. A brief introduction to IPE presentation was held with key informants involved with clinical placements of health professional students in the RHA. 9.3.3 Faculty of Medicine Dauphin site visit was planned to explore IPE opportunities but deferred to 2014 9.4 Northern RHA 9.5 Site visit east campus Thompson. Nov 20, 2013. Preliminary discussions were held with the University College of the North to discuss incorporation of formal IPE in educational activities at the Brandon site for undergraduate medicine, rehabilitation (OT,PT), pharmacy, social work, midwifery, nurse practitioner and undergraduate nursing students.. 10.0 Scholarship 2013 [limited to IPE-related scholarship activities by students and/or faculty in the MD program] 10.1 Presentations Dean HJ. Invitational IPE workshop at Canadian Conference on Medical Education, AFMC IPE Special Interest Group, Quebec City, April, 2013 Dean HJ, Bainbridge L, Nasmith L, Newton C, Pfeiffle A, Wagner S, Heath O, Mackintosh S, Grymonpre R. Mission Possible: IPE as a Platform for Scholarship for Faculty Recruitment, Retention, Promotion and Tenure. Collaborating Across Borders IV, Vancouver April 2013, Faculty panel of 8 authors from 5 institutions: Manitoba, Memorial, Toronto, UBC and Western for 90 minute workshop

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Dean HJ, Grymonpre R Interprofessional Education by Diabetes teams in Canada: Fad, Fantasy or Transformational. Plenary workshop at the Canadian Diabetes Association annual scientific meeting, Montreal PQ, October 19, 2013 10.2 Publications MacDonald LL, Aylward N, Sellers E, Sloshower S, Dean HJ. Development of an Interprofessional Diabetes and Oral Hygiene Education Program for Youth with Type 2 Diabetes. Can J Diabetes (36:327-331) 2012 Joyal K, Katz C, Dean HJ, Harder N. Interprofessional Education using Simulation of an Overnight inpatient ward shift. Journal of Interprofessional Care (under review) Dean HJ, MacDonald L, Aleesi-Severini S, Halipchuk J, Sellers EAC, Grymonpre R. Elements and Enablers for Interprofessional Education Clinical Placements in Diabetes Teams. Canadian Journal of Diabetes (under review)

10.3 Abstracts presented Katz C, Joyal K, Golden-Plotnick S, Torbiak L, Spence J, Vecherya N, Dean HJ, Institute for Healthcare Improvement (IHI) Open School Manitoba chapter: a 5 year review of student-led initiatives. Canadian Conference on Medical Education, Quebec City, April 2013

Sloshower S, MacDonald L, Aylward N, Sellers E, Dean H. Use of a plan-do-study-act cycle informs a clinical dental hygiene care model for a type 2 diabetes clinic for youth. Collaborating Across Borders: Canadian Interprofessional Health Collaborative (CIHC) and the American Interprofessional Health Collaborative (AIHC), Vancouver BC June 12-14, 2-13.

10.4 Abstract reviewer Collaborating Across Borders IV, Vancouver, BC June 2013 H Dean Collaborating Across Borders V, Roanoke, Virginia, spring 2015, organizing committee; K VanIneveld

10.5 Grants CIHR - Knowledge to Action grant (under review) Seeing Ourselves in Practice (SOS Practice): re-visioning obesity management through live drama for health science students Principal Investigator: S Kirk (Dalhousie)

10.7 Authorship, ethics, evaluation versus research

This activity was sponsored by the IPE liaison committee. Given the team nature of IPE, planning for activities and research with clear policies regarding authorship are vital. Differentiating research from program evaluation is also important. A preliminary meeting was held Nov 2012 and further development of policies regarding local IPE scholarship is underway. 11.0 Plans for 2014 1. Continue to increase awareness of IPE activities on Bannatyne campus during

orientation, community educational events, curriculum and clinical settings 2. Continue to populate IPE working groups with faculty members from MD program 3. Enhance faculty development to ensure integration of the principles of IPE in all clinical

settings

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4. Create a central inventory of IPE activities with PIPES scoring for accreditation purposes in UGME and PGME

5. Introduce ``tagging`` of clinical placements with designation as specific IPE learning

opportunity in UGME in OPAL and PGME in VENTIS 6. Increase number of core clinical rotations as designated IPE clinical placements 7. Enhance IPE website as a resource tool for faculty development for IPE and the

CanMEDS collaborator role 8. Implement an evaluation of participants of the relevance of the workshop to clinical

practice for the International graduates 9. Continue working with distributed education sites in rural Manitoba to develop IPE

clinical placements and provide IPE facilitator workshops in the rural distributed education sites

10. Advocate for alignment of IPE and CanMEDS competencies at local and national levels 11. Plan for implementation of a robust strategy for IPE in the new Faculty of Health

Sciences APPENDIX 1 IPE Working Group Participants: Faculty Development: H Dean Health Promotion: Gladys Stewart Clinical Placement: Tara Petrychko, Ainslie Mihalchuk

Communication: Ingrid Toews

OSH: Mark Kristjianson Safety & Quality: Mike Moffatt, Amanda Condon