Olga Heath

An Approach to Integrating Interprofessional Education in Collaborative Mental Health Care

ObjectiveThis article describes an evaluation of a curriculum approach to integrating interprofessional education (IPE) in collaborative mental health practice across the pre- to post-licensure continuum of medical education.MethodsA systematic evaluation of IPE activities was conducted, utilizing a combination of evaluation study designs, including: pretest-posttest control group; one-group pre-test-post-test; and one-shot case study. Participant satisfaction, attitudes toward teamwork, and self-reported teamwork abilities were key evaluative outcome measures.ResultsIPE in collaborative mental health practice was well received at both the pre- and post-licensure levels. Satisfaction scores were very high, and students, trainees, and practitioners welcomed the opportunity to learn about collaboration in the context of mental health. Medical student satisfaction increased significantly with the introduction of standardized patients (SPs) as an interprofessional learning method. Medical students and faculty reported that experiential learning in practice-based settings is a key component of effective approaches to IPE implementation. At a post-licensure level, practitioners reported significant improvement in attitudes toward interprofessional collaboration in mental health care after participation in IPE.ConclusionIPE in collaborative mental health is feasible, and mental health settings offer practical and useful learning experiences for students, trainees, and practitioners in interprofessional collaboration.

Evaluation of an interprofessional collaboration workshop for post-graduate residents, nursing and allied health professionals

Interprofessional collaborative approaches to practice are believed to have the potential for improving professional relationships, increasing coordination and patient safety, and ultimately enhancing patient and health outcomes (Barr, Koppel, Reeves, Hammick, & Freeth, 2005). As competency-based education has become increasingly accepted in health professional education, the importance of defining competency in interprofessional practice has been recognized. Recent national commissions and policy documents in Canada identify the importance of reshaping the educational preparation and professional training of healthcare professionals to reflect the importance of interprofessional collaboration (Health Council of Canada, 2005). The CanMEDS is a competency framework that forms the basis of the standards of the educational mission of the Royal College of Physicians and Surgeons of Canada (2007) and has been incorporated into accreditation, evaluation and examinations for postgraduate medical trainees. Interprofessional collaboration is a key competency area identified in the CanMEDS role of Collaborator, highlighting the importance of knowledge and skills to participate effectively in interprofessional healthcare teams. The following report outlines an evaluation of a combined one-day interprofessional collaboration workshop for pre-licensure trainees and post-licensure health care providers which was introduced at our institution. The key goal of the evaluation study was to examine the relevance of the CanMEDS Collaborator competencies and to evaluate the effect of this combined approach to post graduate education and continuing professional development on satisfaction and attitudinal outcome measures. The evaluation results were therefore disaggregated for these groups for evaluative purposes. The workshop was developed in partnership with the Office of Postgraduate Medical Education and the Eastern Regional Integrated Health Authority in Newfoundland and

Interprofessional mental health training in rural primary care: findings from a mixed methods study

Abstract The benefits of interprofessional care in providing mental health services have been widely recognized, particularly in rural communities where access to health services is limited. There continues to be a need for more continuing interprofessional education in mental health intervention in rural areas. There have been few reports of rural programs in which mental health content has been combined with training in collaborative practice. The current study used a sequential mixed-method and quasi-experimental design to evaluate the impact of an interprofessional, intersectoral education program designed to enhance collaborative mental health capacity in six rural sites. Quantitative results reveal a significant increase in positive attitudes toward interprofessional mental health care teams and self-reported increases in knowledge and understanding about collaborative mental health care delivery. The analysis of qualitative data collected following completion of the program, reinforced the value of teaching mental health content within the context of collaborative practice and revealed practice changes, including more interprofessional and intersectoral collaboration. This study suggests that imbedding explicit training in collaborative care in content focused continuing professional education for more complex and chronic health issues may increase the likelihood that professionals will work together to effectively meet client needs.

Confusing constructions: Exploring the meaning of health with children in “obesity” treatment

ABSTRACT Fat studies scholars challenge the notion of the “obesity epidemic,” explicating how “obesity” discourse serves to shape our views of health and the body. It is argued that childhood “obesity,” in particular, has been constructed as a modern day scourge that threatens the future health of populations. The authors provide an examination of the embodied experiences of children enrolled in an “obesity” treatment program in a Canadian hospital. Utilizing a feminist poststructural framework, they provide narratives illustrating how these children construct their meanings of health and how “obesity” discourse restricts fat children’s opportunity to identify as healthy.

improving Collaborative Care in Managing Eating Disorders: A Pilot Study

Introduction: The purpose of this pilot study was to evaluate the impact of a continuing interprofessional educational workshop focused on eating disorders in a rural area in Newfoundland and Labrador (NL), Canada. The pilot study helped determine if the eating disorder workshop was feasible for implementation to a broader audience. A conceptual model developed by our eating disorder team and described in the article guided this innovative program. Methods: The intensive 2‐day workshop was piloted in one community with 41 health and education professionals in attendance. A key element was the focus on creating and sustaining collaborative care for eating disorders. Participants completed pre‐post workshop measures of interprofessional attitudes and skills, self‐reported knowledge, confidence, and intention to change practice (post questionnaire only). A 6‐month follow‐up survey measured self‐reported practice change. Results: There were significant positive changes in interprofessional attitudes and skills as well as knowledge and confidence in collaborative management of eating disorders. Post‐workshop, 69% (n = 24/35) of participants indicated intention to change practice, and on follow‐up, 7 of 10 respondents reported implementing changes in practice as a result of the workshop. Low response rate at follow‐up was a limitation. Discussion: Results support the impact of the workshop in improving knowledge, confidence, and attitudes toward collaboration and changing practice and the value of implementing the program province‐wide.