What do people with disabilities consider important for future professionals to learn to develop person-centered collaborative practices?

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What do people with disabilities consider

important for future professionals to learn to

develop person-centered collaborative practices?

Élise Milot, Ph.D.

1,3,4, 5

_{Maman Joyce Dogba, Ph.D.}

2,4,5

Émilie Raymond, Ph.D.

1,3

_{Normand Boucher, Ph.D.}

1,3

1. School of Social Work, Université Laval, Québec, Canada 2. Faculty of Medicine, Université Laval, Québec, Canada

3. Center for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS) 4. Centre de recherche sur les soins et services de première ligne

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Introduction

Comprehensive care for many persons with disabilities

requires an interdisciplinary approach and integrated teams.

(WHO, 2011)

1. Share an overview of our project

2. Present the course content

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Project overview

Our team



8 persons with disabilities

3 graduate students

2 research assistants/voluntees

4 researchers/professors



Inclusion criteria

(Jha et al., 2009)



Good communication skills



In-depth knowledge of their condition and being comfortable of talking about it



Ability to cope if unpleasant issues arise (p.ex.: evoking a sad memory)



No personal agenda against the medical and social professions



Interest and time to devote to the development of this IPE initiative



Motivation to share their expertise with students (future professionals)

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Project overview

Action research methodology- in six steps

(Streubert & Carpenter, 2011)

a.

Defining a problem

Defining the common goal of our project

“to provoke a change in attitudes and behaviors among future practitioners in regards to

disability, for a more inclusive, respectful and empathic interprofessional practice

that really addresses people’s basic (as people first)

and specific needs (related to impairment)”.

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Project overview

b.

Planning Intervention- Methods

Participative workshops

Production and validation of exhaustive reports

Content analysis

Elements grouped in four modules

1

2

3

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Course content

1)

Person-centred care

2)

IP communication and conflict

prevention

3)

Role clarification and collaborative

leadership

4)

Team functioning

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Course content

a.

Understand the other: basic fundamentals

• Learn on history of people’s rights movements

• Recognize all contributors to disability (biopsychosocial model)

• Understand reasonable accommodation, universal design and legal requirements

b.

Understand the other: his needs and life experiences

• Recognize disability in it’s full diversity

• Understand where disability fits into individuals’ lives

• Adopt a centered approach- Recognize the contribution of people in shared decision making

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Course content

• Taboos, stereoptypes and prejudices



_{Recognizing them and their effects}



Strategies to overcome them

• Disability etiquette

• Interprofessional communication skills

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Course content

4. Team functioning

• Recognize potential barriers to IP collaboration

• Identifiy which IP practices should be used according to specific situations

• Animation and collaborative leadership in team meetings

3. Role clarification et collaborative leadership

• Recognize the contribution of other

• Bring their contribution to the interprofessional team

• Assume their collaborative leadership

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Conclusion

• To learn how to approach interactions as

partnerships

• To foster understanding of each other’s

perspective

• To ensure comprehensive et integrated care

Placing people with experiential knowledge of disability at the

center of new IPE initiatives appears fundamental.

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[email protected]

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References

 Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Effective interprofessional collaboration: Arguments, assumptions & evidences. Oxford: Blackwell Publishing Ltd.

 Bleakley, A. Bligh, J. (2008). Students learning from patients: Let’s get real in medical education. Advances in Health Sciences Education, 13(1), 89-107.

 Centre for Advancement of Interprofessional Education (CAIPE) (2002). Definition of Interprofessional Education. Retrieved from: http://www.caipe.org.uk/

 Iezzoni, L. I., & Long-Bellil, L.M. (2012). Training physicians about caring for persons with disabilities: "Nothing about us without us!". Disability and health

journal, 5(3), 136-139. doi: 10.1016/j.dhjo.2012.03.003

 Jha, V., Quinton, N.D., Bekker, H.L., & Roberts, T.E. (2009). Strategies and interventions for the involvement of real patients in medical education: A systematic review. Medical Education, 43(1),10-20.

 Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Koppel, I., & Hammick, M. (2010). The effectiveness of interprofessional education: Key findings from a new systematic review. Journal of Interprofessional Care, 24(3), 230-241.

 Streubert, H.J. & Carpenter, D.R. (2011). Qualitative research in nursing: Advancing the humanistic imperative (5th_{ed.). Philadelphia, PA: Lippincott, Williams &}

Wilkins- Wolters Kluwer Health.

 Towle, A., Bainbridge, L., Godolphin, W., Katz, A., Kline, C., Lown, B., Madularu, I., Solomon, P., & Thistlethwaite, J. (2010). Active patient involvement in the education of health professionals. Medical Education, 44(1), 64-74.

 Towle, A., & Godolphin, W. (2013). Patients as educators: interprofessional learning for patient-centred care. Med Teach, 35(3), 219-225. doi: 10.3109/0142159X.2012.737966

 World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. Retrieved on

http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf