Creating the Health Care Team of the Future

Creating the Health Care Team of the Future: The Toronto Model for Interprofessional Education and Practice

Sioban Nelson
Maria Tassone
Brian D. Hodges
Copyright Date: 2014
Published by: Cornell University Press,
https://www.jstor.org/stable/10.7591/j.ctt5hh1gr
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  • Book Info
    Creating the Health Care Team of the Future
    Book Description:

    One way to significantly improve the delivery of health care is to teach the health professionals who provide care to work together, to communicate with each other across professional boundaries, and to start to think and act like a team that has the patient at its center. The team-based care movement is at the heart of major changes in medical education and will become an element in the new accreditation standards.

    Through its Centre for Interprofessional Education, the pioneering approach in this area taken by the University of Toronto has attracted international attention. The role of the Centre for IPE, a formal partnership between the University of Toronto and the Toronto Academic Health Sciences Network, is to create a hub for the university and the many teaching hospitals where all core parties can be actively engaged in redesigning this new model of health care. In Creating the Health Care Team of the Future, Sioban Nelson, Maria Tassone, and Brian D. Hodges give a brief background of the Toronto Model and provide a step-by-step guide to developing an IPE program.

    eISBN: 978-0-8014-7083-7
    Subjects: Health Sciences

Table of Contents

  1. Front Matter
    (pp. I-IV)
  2. Table of Contents
    (pp. V-VI)
  3. Acknowledgements
    (pp. VII-XII)
  4. Introduction: Why a Toronto Model Workbook?
    (pp. 1-12)

    In the spring of 2012, when a group of University of Toronto Centre for Interprofessional Education faculty finished up a workshop at Indiana University, they got a big surprise: the forty participants simultaneously rose to their feet and applauded. The senior academic leaders in medicine and nursing present at the workshop were clapping excitedly about the interprofessional education (IPE) training program they had just completed.

    What evoked a standing ovation from an audience that day in Indiana? A small group of dedicated IPE proponents had successfully convinced the University of Toronto’s health faculties and teaching hospitals that to best serve...

  5. Chapter 1 Getting Started
    (pp. 13-32)

    Understanding your context is key starting down the path of IPE. In order to share the Toronto Model, we must first describe our context and our structures, and the types of programs, learners, and clinical partners that characterize health professional education at Toronto. More broadly the rise of IPE in Canada was stimulated by a series of key federal and provincial (or state) initiatives that provided the impetus for early adopters. In this chapter we share how we began.

    The University of Toronto (U of T) is a large public research–intensive university with 80,000 plus students and 11,500 faculty....

  6. Chapter 2 Structuring for Success
    (pp. 33-46)

    Each university and teaching hospital has its own unique structure and organization. A successful IPE/C program needs to take advantage of whatever structures and forums exist in an organization and to build on these to start the discussion, mobilize support, and develop a sustainable plan. At the University of Toronto (U of T), that forum was the Council of Health Sciences.

    At the U of T, there are five single-department health faculties (dentistry, kinesiology and physical education, nursing, pharmacy, and social work), and one multidepartmental faculty, medicine, that houses a further six professional programs: medical radiation sciences, occupational science and...

  7. Chapter 3 Building the Curriculum
    (pp. 47-80)

    In this chapter we look at the nuts and bolts of interprofessional education (IPE)—the curriculum. We are often asked, “How is it possible to harness the enthusiasm of champions and to move from local innovations to an integrated framework that is part of the core experience of all health science students?” The answer to that question rests with the creation of a joint curriculum and the process that exercise initiates. In this chapter we look at the curriculum framework and its multiple components. We discuss its introduction, development, and evolution, but, most important, we look at the process that...

  8. Chapter 4 Creating a Strong Education–Practice Interface
    (pp. 81-120)

    Developing strength at the practice–education interface is of critical importance for interprofessional education (IPE) to succeed in any system or organization. Everyone knows that even the best-designed educational program can be wiped away if students enter a practice setting in which the “hidden curriculum” contradicts the theories and skills they have been taught. Students need to see a positive attitude to interprofessional collaboration and directly and personally experience the benefits of team-based practice. It is difficult to overstate the importance of the culture of institutions in which students learn to become clinicians. The most robust interprofessional curricula, faculty policies,...

  9. Chapter 5 Thinking about Impact and Sustainability from the Start
    (pp. 121-132)

    Ask any of the educators and leaders in health professional education (IPE) at the University of Toronto or across the world, “What is the next big thing for interprofessional education?” and they will likely answer that IPE must be embedded in the accreditation and assessment frameworks for health professional education by the certification boards and the regulators. “All of the accreditation and certification bodies must include criteria that support interprofessionalism in their evaluation processes if IPE is to be taken seriously and reinforced,” states Brian Hodges, the vice president of Education at Toronto’s University Health Network.

    In the area of...

  10. Notes
    (pp. 133-136)
  11. Further Reading: Select Toronto Scholarship on IPE/C
    (pp. 137-163)