thomas 20 nov searame conf multi-professional education

8/4/2019 Thomas 20 Nov SEARAME Conf Multi-Professional Education

http://slidepdf.com/reader/full/thomas-20-nov-searame-conf-multi-professional-education 1/28

Multi-Professional Education in HumanResources for Health: Possibilities in South

East Asia

Prof Dr. Thomas V [email protected]

Prof & Head Community Medicine & Medical Education,

Director, PSG-FAIMER Regional Institutehttp://psg.faimerfri.org/

Member Exec Committee, SEARAMEhttp://searame.org/

PSG Institute of Medical Sciences & Research,http://psgimsr.in/

Coimbatore, India

mailto:[email protected]

http://psg.faimerfri.org/

http://searame.org/

http://psgimsr.in/

http://psgimsr.in/

http://searame.org/

http://psg.faimerfri.org/

mailto:[email protected]



Improving Health requires Team-work

• Team Training during

Professional training?

• Training during / at

workplace?

• Mostly “No”!!



Overview of the Presentation

• What is Multi-professional Education (MPE)?

• Why MPE? , Advantages

• How to move towards MPE?

– What do we learn from others who have attempted MPE?

– Barriers to implementing MPE

– Enabling factors/ practices to overcome barriers

•

Possibilities / evolution towards MPE• Inter-professional Education and Collaborative

Practice between workforce

• Summary and Conclusions



Inter-professional Education & Collaborative Practice WHO 2010

•

Multi-professional educationdefined as:

• “The educational experienceshared by members of different health professions” and

• Achieved by “the process in which

a group of students/ workers withdifferent educational backgroundslearn together during certain periods of their education , withinteraction as an important goal”

What is Inter-Professional Education?• Occasions when two or more

Professionals learn from each other and about each other in order tocultivate collaboration and

professional insights (Barr, 2001)



The Edinburgh Declaration 1988



How to move towards MPE?

Learn from others who have attempted MPE!



ENABLING FACTORS IMPLEMENTING M.P.E

Likelihood of Success Harden 1998



Learn from others….make MPE goals explicit AMEE Guide 12 , Part 1

The Dundee Undergraduate medical curriculum Goals:


http://slidepdf.com/reader/full/thomas-20-nov-searame-conf-multi-professional-education 11/28Latrobe University study



Latrobe University study



Faculty Development to ensure MPESteinert (2005)

• Aim to bring about change in individual & organizational level

• Target diverse stakeholders

• Address the main content areas: – IPE & collaborative Pt. centered practice

– Teaching and learning – Leadership and organizational change

• Take place in a variety of settings; different strategies

• Model the principles of IPE & Collaborative practice (eg.

Teamwork)• Incorporate principles of effective educational design

• Consider the adoption of a dissemination model toimplementation



BARRIERS TO IMPLEMENTING M.P.E

• Problems in making Time-table

• Different working practices and academic

policies in different Health Care Professionals

• Variation in learner’s ages

• Fear of loss of identities

•

The power of the medical profession• Resistance to change



MPE: Advantages, Negative impact factors

& Responsibilities



The Steps – progression towards MPEThe Possibilities - Learn from others contd… Harden 1998



The Steps – progression towards MPEThe Steps – progression towards MPE

The Possibilities - Learn from others contd… Harden 1998



Mechanisms shaping IPE at Practice level WHO 2010



SUMMARY & CONCLUSIONS

MPE/ IPE Contributes to:

• Development of own

professional role

• Better understanding of different professional’s roles

• Better interaction and

communication between

different professionals• Improved patient / health

care


Th St i t d MPE



MPE: The Continuum

The Steps – progression towards MPEThe Possibilities - Summary… Harden 1998



SUMMARY & CONCLUSIONS

thomas 20 nov searame conf multi-professional education

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