Strengthening the Connection Between Health Professions Education and Practice Proceedings of a Joint Workshop (2019) / Chapter Skim
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7 Disruption in Health Education and Practice
7 Disruption in Health Education and Practice
Pages 53-74
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From page 53... ...
• To move forward on retooling the existing workforce, it is critical that the employers see the urgency of doing so, and the potential return on investment. (Cox, Fraher, Spetz, Young)
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From page 54... ...
: BOX 7-1 Track One Context The current generation of health professional educators has a unique op portunity to shape the future of health professional education and the impact that it will have on the world's emerging innovators. To do that, educators will need to align their thinking with that of current innovators within education and care delivery.
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From page 55... ...
Given the high degree of overlap between consumer demands within care and education, it is time for all health professionals within education and practice to work together in coming up with the next generation of innovations -- or to risk being left behind in a changing society. SOURCE: Background paper available at http://www.nationalacademies.org/hmd/Activities/ Global/InnovationHealthProfEducation/2018-NOV-13.aspx (accessed April 9, 2019)
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From page 56... ...
Kathy Chappell, American Nurses Credentialing Center, pointed out how the difficulties remain the same despite years of knowing what they are. This illustrates the problem, she said, that the current education-to-practice continuum does not prioritize nor incentivize continuing professional development.
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From page 57... ...
Mark Merrick, representing the Athletic Training Strategic Alliance, added that clinicians bring enormous value to education and that it would be shortsighted to only consider full-time faculty as educators; students and their future patients will be best served when they are educated by a wide variety of educators, he noted, including clinicians. This requires creating the kind of health professions education that would truly prepare students for the future of health care.
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From page 58... ...
Implications for Faculty Development for Emerging Clinical Teachers at Distributed Sites Julia Blitz of the Centre for Health Professions Education and Marietjie de Villiers of the Faculty of Medicine and Health Sciences, both with Stellenbosch University in South Africa, joined the first group (Track One) through a virtual connection to present their research on the views and experiences of rural clinical preceptors.
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. The next step in their research, said Blitz, was "taking it a step more distant" and studying clinicians who were not associated with the creation of an actual rural clinical school.
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Resources Regarding clinical teaching, the researchers found that clinicians were turning to their own clinical mentors (rather than the faculty of the medical school) as a pedagogical resource.
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Preceptors need to be partners in education who can "bring the clinical practice issues to us." Woolforde underscored that such a collaboration leading to a co-created curriculum is "disruptive in a good way" and helps "bridge the silos" between health professions educators and health care practice. Exploring a "Bridging Model" In the final hour of the breakout session, individual workshop participants discussed how one might potentially move forward with putting ideas into action.
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• It is difficult to measure the impact of interprofessional education on patient outcomes and other effects of collaborative practice. • Workforce and training sites are maldistributed geographically and not aligned with population needs.
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DISRUPTION IN HEALTH EDUCATION AND PRACTICE 63 FIGURE 7-2 Bridging the education-to-practice divide can be assisted by identifying enabling activities and obstacles. SOURCES: Photo by Mike Bird on Pexels.
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• Incentivize interprofessional education and collaborative practice. • Employ interprofessional continuing professional development.
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Chappell also remarked on the urgent need to build a workforce that can meet the changing health care needs of the future: "Schools, practitioners, and faculty need to be at the table. We need to align incentives for all stakeholders." Troseth described her vision of engaging all stakeholders through what she called a polarity map that uses a sort of yin and yang approach to promote both interprofessional education and collaborative practice.
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From page 66... ...
Creating strong ties between educators and those in the practice environment will require some thought as to how "academics enter their practice," she said, and how perceptions of power differentials are overcome. The discussion led to a final comment by Bushardt in proposing his thematic priority list that was informed by the group's discussions to emphasize or prioritize "building relationships" by creating a solid infrastructure for partnerships.
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From page 67... ...
• Creating pathways for people in the existing workforce to do things differently; create clear routes for people to retool their careers. Formation • Making the case for student value in clinical settings, and/or de velop new roles for students to bring value to clinical settings.
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From page 68... ...
• Aligning education programs to meet the needs in workforce short age areas. • Aligning the future health care workforce with the community needs (e.g., geographic and profession/specialty distribution, diver sity that mirrors the population)
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From page 69... ...
. • Re-educating the existing workforce regarding interprofessionalism and collaborative practice.
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From page 70... ...
For there to be real change, he said, health professions would have to look beyond their own organizational needs, taking a broader and more inclusive approach wherein all of the health professions would come together for a combined effort toward a unified goal. Health Professions Education in the Age of Risk and Innovation When the National Center for Interprofessional Practice and Education (the National Center)
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In some undergraduate and health professions education, enrollment is decreasing, she added, which causes concern about the future workforce. Certain health professions are rapidly expanding, while others are experiencing declining enrollment numbers.
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Health education and practice must keep up with these trends, she concluded, if the workforce is to be prepared to navigate future health care systems. Refining Prioritization Following Brandt's presentation, the breakout group members returned to the list of urgent actions they had compiled earlier from individuals' input.
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From page 73... ...
On the issue of re-educating and retooling the existing workforce, Frank Ascione with the University of Michigan Center for Interprofessional Education suggested using pilot programs and practice models to demonstrate how this can best be accomplished. Lamb added that once successful models are generated, lessons learned could be quickly spread and pilot programs scaled up, rather than "recreating the wheels over and over" through repeated demonstration projects.
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From page 74... ...
In other words, he said, when lobbying decision makers for funds to support interprofessional education and practice, it is important "to talk about money, but not just more money." This notion was backed by another commenter who said "there is money available, but we should make a case" for using it to promote interprofessionalism across the education-to-care spectrum by emphasizing the potential for producing better patient outcomes. Fraher stressed the importance of interprofessional support while working together to build a better health care system: "This work is important, it is incremental, it takes courage, and we are going to get shot down -- so, we need to be supportive of each other.
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