This section discusses the following modules developed for pre-licensure health sciences students
Facilitated On-Line Modules - These modules are only offered on specific dates and you will need to contact the head office to register.
Self-Directed On-Line Modules - Theses modules are available anytime upon registration.
Interprofessionalism in Health Care: An Introduction
This student developed course is intended to aid students pursuing a career in any health profession. It will help to prepare students for education and practice in the evolving healthcare system and introduce concepts that will help them to understand how to be effective as part of an interprofessional team. This course is excellent preparation for any aspiring health professional prior to entering a professional program. Diverse methods of evaluation and teaching will be used, including online learning and small group discussion.
Patient-Centred Collaborative Practice
This is a series of 9 workshops that introduces learners to the central concepts of interprofessional collaborative practice. The series can be taken as a whole, (when offered), by registering below. Instructors can also use one or more of the workshops as stand-alone learning modules. Please inquire with the IPHER office at: firstname.lastname@example.org for more information. These workshops are most effective when the participant group is made up of learners from a variety of health and social care professions.
Communications – Part 1 and 2 (McMaster University)
These courses are divided into two 6-week parts. Learners are able to participate in Part 1 without continuing on to Part 2, however, Part 1 is a prerequisite for Part 2.
Part 1 is “Establishing and Understanding Relationships”. It provides students with the opportunity to explore the importance of being able to develop positive relationships with others and focuses on communication across disciplines. Learners also focus on thinking about who they are, exploring their values and beliefs as well as examine the decision-making process that they used in selecting the career direction that has led them to their educational program.
In Part 2, “Making the Most of Groups and Teams”, students focus on how to work together, as a team: within a patient-centred care environment; towards common, well-explained goals; focusing upon helping those who come to health professionals seeking direction, assistance, understanding and hope. Throughout the module, students are guided by the Interprofessional Practice Model and learn the foundational concepts of relationship-centred care and patient-centred care.
Both parts of this module are presented through written narratives, videos and case scenarios. Each participant builds a learning portfolio that provides a means to follow individual learning processes. Learners participate in online discussions with their interprofessional colleagues and complete self-assessment assignments and personal reflections. There is one group-based project based on an interprofessional exploration of a case scenario chosen by each group from those offered.
Ethics (McMaster University)
This 7-week course assists students to explore fundamental ethical issues found in clinical practice and to learn about ethical decision-making within an interprofessional team environment. Students develop an understanding of the ethical responsibilities of being a health care professional within an interprofessional team, communicate the respective values, goals and obligations of their profession, and appreciate the roles and responsibilities of other healthcare professionals in the ethical decision-making process. With healthcare problems presented in videos and text, students use the Interprofessional Health Care Ethical Decision Making Model to reason through ethical difficulties.
Interprofessional Collaboration: Culturally-informed Aboriginal Health Care (Laurentian University)
During this course students learn about the Aboriginal world view and culture in relation to health; interprofessional health practice; and aboriginal health issues emphasizing physical, mental, emotional, and spiritual health. Content about the health, lifestyle, and cultural issues of Aboriginal people was created with the Anishnabek people who are members of the North Shore Tribal Council in northeastern Ontario. By following the footsteps that appear throughout the modules, students build a unique and personally satisfying learning experience that will enrich interprofessional practice and personal life. Since the Aboriginal culture is an oral culture, Aboriginal Elders and an Aboriginal healthcare provider share their experiences in a number of video clips. There are 6 sections (that cover a term of 12 weeks) and each has a learning activity and ‘Sharing Circle’ where students post reflections and converse with students from the same and other health professions. The final assignment is a case study that allows the student to integrate and apply knowledge gained during the course, with the option of answering the questions in traditional written format or creating a web page or interactive learning tool or game to illustrate their learning.
Community Practice: Health Promotion(University of Western Ontario)
This 12-week course focuses students on issues related to promoting health in a community setting. Students view case scenarios and discuss them online in case-scenario forums, complete weekly readings and assignments, and engage in individual reflective practice. These activities provide opportunities for students to develop mutual understanding of, and respect for, the contributions of various disciplines working in the community, and to socialize students to work together, in shared problem-solving and decision-making, towards enhancing community health through health promotion. The overall objective is to instill the requisite competencies for collaborative practice in a community health promotion context.
Interprofessional Stroke Care: An Evidence-Based Approach
This is a 6-week course that introduces students to the concepts of evidence-based team decision-making in stroke care by having them learn in groups to simulate team environments in clinical practice. Using a case study, students learn to consider interprofessional evidence, use evidence to develop an interprofessional care plan and evaluate that plan. This course guides students to make clinical decisions as a team that incorporates patient/client values and perspectives as well as their own professional perspectives. Students will learn about the varying professional roles in relation to stroke care.
Team Development Modules(University of Western Ontario)
The Team Development Modules are a set of modules initially designed to assist health practitioners to gain an understanding of interprofessional collaborative practice and an approach that can be used to assist in their movement towards this form of practice. The modules reflect the conceptual module advocated by Orchard et al. in 2005. The modules provide a short-survey through the literature related to the topics of each module. All are intended to be followed by group discussion. Modules are designed to be completed in 3 hours of time and each is divided to allow busy practitioners to do the modules in one hour segments.
Each module contains video clips that have been created to assist in seeing what are the ‘lessons learned’ in each segment and then how to improve team practices. Discussion questions are provided at the end of each module to assist in team discussions as groups explore changes in their current practices.
The set of modules has also been used by students who are preparing to practice in interprofessional teams. In this case the first three modules are completed by the students before they meet in a facilitated 1-day workshop to develop their interprofessional collaborative team approaches to placements.
This program meets the accreditation criteria of the College of Family Physicians of Canada and has been accredited for up to 3.0 Mainpro-M1 creidts per module for Ontario-based CFPC members only. Members of the College of Family Physicians who are located outside Ontario may claim 1 credit per hour under the Mainpro-Ms category of they may complete a self-directed “Linking Learning to Practice” exercise and claim credits under the Mainpro-C category.
Members of the Royal College of Physicians and Surgeons of Canada may claim Maincert Section 2 credits for their participation in this program. Each physician should claim only those hours that he/she actually spent in the activity.
Module 1: Team Development: Conceptualizing Interprofessional Collaboration
This module helps learners to explore and evaluate their understanding of interprofessional collaboration. Learning is divided into five short parts. Part 1 - explores terms used related to interprofessional collaborative teams; Part 2 – explores benefits of interprofessional collaboration; Part 3 – discusses the barriers to interprofessional collaboration; and Part 4 – explores professional roles and responsibilities of team members and Part 5- explores creating a culture of interprofessional practice.
Module 2: Team Development: Helping Groups Reconceptualize
This module focuses on how learners and their team members may wish to view and consider adjustments to their interprofessional collaborative practice. It is composed of three parts. Part 1 – focuses on exploring boundaries that control practice from several sources; Part 2 – examines role conflicts and how they generate power imbalances; and Part 3 – explores how to develop respect across team members. An on-line interprofessional student discussion forum is also available.
Module 3: Team Development: Team Processes and Norms of Practice
This module helps learners and their team members to assess their own team functioning as compared to what is suggested within the literature. It is divided into three parts. Part 1 – Explores issues of power, trust, leadership, identify and communication issues within teams; Part 2 – explores suggested areas to focus on in developing team effective practice; and Part 3 – provides a means to discuss past experience in teams and how some changes could enhance team functioning to support interprofessional collaborative practice.
Module 4: Evaluation
This module helps learners and their team members consider how to assess the collaborative processes being used to function effectively. It also guides learners in determining what team specific outcomes (from both a patient’s and organization’s perspective) will provide evidence of the same. Additionally, to assist participants, a cumulative checklist is provided that results in a comprehensive plan for evaluating the team’s effectiveness and selected outcomes
Module 5: Communicating with Diverse Communities
This new module is about building relationships and communicating with people from diverse communities. For the purposes of this module, we define “people from diverse communities” as people who are living in low socioeconomic environments, who require unique considerations regarding communication and health wellness. Additionally, people in these circumstances are often from a variety of cultures and ethnicities, adding another challenge to the communication process. The objectives of the module are to:
- Gain insight into the social determinants of health of clients from diverse communities.
- Explore how these characteristics might impact effective communication in interprofessional collaborative practice.
- Understand the application of Partnership Communication to communicating with clients from diverse communities.
- Understand how to build effective, appropriate, and responsive communication with clients.
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