[Definition and evaluation of a multidisciplinary patient's pharmacotherapy management method: The pharmaceutical care plan]. / Définition et évaluation d'une méthodologie interprofessionnelle d'optimisation de la pharmacothérapie des patients : le Plan de Médication Partagé.

The implementation of pharmaceutical monitoring as defined by the Council of Europe in its Resolution of March 2020 requires defining for each patient, objectives and a treatment plan, to share, monitor and update them in a manner coordinated, interprofessional and in partnership with the patient. It recognizes the central place of the pharmacist by encompassing all of its clinical pharmacy activities and emphasizes the need for interprofessional collaboration (Hepler CD, Strand LM. Opportunities and Responsibilities in Pharmaceutical Care. American Journal of Hospital Pharmacy. Mars 1990; 47(3): 533-543). This work first presents the pharmaceutical care plan as a multiprofessional methodology that meets the objectives of pharmaceutical monitoring, then in a second step its evaluation through two regional projects. The pharmaceutical care plan unites, around the patient, all the actors involved in their pharmacotherapy, throughout their care path. It makes it possible to control the iatrogenic drug risk and includes the patient's drug management with regard to curative, preventive and palliative objectives and in a global strategy for the care and promotion of patient health. This methodology is integrated into coordinated exercise strategies and care pathway approaches. Several levers will help support its deployment, such as inter-professional education and digital health tools.

Promoting Cultural Awareness: A Faculty Development Workshop on Cultural Competency.

An interdisciplinary faculty development workshop on cultural competency (CC) was implemented and evaluated for the Faculty of Medicine at McGill University. It consisted of a 4-hour workshop and 2 follow-up sessions. A reflective practice framework was used. The project was evaluated using the Multicultural Assessment Questionnaire (MAQ), evaluation forms completed by participants, and detailed field notes taken during the sessions. The workshop was attended by 49 faculty members with diverse professional backgrounds. Statistically significant improvements were measured using the MAQ. On a scale of 1 to 5 (5 = very useful) on the evaluation form, the majority of participants (76.1%) gave the workshop a score of 4 or 5 for overall usefulness. A thematic analysis of field-note data highlighted participant responses to specific activities in the workshop. Participants expressed a need for faculty development initiatives on CC such as this one.

Les auteurs ont présenté et évalué une formation interdisciplinaire sur les compétences culturelles (CC) s'adressant au corps professoral de la Faculté de médecine de l'Université McGill. Le projet consistait en un atelier de quatre heures et deux séances de suivi. Il a été évalué au moyen du Multicultural Assessment Questionnaire (MAQ), de formulaires d'évaluation remplis par les participants et de notes détaillées prises lors des séances. La formation a été suivie par 49 professeurs aux antécédents professionnels variés. Le MAQ a permis de relever une amélioration notable des compétences. Sur le formulaire d'évaluation, la majorité des participants (76,1 %) ont accordé à l'utilité globale de la formation une note de 4 ou 5 (sur une échelle de 1 à 5, 5 = très utile). Une analyse thématique des notes d'observation a permis de mettre en lumière les réactions à l'égard d'activités précises. Les participants ont exprimé le besoin de suivre des activités de formation professionnelle sur les CC comme celle-ci.

[Teaching Interprofessional Patient Pathways in Medical Education in Switzerland - A Collaboration of Multiple Players]. / Lehrveranstaltung zu interprofessionellen Versorgungsketten in der Schweiz.

Teaching Interprofessional Patient Pathways in Medical Education in Switzerland - A Collaboration of Multiple Players Abstract. The increase of chronic and complex medical disorders challenges actors in the health care system and affects the entire health care system in Switzerland. Through an interprofessional exchange between medical and health care professionals, the individual needs of patients can be better addressed, which has a positive impact on patients' treatments. To prepare students of the Bachelor of Medicine at ETH Zurich for these challenges, the ETH has designed a specific course together with four educational institutions, which is oriented towards the interprofessional, patient-centred supply chain. The aim of this interprofessional module is, that Bachelor of Medicine students, as well as Pharmacy and Nursing students, acquire knowledge about the other areas of responsibility and competences, and at the same time get to know the interfaces of interprofessional cooperations.

Multispecialty Interprofessional Team Memory Clinics: Enhancing Collaborative Practice and Health Care Providers' Experience of Dementia Care.

This study explored whether working within Multispecialty INterprofessional Team (MINT) memory clinics has an impact on health care professionals' perceptions of the challenges, attitudes, and level of collaboration associated with providing dementia care. Surveys were completed by MINT memory clinic members pre- and 6-months post-clinic launch. A total of 228 pre-and-post-training surveys were matched for analysis. After working in the MINT memory clinics for 6 months, there were significant reductions in mean ratings of the level of challenge associated with various aspects of dementia care, and significant increases in the frequency with which respondents experienced enthusiasm, inspiration, and pride in their work in dementia care and in ratings of the extent of collaboration for dementia care. This study provides some insights into the effect of collaborative, interprofessional approaches on health care professionals' perceptions of the challenges and attitudes associated with providing dementia care and level of collaboration with other health professionals.

[A continuing education obligation for nursing professionals]. / Une obligation de formation continue pour les professionnels infirmiers.

The continuing education of health professionals, and that of self-employed professionals in particular, is a public health issue that can question competence in a chronological manner. Firstly, the past, because continuous training implies the obsolescence of certain knowledge and therefore a questioning of the skills built on the basis of knowledge that evolves with scientific discoveries. Secondly, the future, because societal changes require a permanent adjustment of the missions and interventions implemented by professionals. Between the two, there are training systems, mandatory or not, self-financed or not.

ID-PALL: An Instrument to Help You Identify Patients in Need of Palliative Care.

Palliative care is frequently associated with the end of life and cancer. However, other patients may need palliative care, and this need may be present earlier in the disease trajectory. It is therefore essential to identify at the right time patients who need palliative care and to distinguish between those in need of general palliative care and those for whom a referral to specialists is required. ID-PALL has been developed as an instrument to support professionals in this identification and to discuss a suitable palliative care project, in order to maintain the best quality of life for patients and their relatives. Recommendations for clinical practice are also proposed to guide professionals after the identification phase.

Perspectives about Interprofessional Collaboration and Patient-Centred Care.

Interprofessional collaboration is understood to improve efficiencies and quality of care but is associated with challenges such as professionals' differing routines, knowledge, and identities, as well as professional hierarchies and time constraints. Given these challenges, there is limited understanding of how professionals collaborate effectively in providing patient-centred care. This study, with a convergence triangulation mixed-methods study design, explored interprofessional staffs' perceptions of interprofessional collaboration and patient-centred care when working with hospitalized older adults. Thirty-six staff responded to a survey which included the Patient-Centred Care measure and the Modified Index of Interdisciplinary Collaboration; we also interviewed 14 nursing staff. Although all scores suggested a high value was placed on interprofessional collaboration, scores were low related to activities that facilitated team processes. We identified three themes from the data: knowing the patient/family, functional needs, and communication processes. Staff identified daily rounds with interprofessional teams as supportive of interprofessional collaboration and patient-centred-care.

Managing Heart Failure in Long-Term Care: Recommendations from an Interprofessional Stakeholder Consultation.

Heart failure (HF) affects up to 20 per cent of residents in long-term care (LTC) and is associated with substantial morbidity, mortality, and health service utilization. Our study objective was to formulate recommendations on implementing HF care processes in LTC. A three-phase and iterative stakeholder consultation process, guided by expert panel input, was employed to develop recommendations on implementing care processes for HF in LTC. This article presents the results of the third phase, which consisted of a series of interdisciplinary workshops. We developed 17 recommendations. Key elements of these recommendations focus on improving interprofessional communication and improving HF-related knowledge among all LTC stakeholders. Engaging frontline staff, including personal support workers, was stated as an essential component of all recommendations. System-level recommendations include improving communication between LTC homes and acute care and other external health service providers, and developing facility-wide interventions to reduce dietary sodium intake and increase physical activity.

The Impact of Structured Inter-professional Education on Health Care Professional Students' Perceptions of Collaboration in a Clinical Setting.

PURPOSE: To examine how a structured inter-professional education (IPE) clinical placement influences health care professional (HCP) students' perceptions of inter-professional collaboration (IPC) relative to that of students in a traditional clinical placement. METHODS: This study used a mixed-methods design. The Interdisciplinary Education Perception Scale (IEPS) was administered to HCP students (n=36) in two Toronto hospitals before and after a structured 5-week IPE clinical placement to examine changes in their perceptions of IPC. Students in a traditional clinical placement (n=28) were used as a control group. Focus groups were then conducted with seven students who took part in the structured IPE clinical placement. A coding framework was devised a priori, and the qualitative results were used to explain the quantitative findings. RESULTS: There were no statistically significant differences between groups after the structured IPE clinical placement, but the intervention group showed a greater positive trend in total IEPS scores from baseline to follow-up. Qualitative data suggest that students valued the knowledge and skills gained through the structured IPE clinical placement. CONCLUSIONS: Findings suggest that structured IPE clinical placements may provide students with valuable collaborative learning opportunities, enhanced respect for other professionals, and insight into the value of IPC in healthcare delivery. More research is needed to explore other factors that influence specific perceptions among physical therapy students.Purpose: To examine how a structured inter-professional education (IPE) clinical placement influences health care professional (HCP) students' perceptions of inter-professional collaboration (IPC) relative to that of students in a traditional clinical placement. Methods: This study used a mixed-methods design. The Interdisciplinary Education Perception Scale (IEPS) was administered to HCP students (n=36) in two Toronto hospitals before and after a structured 5-week IPE clinical placement to examine changes in their perceptions of IPC. Students in a traditional clinical placement (n=28) were used as a control group. Focus groups were then conducted with seven students who took part in the structured IPE clinical placement. A coding framework was devised a priori, and the qualitative results were used to explain the quantitative findings. Results: There were no statistically significant differences between groups after the structured IPE clinical placement, but the intervention group showed a greater positive trend in total IEPS scores from baseline to follow-up. Qualitative data suggest that students valued the knowledge and skills gained through the structured IPE clinical placement. Conclusions: Findings suggest that structured IPE clinical placements may provide students with valuable collaborative learning opportunities, enhanced respect for other professionals, and insight into the value of IPC in healthcare delivery. More research is needed to explore other factors that influence specific perceptions among physical therapy students.

RÉSUMÉ Objectif : Analyser comment un stage clinique en formation interprofessionnelle structuré peut influencer les perceptions des étudiants professionnels de la santé face à la collaboration interprofessionnelle, en comparaison avec celles des étudiants qui réalisent un stage clinique traditionnel. Méthodes : Des méthodes mixtes ont été utilisées. L'échelle de perception en éducation interdisciplinaire (IEPS) a été administrée aux étudiants professionnels de la santé de deux hôpitaux de Toronto (n=36) avant et après un stage clinique en formation interprofessionnelle de 5 semaines afin d'analyser les changements dans leur perception de la collaboration interprofessionnelle. Les étudiants en stage clinique traditionnel (n=28) ont été utilisés comme groupe de contrôle. Des groupes de discussion ont ensuite été organisés avec sept étudiants qui ont participé au stage clinique interprofessionnel. Une structure de codage a d'abord été conçue, et les résultats qualitatifs ont été utilisés pour expliquer les conclusions quantitatives. Résultats : Il n'y a pas eu de différences statistiques entre les groupes après le stage clinique interdisciplinaire, mais le groupe d'intervention a démontré une tendance plus positive dans l'échelle IEPS (Interdisciplinary Education Perception Scale, ou échelle de perception en éducation interdisciplinaire) entre le début du stage et le suivi. Les données qualitatives suggèrent que les étudiants étaient sensibles à la valeur des connaissances et des habiletés acquises dans le cadre du stage interprofessionnel structuré. Conclusions : Les conclusions suggèrent que les stages cliniques en formation interprofessionnelle structurés peuvent faire en sorte que les étudiants bénéficient de possibilités d'apprentissage interprofessionnel valables, acquièrent plus de respect pour les autres professionnels et soient plus conscients de la valeur de la collaboration interprofessionnelle dans la prestation de soins. Plus de recherches seront nécessaires pour explorer d'autres facteurs susceptibles d'influencer les perceptions précises des étudiants en physiothérapie.