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Multiprofessional medical education

Multiprofessional medical education. Experience and future development at KAROLINSKA INSTITUTE, Stockholm Sweden. Anna Kiessling , MD Head at Centre for Clinical Education Danderyd University Hospital. Why interprofessional teamwork?. Paradigm shift in clinical care

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Multiprofessional medical education

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  1. Multiprofessional medical education Experience and future development at KAROLINSKA INSTITUTE, Stockholm Sweden Anna Kiessling, MDHead at Centre for Clinical EducationDanderyd University Hospital

  2. Why interprofessional teamwork? • Paradigm shift in clinical care • Results in more comprehensive and ”sensible” clinical desicions • Results in mutual learning

  3. Development Research Education Participatory Learning Kiessling A, Participatory learning – a swedish perspective. Heart (2004)

  4. “The KI history of Interprofessional Education” • 1997 - Merge of Karolinska Institute and the former Stockholm College of Health Sciences • 1998-2001 - “The Centre of Clinical Education project” at the four major hospitals with clinical education in Stockholm • 2002 Centre of Clinical Education become permanent units at all four hospitals

  5. Aims • To bridge professional borders - aiming at an interdisciplinary view of clinical education • To co-ordinate undergraduate studies and clinical reality • To combine education in primary and secondary care • To further integrate theoretical and practical knowledge

  6. Cornerstones • Clinical Education Ward (or Educational Open Clinic)-learning by working together • Clinical Training Centre-specially equipped unit for training of manual, communication and collaboration skills • Faculty for interprofessional teaching -provide meeting and creative energy to create an interdisciplinary view of clinical education

  7. SophiahemmetUniversity Collegeof Nursing Danderyd UniversityHospital KarolinskaInstitute CCE Primary Care Unit for health caredevelopment Medical library Interprofessionalfaculty CEW CTC Director of studiesfor assistant physicians CPR and ACLS Coordinator forstudent work placementin the hospital

  8. CEW Orthopedic ward Routine clinical setting Eight patients Six to seven students Two teams Two week rotation Tutors from all programmes

  9. The students´object • To care independently for the patients´ medical treatment, nursing and rehabilitation • To develop professional competence • To increase knowledge of other professionals´ competence • To practice communication and teamwork

  10. Individual professional identity (Median before and after training periodunclear - clear, 0 - 10)Spring 2004

  11. Individual competence in communication and teamworkMedian before and after training period (0-10; low extent-high extent)Spring 2004

  12. Student comments ”It´s been great with own responsibility and problembased learning” ”Very rewarding! It strengthens my wish to become a nurse. I made the right decision!” ”It´s so important to co-ordinate the work with the patient and with other professionals and to have the same goals” ”Communication. How difficult it can be and how wonderful it can be when it works” ”Trust other professions´ competences!”

  13. Student comments ”Early mobilisation is very important!” ”It has been unbelievable pleasant, fun, instructive, messy and sometimes stressful. Great to work with other professions” ”I learned a lot about other professions and realized that we complement each other very well. We became true friends” ”I felt like a real doctor for the first time” ”I dared to be responsible” ”I got an increased self confidence”

  14. Key notes in interprofessional teamwork • Language • Knowledge • Communication • Aim

  15. Conclusion Learning by working together is an efficient method to increase collaborative and professional competence

  16. Future trends atKI • Interprofessional education and teambuilding for tutors in the work place • To reach a balance between: Competence integration Competence separation

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