CIHC's Interactive Evaluation Framework was developed as a means of cataloguing the evaluation instruments and outcomes of 20 Health Canada funded interprofessional education for collaborative, patient-centred practice projects (IECPCP). However, it was also created as a tool that can be used by anyone who has an interest in evaluating their own interprofessional project.
By mapping the evaluation instruments used by the 20 projects on the Evolving IECPCP Framework which was developed by D’Amour and Oandasan (2004), the CIHC is presenting an easy-to-use, interactive means of evaluating interprofessional projects at every level of the system.
Click anywhere on the Interactive Evaluation Framework to view definitions of the various elements: factors known to influence the implementation of a successful interprofessional education and/or practice initiative or strategy. As you click on each element, the names of the evaluation instruments reportedly being used by the 20 IECPCP projects will be listed on the left column. You can then click on any instrument to see which educational outcomes were being measured, the validation status of the instrument and contact information of projects reporting use/development of the instrument. Each instrument will have a ‘view results’ link which we are hoping projects will complete to report whether or not a set of outcomes have been achieved.
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Patients are the reason healthcare providers, educators, policymakers and organizations such as CIHC continue to work to change and improve the healthcare system. In order to achieve desired outcomes for patients, the education and patient care systems must manage a variety of key requirements.
Requirements within the Education System that influence Learner Outcomes:
- Educators – need the right knowledge, skills, behaviours and attitudes.
- Teaching factors – IPE requires a strategic and coordinated approach - What should be taught? To whom? How? When? and Where?
- Institution factors – Academic VPs/Deans/Directors must be supportive of interprofessional initiatives; new or realigned resources are required.
- Administrative factors – scheduling, grading of students, remediation are challenges.
- Educational System – Institutional and accreditation structures must support interprofessional education.
Requirements within the Professional System that influence Patient/Provider Outcomes:
- Healthcare professionals – must possess the necessary knowledge, skills, behaviours and attitudes to deliver collaborative patient centred practice (CPCP). Team members must practice and be willing to serve as roles models for CPCP.
- Interactional factors – must be interprofessional, interactive, with shared team goals & leadership; solutions address complex problems and have depth and breadth; members feel empowered.
- Organizational factors – Health leaders must be supportive of IECPCP initiatives. Policies, procedures, program structures, unions, resources should be aligned with IECPCP.
- Professional system – Regulatory bodies who license health care professionals have a strong influence over the competencies required for professional practice.
It is critical that Federal/Provincial/Regional/Territorial Government Policies especially in education, health and social services are consistent and supportive of IECPCP.
Research/Evaluation/Knowledge Translation will further our understanding of IECPCP, improve teaching and collaborative practice, and provide evidence of the impacts of IECPCP on Learner and Patient outcomes.