Subject(s)
Interprofessional Relations , Medical Staff/education , Program Evaluation , Staff Development , HumansABSTRACT
Health Canada (the federal government department in Canada responsible for health issues) commissioned a research team to conduct an environmental scan and research report in order to understand interprofessional education and collaborative patient-centred practice (IECPCP). This paper presents the findings from semi-structured telephone interviews with key informants conducted as part of the environmental scan. Grounded theory analysis was employed in order to identify factors associated with interprofessional education and collaborative practice initiatives. These factors were grouped according the following themes: lack of consensus regarding terminology; the need for both champions and external support; sensitization to the effects of professional culture, and logistics of implementation. Findings are discussed related to the literature and to the other papers included in this supplement to the Journal of Interprofessional Care.
Subject(s)
Cooperative Behavior , Education, Professional/organization & administration , Health Occupations/education , Canada , Humans , Interviews as Topic , Patient Care Team , Patient-Centered Care , Program DevelopmentABSTRACT
Integrated interprofessional care teams are the focus of Canadian and American recommendations about the future of health care. Keeping with this, a family medicine teaching site developed an educational initiative to expose trainees to interprofessional care processes and learning (Interprofessional Care Review; IPC). A formative evaluation pilot study was completed using one-on-one interviews and a focus group (n = 6) with family medicine residents. A semi-structured guide was utilized regarding: knowledge, skills and attitudes related to interprofessional care; their experience of the processes utilized in IPC. Data were analyzed using content analysis. Residents' perspectives on their learning revolved around four themes: changes to understanding and practice of interprofessional care; personal impact of IPC; learning about other health professionals; tension and challenges of IPC learning and clinical implementation. Residents valued the educational experience, but identified that faculty supervisors provided "mixed messages" in the value of collaborating with other health professionals. Implications regarding future educational and research opportunities are discussed.
Subject(s)
Internship and Residency/methods , Interprofessional Relations , Patient Care Team/organization & administration , Attitude of Health Personnel , Educational Measurement/methods , Faculty, Medical , Female , Humans , Male , Pilot Projects , Program Evaluation/methodsABSTRACT
PURPOSE: Physicians are called to be community responsive. But with few existing operational definitions, how can it be taught? The nature, inclination, and impact of community-responsive physicians were studied to address this educational fissure. METHOD: Case studies on eight community-responsive physicians were conducted. Data were qualitatively analyzed using NVivo software. RESULTS: One way physicians were community responsive was through advocacy. Three themes arose: (1) having knowledge of difference, social determinants of health, and the power and privilege of physicians; (2) being influenced by role models and exposure to marginalized groups; and (3) motivation to do the right thing, give back, make a difference, and be intellectually challenged. CONCLUSIONS: Educational strategies to advance the teaching of physicians to be community-responsive advocates are highlighted.
