Background: Interprofessional collaboration (IPC) is integral to patient safety and quality of care. The demand for research evidence for IPC competency based education continues to grow globally for practicing healthcare professionals.Purpose: To design, deliver and evaluate an IPC competency based simulation curriculum for frontline interprofessional healthcare teams using the CIHC (Canadian Interprofessional Health Collaborative) competency framework.Methods: Intervention included a flip classroom approach of 4.5 hours of asynchronous eLearning on IPC, and two 4.5 hour facilitated workshops inclusive of four contextual simulations and 2 team based experiential learning activities, each followed by targeted debriefing on the IPC competencies.Discussion: This novel approach of using simulation based education (SBE) and debriefing coupled with team based experiential activities resulted in a statistically significantly changed in individual cognitive awareness, interprofessional attitudes and team behaviors (p < 0.05). Conclusion:There are very few reported opportunities for frontline healthcare teams to practice and gain proficiency in knowledge, skills and attitudes related to IPC. To demonstrate behavioral change in IPC competencies, frontline practitioners require a combined approach of foundational learning, non-medical experiential team based activities and simulation based learning.
IntroductionA healthy city is one that continually creates and improves psychosocial and social environments and expands community resources allowing people to develop to their maximum portential. The role of SEDoHs is incontestable, yet we continue to face many of the same SEDoH-related problems despite what we know. Objectives and ApproachThis project presents the idea of "Empathic Cultural Mapping" (ECM). ECM is an interactive story map which brings together vignettes taken from individual stories curated with "big data" derived from places such as Statistics Canada, the City of Calgary, and library holdings at the University of Calgary. ECM seeks to challenge users to re-imagine long held constructions around sectoral, and disciplinary driven interpretations and categorizations of lifestyle, consumption, health, and the environment. ECM seeks to encourage knowledge users from multiple sectors to think beyond what is known and to consider what might be possible. ResultsECM is a creative interactive undertaking. In developing ECM, a range of creative research processes have been used to record and tell the stories of a small group of newcomers (defined as those who migrate, seek refuge, or claim asylum in Canada) and position these within large data. A desire to improve the health and wellbeing of individuals and communties through opening processes of dialogoue between local government, non-government organizations, communitites, and individuals lies at the heart of this project. Knowledge and sense-making are key features of individual and community empowerment within the ECM and are viewed as powerful stimuli for change as well as powerful allies for health and a buffer against its threats. Conclusion/ImplicationsECM creates, shares, and brings together individual stories and 'big data'. It identifies needs that impact health in the everyday. It seeks to improve awareness of the world around us. It encourages people to communicate their experiences. Finally, it achieves its goals by using creative processes.
Purpose To describe how the authors developed an objective structured clinical examination (OSCE) station to assess aspects of collaborative practice competency and how they then assessed validity using Kane’s framework. Method After piloting the collaborative practice OSCE station in 2015 and 2016, this was introduced at the Cumming School of Medicine in 2017. One hundred fifty-five students from the class of 2017 and 22 students from the class of 2018 participated. To create a validity argument, the authors used Kane’s framework that views the argument for validity as 4 sequential inferences on the validity of scoring, generalization, extrapolation, and implications, Results Scoring validity is supported by psychometric analysis of checklist items and the fact that the contribution of rater specificity to students’ ratings was similar to OSCE stations assessing clinical skills alone. The claim of validity of generalization is backed by structural equation modeling and confirmatory factor analysis that identified 5 latent variables, including 3 related to collaborative practice (“provides an effective handover,” “provides mutual support,” and “shares their mental model”). Validity of extrapolation is argued based upon the correlation between the rating for “shares their mental model” and the rating on in-training evaluations for “relationship with other members of the health care team,” in addition to the association between performance on the collaborative practice OSCE station and the subsequent rating of performance during residency. Finally, validity of implications is supported by the fact that pass/fail decisions on the collaborative practice station were similar to other stations and by the observation that ratings on different aspects of collaborative practice associate with pass/fail decisions. Conclusions Based upon the validity argument presented, the authors posit that this tool can be used to assess the collaborative practice competence of graduating medical students and the adequacy of training in collaborative practice.
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