‘IPE the future: What next for CAIPE?’

Liz Anderson and Frances Gordon

Purpose: refining our ideas

Consider where will we be in 5 years time

This talk aims to:

•Generate debate and discussion – Consider what next for CAIPE

•Remember: The pedagogical shift is still emerging it has not been long journey so far

Topics for reflection

1. Influencing Commissioners and Professional Bodies

2. Shaping the interprofessional professionalo Pre and post registration so much more to do?o Building the next generation of leaders

3. Students and patients/service usersoChange agents

4. CAIPE in the new millenniumoDefinitions, research, international alliances

Topics for reflection

1. Influencing Commissioners and Professional Bodies

2. Shaping the interprofessional professionalo Pre and post registration so much more to do?o Building the next generation of leaders

3. Students and patients/service usersoChange agents

4. CAIPE in the new millenniumoDefinitions, research, international alliances

The arguments

• Convince the people with money that

– Collaborative practice is essential and can happen – mandates by the government to deliverers of care and providers of education (HEE) stress joint commissioning and multi-professional training to achieve collaborative practice

Outcome measures

• Professional Bodies?

• Health Education England

• Our own?

Adapted Kirkpatrick FrameworkHammick et al., 2007

The Education Outcomes FrameworkDepartment of Health, 2013

1. Reaction Learners views on the educational experience are positive

Domain 1. Excellent Education

Commissioning education where learners have a good experience and the teaching is delivered in a safe environment for patient staff and learners

2a  

2b

Modification of attitudes

Learners demonstrate a change in reciprocal attitudes or perceptions

Domain 2. Competent and Capable staff

Education which ensures practitioners with the skills and knowledge to do the job and work effectively in a team

Acquisition of knowledge and skills

Learners gain new knowledge and understandings linked to interprofessional collaboration

Domain 3. Flexible workforce receptive to research and innovation

Education which ensures practitioner who can be responsive to change uses the best practice to assure high quality care.

3 Behavioural change

Learners transfer IPL to their practice setting

Domain 4. NHS Values and behaviours

Practitioners who understand human kindness, compassions and assure a good patient experience.

4a  

4b

Chances in organisational practice

Learning supports wider changes in the organisation and delivery of care

Domain 5. Widening participation

Opportunities for all to fully participate and be supported to reach their potential using valuing diversity positively

Benefits to Patients

The learning advances improvements in health or wellbeing of patients

Frameworks for Educational Outputs

Questions for CAIPE

• Are commissioning models reflecting sufficient conceptual discrimination between, and understanding of interprofessional; multi-professional/disciplinary; skill mix; etc etc?

• Can CAIPE priorities be identified that support and influence the more detailed commissioning outcomes?

Topics for reflection

1. Influencing Commissioners and Professional Bodies

2. Shaping the interprofessional professionalo Pre and post registration so much more to do?o Building the next generation of leaders

3. Students and patients/service usersoChange agents

4. CAIPE in the new millenniumoDefinitions, research, international alliances

Balancing Act

Undergraduate

Postgraduate

Interprofessional professional a life long learning plan

What: WHO Curriculum Guide• Published in 2009

• Multi-professional

• Comprehensive evidence-based framework

• Aims to provide knowledge and skills for the clinical environment

• 11 key topics

1. What is patient safety?

2. Why applying human factors is important for patient safety

3. Understanding systems and the effect of complexity on patient care

4. Being an effective team player

5. Learning from errors to prevent harm

6. Understanding and managing clinical risk

7. Using quality-improvement methods to improve care

8. Engaging with patients and carers

9. Infection prevention and control

10. Patient safety and invasive procedures

11. Improving medication safety

Questions for CAIPE

• Consider your experiences in developing relevant IPE across the continuum

• How can CAIPE influence these changes?

Topics for reflection

1. Influencing Commissioners and Professional Bodies

2. Shaping the interprofessional professionalo Pre and post registration so much more to do?o Building the next generation of leaders

3. Students and patients/service usersoChange agents

4. CAIPE in the new millenniumoDefinitions, research, international alliances

Academics as change agents or

• Patients– Involving service users in IPE powerful e.g. social

movement of disability– National teaching forums HEA

• Students– Higher professionalism teaching in the wake of

national disasters– Students demanding IPE; perceptions through

research– Service models; students clinics, volunteering etc.

Questions for CAIPE

• With whom should CAIPE work?

Topics for reflection

1. Influencing Commissioners and Professional Bodies

2. Shaping the interprofessional professionalo Pre and post registration so much more to do?o Building the next generation of leaders

3. Students and patients/service usersoChange agents

4. CAIPE in the new millenniumoDefinitions, research, international alliances

Balancing Act

Research; Scholarship

Realities of working with practice to change culture

Interchangeable but where to put our efforts?

CAIPE• Research alliances

– How generate income for PhD students or small studies; UK network of research Academic clinical careers

• International• Scholarship versus front line change?

– International research?• Where are the common systems?

• Time to modernise the definition (a distraction or does it mitigate against what we seek to achieve?)

Research Possibilities

• Active work to support PhD students etc

• Alliances with international groups will become more important

Definitions

Utilitarian view: Its good or patient care…?Emancipatory view: It empowers professionals outside medicine?

“Interprofessional collaboration has not signified the same thing to all who use and

apply the term”, ... “There is no clarity of IPC” Academic Medicine, Vol 88, 10.

Definitions

“Interprofessional collaboration has not signified the same thing to all who use and apply the term”, p3 , Haddara & Lingard 2013.

Questions for CAIPE

• What scholarship is required?

• How should CAIPE be involved/lead?

Your work

Identify the priorities

•Influencing the outcomes statements

•The balance of IPE within the UK (pre/post)

•Working with change agent

•Research/ scholarship