This document discusses interprofessional education and collaborative practice. It describes how community-oriented primary care practiced by Drs. Sydney and Emily Kark in the 1940s-1950s improved various health outcomes through regular home visits and addressing social determinants of health. The document advocates for interprofessional education that takes a biopsychosocial approach and focuses on functioning, disability, and health. This approach could help reform health systems, achieve universal health coverage through community-based and preventative care, and ultimately enable personalized healthcare through the use of mobile health technology and person-driven data. Key enablers are decentralized training, interoperable health information systems, and aligning education programs to support interprofessional collaboration.
4. Health professionals addressing the health needs
Transformative
learning
Interdependence
in providing
healthcare
HEALTH EQUITY
Person-centered & Population-based
VISION
Interprofessional
education &
collaborative
practiceLeaders as agents of change
Competency-based education
Community-based
Inter- & transprofessional
teams
Task sharing & shifting
Innovative information technology
5.
6. Community-orientated primary care (COPC)
Trained for 3 years after school
Visited the same ±150 families
in their homes every 4 -6 weeks:
• Built relationships
• Collected information on births,
deaths, nutrition status, illness,
functioning, employment,
sanitation, water, food, work,
education, etc.
Socio-medical diagnoses Drs Sydney & Emily Kark
7. Community-orientated primary (COPC)
Provided:
Health advice &
encouragement
1st Aid & Household treatment
Smallpox vaccination
Referral when needed
Shared decision-making
Continuity of care
Feedback at community
meetings Drs Sydney & Emily Kark
9. Interprofessional Education and Collaborative
Practice
Evidence:
Improved patient outcomes
Philosophy:
It’s the right thing to do
Catalyst:
For change
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17. “Healthcare is a team sport,
currently being played by individuals”
21. International Classification of Functioning , Disability
and Health (ICF)
Provide scientific basis
Interprofessional teamwork
Common language
Permit comparison
Systematic coding scheme
A statistical, research, clinical, social policy
and educational tool to:
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36.
37. ICanFunction mHealth Solution (mICF)
“No mobile-friendly health
service solution to see
each person’s functioning
as a dynamic interaction
between the person’s
health condition,
environmental factors,
and personal factors”.
WHO (2013)www.icfmobile.org
41. TRANSFORMING HEALTH PROFESSIONS EDUCATION
Bio-psycho-social-spiritual approach incorporating the complex
interrelatedness of:
• changes in body functions and body structures,
• functioning and fulfilling life roles, in the context of
• barriers and facilitators of environmental factors influencing
health (including social determinants of health)
• personal factors influencing health
which required competencies related to a
HOLISTIC CARE, SHARED DECISION-MAKING AND
PERSON-REPORTED OUTCOMES
resulting in
through
creating the opportunity for
PERSON-DRIVEN DATA
a person-centred approach
43. implying
to provide
which is dependent on
obtained by utilising paradigm-shifting
REFORMING SYSTEMS FOR HEALTH
BIG DATA
• universal health coverage by
• reducing institutionalised care,
• focusing on preventative healthcare
• ultimately resulting in predictive health care
a focus on community-based practice through
• harmonising health-education (interdependence)
• breaking down silo's and professional tribalism
• embracing interprofessional collaborative practice
• decreasing power relations
• using information technology
PERSON-DRIVEN DATA
44. through
RATIONALE FOR INTERPROFESSIONAL EDUCATION
REFORMING
SYSTEMS FOR FEALTH
ultimately resulting in
predictive health careperson-centred approach
holistic care,
shared decision-
making, patient-
reported outcomes
resulting in
big data
which is dependent
made possible by
resulting in
contributing to reaching
Personalised healthcare in
a strengthened
systems for health
mHealth
TECHNOLOGY
PATIENT-DRIVEN DATA
creating the
opportunity for
obtained by utilising
paradigm-shifting
HEALTH EQUITY
45.
46. Government & Professional
Finances
Organizational stability
Healthy stakeholder
relations and roles
Coordinated policy
framework between
sectors
48. What is needed to allow IPE to serve as
catalyst for Universal Health Coverage?
Decentralised, community-base training
Patient-centred approach utilising ICF
Interprofessional bio-psycho-social-spiritual approach
Health information systems to enable
Interprofessional Collaboration
Democratization of health informatics
IPE accreditation: time tables & duration of modules
Funding
IPE as catalyst for change: Breaking down silos and professional tribalism
IPE as catalyst for change: Resilience
IPE as catalyst for change: Saving time & saving money – problems get solved holistically
IPE as catalyst for change: Job satisfaction
IPE as catalyst for change
Stimulate critical thinking: affective-cognitive critical analysis
Core competencies for IPE
Core competencies for IPE
Common Language: International Classification of Functioning, Disability and Health (ICF)
Classificaçâo Internacional de Functionalidade, Incapacidade e Saúde (CIF)
Classificaçâo Internacional de Functionalidade, Incapacidade e Saúde (CIF)