Barcelona 2020: Panels & Workshops

Please Note: This is a provisional schedule and may be subject to change.

Provisional Programme preview available here:

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Keynote > Panel > Interprofessional Education for Collaborative Practice: Can this be achieved or is it just too difficult?

Chair: Mr. David Smith, International Network for Health Workforce Education, Spain

In the last fifty years many countries have adopted interprofessional education as a way forward to improve patient safety and care. There have been many systems used and many pedagogical techniques developed. However, it must be asked whether any of these have been successful in dealing with the complexities of education and theory and using them to change practice for the benefit of health systems and the patients who use their services. The panel will draw on the experiences of the audience to develop a checklist of best practice for interprofessional education and collaborative practice, and recommendations for policy.

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2020102 > Workshop > Action Learning for interprofessional learning

Chair: Ms. Alison James, Cardiff University, United Kingdom

Action Learning is a process which can support problem solving and interprofessional development within healthcare; using a questioning formula to challenge issues and prompt actions, it allows professionals across disciplines to focus on shared goals while enabling learning. Initially developed to support organisational change, it is now recognised as a motivating and influencing process for team development, individual goal setting, change initiatives, quality improvement and leadership development. Learning from observation and practice is central to its approach which lends itself to healthcare settings and the organisational challenges faced by managers in implementing change, driving for quality and promoting team working in multidisciplinary settings.

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2020103 > Panel > Interprofessional Learning in diverse clinical and learning environments

Chair: Mrs. Laura Chalmers, Robert Gordon University, United Kingdom

This suite of simulations can be delivered in any clinical or indeed non-clinical setting. An organic disruptive simulation technique has been designed in order to implement IPE in any primary care, secondary care or university setting. Students from eleven professions come together to work collaboratively, to rehearse complex problem solving and decision making whilst learning with from and about one anther (WHO 2010, CAIPE 2002). Multi-professional team meetings, patient conferences and recognition of the unwell have all been the basis of this simulation style, delivered in many unconventional spaces.

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2020105 > Panel > Educators of healthcare professionals; developing the workforce of the future

Chair: Mrs. Julie Browne, Cardiff University School of Medicine, United Kingdom

What skills and values do all healthcare educators have in common? At the INHWE conference in Dublin in 2019, we presented interim data from a nationally funded project aimed at developing an agreed consensus on the values and activities that all educators share. Results from the INHWE workshop fed into the five-phase project, known as HEVAS (Health Educators Values and Activities Study). The work has now concluded and is being prepared for publication. In this proposed session, we will report on the process, findings and outcomes of the project and consult with the audience on next steps.

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2020108 > Panel > The role of boundaries in hampering and yet facilitating collaborative learning in IP collaboration

Chair: Dr. Cornelia Fluit, Radboudumc Nijmegen, Netherlands

The potential to harness boundaries between professionals and professional contexts as a source of learning for trainees/students on both sides of the contextual divide has become increasingly interesting for educational professionals in medical professions. In this session three researchers will present their findings about qualitative and literature research into "learning intra-professional collaboration between primary care and medical specialty residents" and "clinician scientists lowering the research-practice boundary by working in two related yet disparate settings". During this session we will integrate the topics of IPE, IPC, boundary crossing and power relationships, and discuss how we can utilize boundaries to facilitate IPE.

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2020110 > Panel > Optimising interprofessional learning through education and practice - Identifying and managing barriers and enablers

Chair: Prof. Adrian Schoo, Flinders University, Australia

Although much have been written about interprofessional education (IPE) and practice (IPP), real world experiences indicate that successful implementation of IPE resulting in IPP is complex and difficult achieve. In this 1.5-hour workshop delegates use a systems thinking approach to identify possible barriers and enablers to IPE and IPP, and how these could be managed to optimize IPE and IPP.

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2020111 > Workshop > Health Literacy and Vulnerable People HWF Planning Challenges

Chair: Dr. Sharyn Maxwell, Newcastle University, United Kingdom

The interactive workshop will raise awareness of health illiteracy as an issue and highlight both good and poor practice in designing and using literacy supports, especially with vulnerable people.

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2020113 > Panel > The Institute of Health Visiting Multi-Agency Perinatal and Infant Mental Health Champion Training

Chair: Ms. Melita Walker, Institute of Health Visiting, United Kingdom

UK research suggests 1 in 4 women are affected by perinatal mental illness and suicide is a leading cause of maternal deaths, making mental illness the most common serious health problem that a woman can experience perinatally. This session will explore the challenges and opportunities in designing and delivering high quality training in perinatal and infant mental health (PIMH) for audiences from a broad range of professional backgrounds. We will showcase the successes, including how we work in partnership with parents to co-produce training and how regional Forums enable us to sustain the confidence and competence of iHV PIMH Champions.

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2020114 > Workshop > Medical Students as Simulation Educators

Chair: Dr. Valeriy Kozmenko, University of South Dakota, United States

Teaching is not a currently required for graduation competency at the United States medical schools. At the same time, physicians are expected to educate their patients and colleagues. Formal training on how to teach enables future physicians to better ensure patient compliance and be more productive within interprofessional teams. The University of South Dakota Sanford School of Medicine is implementing the "Medical Students As Simulation Educators" integrated longitudinal curriculum to teach medical students fundamentals of adult learning theories, simulation content development, learner and program evaluation/assessment, and various teaching methods.

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2020115 > Panel > Developing strategies to support dyslexic student nurses on clinical placement

Chair: Ms. Valerie Nangle, University of East London, United Kingdom

Dyslexic student nurses face many challenges on the clinical placement component of their nurse training and education. There remains a lack of research, support and guidance for student nurses with dyslexia, as well as nurse mentors and academics. This action research study aims to explore the development of individualised strategies for student nurses on clinical placement during their training to equip them with strategies to become safe and competent registered nurses and future leadership roles. This research differs from other previous research studies as it offers the students ownership of the process.

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2020116 > Panel > Useful frameworks to stimulate interprofessional learning

Chair: Mrs. Wendy Kemper, HAN University of Applied Sciences, Netherlands

The aim of this session is to raise awareness about conceptual frameworks on interprofessional collaboration and interprofessional education. Three examples in different settings are presented. The HAN University of Applied Sciences, and in particular the chair Organisation of Healthcare and Social Services, connects practice, education and research by means of action research and with a focus on interprofessional collaboration and education. In this session we show useful frameworks to stimulate interprofessional learning. Tools and training on interprofessional collaboration competencies, network knowledge and skills and perceptions towards interprofessional learning are presented. The session will discuss applicability and feasibility in different settings.

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2020117 > Panel > ICU bedside rounding IPE course

Chair: Dr. Valeriy Kozmenko, University of South Dakota, United States

Medical schools are beginning to implement courses in Interprofessional Education (IPE) to prepare students for the interprofessional team-based patient care model which is becoming standard of practice in many healthcare facilities. Students often have little exposure to multidisciplinary rounds prior to residency, and fast paced low-capacity healthcare environments such as operating rooms and intensive care units necessitate providers be competent and efficient in working within interprofessional teams. The University of South Dakota Sanford School of Medicine (USD SSOM) has developed and is piloting an innovative, simulation-based ICU bed-side rounding (IBSR) IPE course.

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2020118 > Panel > Joint Accreditation - IP continuing education to promote collaborative practice and achieve strategic goals

Chair: Prof. Jennifer Graebe, ANCC, Accreditation in NCPD and Joint Accreditation, United States

Enhance Interprofessional Education Opportunities for Healthcare Teams through Joint Accreditation. The first and only innovation in the world offering multiple accreditations in 1 review process, Joint Accreditation promotes interprofessional continuing education (IPCE) activities specifically designed to improve interprofessional collaborative practice (IPCP) in health care delivery. A leading model for IPCP itself, Joint Accreditation establishes the standards for education providers to deliver continuing education planned by the healthcare team for the healthcare team. Jointly accredited providers include education companies, universities, nonprofits, and government agencies. In this session, learners will hear more about how to position their program as a strategic partner in healthcare improvement initiatives and demonstrate a clear commitment to continuing education by the team for the team to improve healthcare delivery and patient care.

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2020119 > Workshop > Transversal education for caregivers & health managers

Chair: Dr. Sam Ward, Building Healthcare for Tomorrow, Belgium

The healthcare sector is engaged to change fundamentally its organisation as new players are entering the sector to fulfill unanswered citizens’ expectations in healthcare delivery. Citizens are expected to become more accountable for their own health. Therefore digital tools are an important leverage as those offer a 24/7 service to guide the citizens through preventive & chronic care as well as to a trustworthy source of information. Thereby, other multinationals are entering the sector with new kind of offers going from nutritional follow-up to new forms of health assistance. Care givers should be educated to understand this new market reality.

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2020120 > Workshop > Recognising the role of an Elder as a stabilising aspect in diverse communities using IP approaches

Chair: Mr. Eli Anderson, StoryAID, United Kingdom

The impact of intergenerational practice (IGP) and delivery has continued to provide innovative ways to work with the community and individuals. Together with the additional discipline of the Interprofessional (IP) approach, the impact and stablising effects will be dramatic, and in the long term sustainable.

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2020121 > Workshop > Spirituality - An integral component of holistic interprofessional care and transformative change

Chair: Dr. Heather Boynton, University of Calgary, Canada

Spirituality is unique, diverse, and integral across the lifespan, it is an important aspect of health, healing and wellbeing, and is a critical component of treatment and decision making. Healthcare professionals require awareness, knowledge, the development of spiritually sensitive attitudes and skills for spiritual humility in order to address the spiritual needs of patients. This workshop will highlight a spirituality framework for interprofessional education that includes the competencies of role clarification, interprofessional communication, team functioning, patient/client/family/community centred-care, interprofessional conflict resolution and collaborative leadership techniques. Participants will understand how spirituality can be more fully integrated into the education of healthcare professionals.

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2020122 > Panel > Building Library Capacity with Graduate Medical Education Programs

Chair: Ms. Janet Hobbs, Community Memorial Health System, United States

Background: Building library capacity at newly accredited libraries can be challenging as there are numerous physical, financial and cultural challenges. Establishing budgets, and academic priorities are critical components of enhancing a medical and research library. Designing library services to support newly accredited programs are daunting yet achievable. This abstract focuses on preliminary steps required to quickly organize and deliver effective library collections and services at a recently ACGME accredited teaching hospital located in Southern California. Description: The process of developing library services to graduate medical education faculty, staff and students starts with the constuctivist adult learning theory. This theory relies on the assumption that adults are motivated to learn based on personal intrinsic factors. Each learner is seeking to apply learned knowledge to experiences. Adult learners enrolled in medical training programs are seeking evidence based resources that affirm their knowledge and experiences as Medical students. Medical Libraries in academic medical centers play an important role with epistemology which involves the nature of learning. This abstract will focus on how to transition a Medical Library in a Community Hospital Library to an active Research Library that supports the academic needs of over 80 medical residents. The constructivist learning theory provides the framework from which to base effective library services. Conclusion: At the end of the presentation, attendees will: be able to identify elements of the Constructivist Adult Learning Theory be able to apply Constructivist Adult Learning theory to academic medical libraries be able to prioritize.

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2020123 > Workshop > Interprofessional collaboration (IPC)

Chair: Prof. Mandana Shirazi, Tums, Iran

Interprofessional Collaboration (IPC) is one of the important achievements of Interprofessional Education (IPE). IPC occurs when several groups of health professions collaborate with each other and share their knowledge, collaborate and mutually trust on themselves as well as patient and his family, other professions of health system and community in order to provide high quality treatment and care. In this workshop, IPE domains of teamwork, roles and responsibilities in team, leadership and conflict management will be discussed, however, conflict management domain will be emphasized.

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2020207 > Workshop > The use of virtual patients in teaching Motivational Interviewing skills

Chair: Prof. Adrian Schoo, Flinders University, Australia

There is a growing trend towards using virtual patients in educating health professionals in various clinical skills. Virtual patients (VPs) allow learners to engage with simulated patients, providing a safe environment in which to practice their skills. There are various approaches to the development of and engagement with VPs. This workshop provides the opportunity for participants to engage with a pilot version of a virtual patient conversation tool for Motivational Interviewing (MI), provide input into the ongoing development of the VP, and explore the use and value of virtual patients in teaching MI and other clinical skills to health professionals.

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2020208 > Workshop > #We2 - Patient and public engagement in interprofessional education

Chair: Dr. Anita Stevens, Zuyd University of Applied Sciences, Netherlands

This workshop is for all health and social care educators, professionals and policy makers who are interested in giving patients and the public a more active role and engagement in IPE. Literature demonstrates the benefits and need for patient and public engagement in health and social care and research, leading to improved collaborative care. Patient and public engagement in IPE is a challenging next step and has immense potential to promote the learning of patient-centred practice care. In IPE patients are usually involved to illustrate interesting cases and experiential learning in simulation settings. We consider this as a rather passive role of patient and public engagement. However, patients and the public can be more actively involved in IPE in different roles, from consultant, storyteller and advisor, to a role as co-educator/facilitator. Through this, patient and the public can engage the patient's perspective in different phases of the development of the curriculum from analysis, development, design, implementation to evaluation.

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2020210 > Panel > Immersive Interprofessional Education in Healthcare

Chair: Ms. Carrie Weller, Brighton & Sussex University Hospital, United Kingdom

This Panel describes the design and implementation plan for a new approach to undergraduate medical education which aims to enhance early clinical experience through interprofessional learning and working.

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2020241 > Panel > Accreditation and Regulation of Interprofessional: Strategies and Tools to Address the Global Healthcare Workforce Crisis Education

Chair: Dr. Marie-Andrée Girard, University of Montreal, Canada

Through the use of two case studies, the panel will propose an analysis pathway whereby participants will be able to identify in their own system the stakeholders, the potential challenges and the IPE accreditation impact indicators to monitor. Using a quasi-organic approach to IPE/IPC accreditation and policy, participants will learn the natural continuum between accreditation and regulation, and the multiple legal aspects that can influence IPE/IPC. Following this panel, and guided by the two perspectives and the analysis tool presented, participants will be able to reflect with their colleagues on the following questions: 1. Does accreditation exist across health/social service education programs? 2. Is common terminology (e.g. accreditation, IPE) used across health/social service education programs? 3. Which stakeholders should be engaged in the process? 4. What enablers and challenges might be anticipated?

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Key Info & Dates

Call for Abstracts

Registration and Fees

Keynote Speakers

Provisional Programme

Panels & Workshops

Congress Venue

Travelling to Barcelona