Lightning Talk Description: Healthcare professionals require knowledge and skills to work collaboratively with diverse populations with multiple health care professionals and service delivery systems across the continuum of care in a variety of settings (community, emergency department, inpatient, and outpatient primary care). Such knowledge and skills are increasingly important amidst the needs of vulnerable populations such as immigrants, refugees and asylum seekers. IPE is the requisite to prepare a collaborative ready workforce. This talk focuses on an international network of universities that engage together in virtual IPE focused on social determinants of health across comparative health systems whereby micro, meso, and macro contexts impact care. Faculty and students from geographically, and academically diverse backgrounds; different professional training and distributed locales have provided a novel approach to the development of interprofessional skills in preparing the workforce to work with diverse patients and families.
We will discuss our learning design approach for comparative family-centered global health care. Outcome data for the 1st three offerings of this IPE program overall indicate statistically significant (N = 246 , p = .001) improvements across all IPEC domains from the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) (Archibald, Trumpower & MacDonald, 2014), with the greatest improvements observed in the domain of team functioning. South African case scenarios for this program emphasize vulnerable communities, with topics such as: forced migration and health service access, elder care in a multigenerational informal settlement, and managing family dynamics in a childcare crisis. Case videos are filmed on-site in these settings by faculty and students who are working directly with these populations, which has proven to be an effective comparative health learning tool, through their authentic intercultural lens.
This intercultural lens is carried into the synchronous IPE experiential learning activity, when students from similar health sector professions come together to collaborate in a problem-based-learning case study activity. These sessions to date include faculty and students from over 30 countries and 60 academic programs with 200-500 students participating in each experience.
We will conclude our presentation with a call for action for others to use similar models emphasizing a global comparative health perspective to prepare a collaborative practice-ready workforce. These skills are essential given the expiration of Title 42 in the United States and the unprecedented numbers of asylum seekers and migrants who will require healthcare services and a health care workforce that is ready to deliver culturally-competent, compassionate, and collaborative care.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
