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Pedagogical Approach

The courses are geared towards a gradual learning and appropriation of collaborative practice. Utilizing clinical cases to enhance learning, students from each profession work together to determine objectives and reflect on interprofessional practice.

 

There are a number of small group learning exercises designed to foster collaboration as students from various disciplines work together to develop intervention plans.

 

Interprofessional placements activities pilot project are also provided as opportunities to apply and integrate the concepts of interprofessional collaboration and partnership with patients and their family.

 

In cooperation with the Collaboration and patient partnership unit, patients are integrated as trainers in the educational activities. These patient-trainers are paired with clinician educators and become co-trainers of CSS courses. This form of team-teaching assists the students in better understanding patient experiences and realities. Moreover, representatives of the Collaboration and patient partnership unit are included in all stages of the three CSS courses: planning, development of educational content and co-leadership of workshops.

 

The pedagogical content include eight key competences of partnership of care and services, model adapted by RUISUM.   Adaptation is based on the CIHC National Comptency Framework (www.cihc.ca) (2010) and the CanMEDS Physician Competency Framework 2005.

 

The following diagram illustrates the IPE curriculum, as developed by the IOC

Courses CSS

 

 

Training structure

 

The training is carried out over a three-year period and consists of one course per year. Each of the CSS courses has an individual component with online modules, an intraprofessional component including a pre-course activity within each program as well as an interprofessional component in the form of an interprofessional workshop.

 

 

Three Stage process