Interprofessional Education
Interprofessional education (IPE) occurs when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.
World Health Organization, 2010
IPE prepares health care professionals and students for collaborative practice by providing knowledge, skills and attitudes required for interprofessional practice. Interprofessional practice has been linked to comprehensive patient-centred care resulting in positive outcomes.
Student IPE Opportunities at North York General Hospital
The structured IPE placement provides students from a variety of professions (e.g. Nursing, Occupational Therapy, Physical Therapy, Medicine, Social Work, Pharmacy, Speech-Language Pathology, Dietetics, etc.), who are presently involved in their own profession-specific clinical placement, with the opportunity to participate in an interprofessional learning experience.
Through a series of five interactive sessions, students from a variety of professions and academic institutions will be introduced to the concept of interprofessional education and collaboration (IPE/IPC). Overlapping and unique professional roles will be examined including effective collaborative skills necessary for the provision of interprofessional patient- and family-centered care.
This educational opportunity meets University of Toronto’s Centre for IPE criteria for a core activity.
Upcoming Sessions: TBD
To inquire or register for this program contact cfe@nygh.on.ca or x6929. You must be able to attend all or a minimum of three sessions in order to participate. To receive University of Toronto IPE credits for this learning activity, if you only attend three sessions, you will need to complete a shadowing experience along with a reflection paper for each session that you missed.
In partnership with the University of Toronto, North York General Hospital supports health profession students in developing key competencies outlined in the IPE curriculum through participation in specific learning activities in the clinical setting.
These activities may include:
1. Participation in Interprofessional Team Education
In this experience, the student will have the opportunity to learn with, from and about colleagues (staff/students). The session(s) must include staff/students from at least two other professions and provide an opportunity for the student to interact with at least one other participant (e.g. small group/pair discussions).
Examples of educational sessions that may be appropriate include lunch and learn sessions, journal club discussions, etc. Given the diversity of the sessions possible, the opportunities to address the learning objectives may vary accordingly. A minimum of one-hour participation in interprofessional (IP) team education is required in addition to a written reflection and discussion with student preceptor/clinically-based IPE lead.
2. Interview a Patient/Client
In this experience, the student will have the opportunity to learn with, from and about a patient/client and other team members through first interviewing and shadowing a patient/client and then shadowing the patient/client as he/she interacts with at least two other team members. A minimum of two hours of interviewing and shadowing is required for this activity in addition to written reflection and discussion with the clinical preceptor.
3. Interview and Shadow Two Team Members
In this experience, the student will have the opportunity to learn with, from and about other team members through first interviewing and then shadowing at least two other team members. A minimum of four hours of interviewing and shadowing is required for this activity in addition to written reflection and discussion with the student preceptor.
4. Participation in Team Meetings
In this experience, the student will participate in team discussions with at least two other team members across a minimum of two team interactions/meetings, ideally with the same team. A minimum of two hours of team interaction time is required for this activity in addition to written reflection and discussion with the student preceptor.
We offer the following education opportunities in accordance with University of Toronto’s Centre for IPE criteria.
Collaborative Management of Heart Failure
Dates: TBD
North York General Hospital, General site, 4001 Leslie St, Nanji Academic Centre
Objectives:
- Describe one’s own professional role, responsibilities and scope of practice as related to managing this condition.
- Identify where one’s professional roles are unique, where roles overlap, and where opportunities for collaboration with other professions exist.
- 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.
Please email NYGH, Centre for Education to register: cfe@nygh.on.ca
Students will need to include PIPEs Elective in the subject line.
Ethical Dilemmas in Health Care
Dates: TBD
This is categorized as an Immersion learning activity.
Objectives:
- To learn about legislation and regulations related to ethical professional practice.
- To be able to identify the presence of an ethical dilemma.
- To identify and utilize tools for the management of ethical dilemmas in your practice.
This interactive, interprofessional education session will addresses ethical dilemmas in health care. The session includes: examination of ethical codes of practice; a review of the hierarchy of legislative and regulatory “rules,” introduction to an ethics framework and tools for identifying and making ethical decisions; and working through an ethical case scenario.
To register email the Centre for Education cfe@nygh.on.ca and indicate PIPEs Elective in the subject line.
Spirituality and End of Life Care
Dates: TBD
This is categorized as an Immersion learning activity
Objectives:
- Consider own understanding of spirituality and attitudes towards death, and the impact of these on the provision of care at end of life.
- Identify one’s own professional roles and responsibilities in end of life care, and where opportunities for collaboration with other professions exist.
- Demonstrate how one would effectively collaborate on an interprofessional team using a patient case scenario to develop an effective end of life plan of care.
This interactive session will address spiritual distress, attitudes about death/dying, what constitutes good quality end of life care, and the benefits of an interprofessional collaborative approach to this stage of patient care. Students will complete two questionnaires prior to the session, review and discuss issues in end of life care, and apply these to a patient case.
To register email the Centre for Education cfe@nygh.on.ca and indicate PIPEs Elective in the subject line.
Elective learning activities can be categorized into one of three categories:
Exposure Learning Activities (30-45 points):
These learning activities are usually an exposure to a topic. They are generally interactive and topic-based rather than case-based. Examples include learning activities related to quality and patient/client safety or communication.
Immersion Learning Activities (50-60 points):
These learning activities are usually at an immersion level. They are often case-based and have a higher degree of team interactions.
Competence Learning Activities (60 points):
These learning activities involve multiple interactions among teams of students, are usually project or case-based and may extend longitudinally (e.g. three interviews over the course of the year).
All staff, physicians, students and residents are welcome! No registration required.
For further information see the contacts under each category.
For more information on IPE go to the following links: