Summary: The National Interprofessional Competency Framework is based on a review of the literature related to competencies and competency-based education as well as existing competency frameworks. This document describes an approach to competencies that can guide IP education and collaborative practice for all professions in a variety of contexts.

Authors: Canadian Interprofessional Health Collaborative, College of Health Disciplines, University of British Columbia, Vancouver BC V6T 1Z3 Canada

Summary: The Academic Health Council’s Interprofessional Core Competencies have been created as a list of best practices and for IP care.

Authors: Banfield, V., Casimiro, L., Curran, V.R., Hall, P., Hollet, A., Lackie, K., Oandasan, I, Simmons, B., Tremblay, M., Wagner, S.

Summary: The Bruyère Team Self Assessment on Interprofessional Practice scale consists of 2 parts: Part 1 evaluates a clinical team's perception of key team characteristics known to enable IP care, and Part 2 evaluates the level of actual team practices associated with IP collaboration. Both parts are used to help the team gain greater awareness of their current standings and of the changes that need to occur for the team to move toward an IP model of care.

Authors: Bruyère Continuing Care

Summary: The CIHC is a unique national organization that provides health providers, teams and organizations with the resources and tools needed to apply an IP, patient-centred and collaborative approach to healthcare.

Authors: Canadian Interprofessional Health Collaborative

Summary: These educational modules, developed by the AHC, in collaboration with its five clinical partners, are designed to address the AHC Interprofessional Core competencies. The program consists of six modules listed below. The modules incorporate a train the trainer approach to the delivery of an IPC educational program.
Module 1 - Introduction to Interprofessional Collaboration
Module 2 - Interprofessional Collaboration
Module 3 - Effective Teamwork
Module 4 - Effective Interprofessional Communication
Module 5 - Interprofessional Conflict Resolution
Module 6 - Consolidation
Contact the AHC at ahc-cas@uottawa.ca to request the PowerPoint version of the modules.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module introduces and reviews the different contexts that have lead to the development of regional and provincial IP collaboration strategies, covers the strengths and challenges of IP collaboration, the dimensions of IP education, and organises discussions around change management to promote IP collaboration.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module establishes the characteristics and factors that influence collaboration. It explains the challenges of IP education, the characteristics of good collaborators and the importance of choosing when to collaborate. At the end of this module, participants will have a deeper understanding of:
1. Key concepts related to collaboration.
2. Elements of collaboration.
3. Actions to enhance collaboration.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module offers a definition of a team, explains the importance of working as a team in healthcare, offers tools for implementing teamwork, and advice on how to improve team performance and run an effective meeting. At the end of the module, participants will have an understanding of:
1. Healthcare roles.
2. Effective communication with other health professionals.
3. The effect of health professionals' roles.
4. The attitudes related to mutual trust.
5. Willingness to work together.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module offers a definition of communication, its characteristics, as well as common failures in communication. At the end of the module, participants will be able to:
1. Define communication.
2. Explain the qualities of effective spoken messages, written messages and effective listening.
3. Describe the impact of nonverbal and para-verbal messages on communication.
4. Identify common communication failures and prevention strategies.
5. Name three tips for improving feedback.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module offers a definition of a conflict and explains the factors that influence conflict, its major causes, how to recognize and deal with hostility. It offers strategies on how to prevent conflict as well as how to reduce and resolve conflicts. At the end of the module, participants will have a deeper understanding of:
1. The definition of conflict.
2. The major factors that influence conflict.
3. The major causes of conflict.
4. How to recognize and address horizontal hostility.
5. Strategies to prevent, reduce, and address conflict.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: In this last module, participants are invited to reflect and discuss how to influence and implement organizational change towards IP collaboration within their specific clinical settings.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This research presentation describes the conditions and processes that were present in different hospital sites that facilitated IP collaboration. A qualitative case study approach was used to reveal the contextual factors of the IP practice embedded in the daily functioning of these settings.

Authors: Margaret Purden, RN, Ph.D., Hélène Ezer, RN, Ph.D., David Fleiszer, M.D., Fay Strohschein, RN., M.Sc.(A), Liliane Asseraf Pasin, PT, Ph.D.(C), Bruce Shore, Ph.D., Yvonne Steinert, Ph.D., Krista Redden, M.A.,Camelia Birlean, M.Ed.

Summary: The CNFS's mission is to ensure the implementation of an extended network of French-language postsecondary training and research by supporting training institutions that provide education in the health field. Resources developed by the CNFS include educational products and workshops. In French only.

Authors: Consortium national de formation en santé

Summary: This document presents suggestions for core curriculum to teach IP collaboration at the pre‐registration level.

Authors: HealthForceOntario (2009)

Summary: EnHANCE Ontario offers multiple resources for healthcare leaders, providers, and students that aims to lead a sustainable culture change by identifying interorganizational factors that impact the ability of healthcare providers to work collaboratively across organizations and to deliver IP care to clients seeking access to services across mental health and addiction and primary care settings.

Authors: EnHANCE Ontario

Summary: eTIPS is an electronic learning module designed for both clinical and non-clinical members in healthcare to improve teamwork and communication within IP teams.

Authors: eTIPS: Enhancing Teams of Interprofessional Staff

Summary: This repport contains key information about IP education and collaboration, promoting best practices of IP models and concepts—as well as tools to help with its implementation, in hoped that itwill help lay the foundation for a culture of collaborative, patient-focused care in Ontario and prompt further discussion and initiatives designed to make IP care the gold standard for care.

Authors: HealthForceOntario. Peeter Poldre, Jackie Schleifer Taylor (2010). Toronto: University of Toronto

Summary: The Interprofessional Collaborator Assessment Rubric is intended for use in the assessment of IP collaborator competencies and to improve the planning of learning experiences and increase the quality of direct instruction by providing focus, emphasis, and attention to particular details as a model for learners.

Authors: Vernon Curran, MEd, PhD, Memorial University; Lynn Casimiro, PhD, PT, Montfort Hospital; Valerie Banfield, RN, MN, Registered Nurses Professional Development Centre; Pippa Hall, MD, CCFP, MEd, FCFP, University of Ottawa, Tracy Gierman, MA, Academic Health Council-Champlain Region; Kelly Lackie, RN, MN, CNCC(C), Registered Nurses Professional Development Centre; Ivy Oandasan, MD, MHSc, CCFP, FCFP, University of Toronto; Brian Simmons, BM, FRCPC, University of Toronto; Susan Wagner, MSc(CD), Reg. SLP(C), University of Toronto

Summary: The Interprofessional Education for Collaborative Person-centred Practice through the Humanities project is an initiative aimed at helping students learn about IP teamwork. The purpose of this module is to provide a self-instructional guide that will help you learn the IP collaborative team approach to providing person-centred care. You will have the opportunity to learn with, from and about other healthcare professionals throughout the module. This will helps to develop clinical skills as a team member while working with patients/clients along with the healthcare team.

Authors: Pippa Hall, Susan Brajtman and Lynda Weaver, 2011 Bruyère Continuing Care

Summary: This document provides key information regarding professions in health and social care as well terminology, roles and responsibilities, and resources related to IP practice and care.

Authors: Lynn Casimiro, PhD, PT, Pippa Hall, MD, CCFP, MEd, FCFP

Summary: The SBAR Toolkit offers practical strategies to assist in the implementation of a 'non-hierarchical, structured communication tool, and evaluate its uptake and use'. Specifically tailored for IP teams working in rehabilitation or a complex continuing care setting. Visit the Toronto Rehabilitation Institute's website at www.torontorehab.com for more information regarding the SBAR Toolkit.

Authors: Trentham, B., Andreoli, A., Boaro, N., Velji, K., Fancott, C. (2010). SBAR: A shared structure for effective team communication. An implementation toolkit. 2nd Edition. Toronto Rehabilitation Institute: Toronto.

Summary: This article offers key lessons to bridge the discourse on collaboration with the practice of collaboration. These lessons can benefit clinical nurse managers and all nurses who operate in an organizational setting that requires complex problem solving.

Authors: Deborah B. Gardner, PhD, RN, CS, OJIN: The Online Journal of Issues in Nursing. Vol. 10 No.1, Manuscript 1.

Summary: This instrument, developed by Kenneth W.Thomas and Ralph H. Kilmann, hypothesizes that there are five styles for handling conflict: competing, avoiding, compromising, collaborating, and accommodating, and that each can affect the outcome of a conflict.

Authors: Thomas Kilmann. Adapted from M.A. Rahim and N.R. Mager (1995).

Summary: The Academic Health Council's Interprofessional Core Competencies have been created as a list of best practices and for IP care.

Authors: Banfield, V., Casimiro, L., Curran, V.R., Hall, P., Hollet, A., Lackie, K., Oandasan, I, Simmons, B., Tremblay, M., Wagner, S.

Summary: These educational modules, developed by the AHC, in collaboration with its five clinical partners, are designed to address the AHC Interprofessional Core competencies. The program consists of six modules listed below. The modules incorporate a train the trainer approach to the delivery of an IPC educational program.
Module 1 - Introduction to Interprofessional Collaboration
Module 2 - Interprofessional Collaboration
Module 3 - Effective Teamwork
Module 4 - Effective Interprofessional Communication
Module 5 - Interprofessional Conflict Resolution
Module 6 - Consolidation
Contact the AHC at ahc-cas@uottawa.ca to request the PowerPoint version of the modules.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module introduces and reviews the different contexts that have lead to the development of regional and provincial IP collaboration strategies, covers the strengths and challenges of IP collaboration, the dimensions of IP education, and organises discussions around change management to promote IP collaboration.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module establishes the characteristics and factors that influence collaboration. It explains the challenges of interprofessional education, the characteristics of good collaborators and the importance of choosing when to collaborate. At the end of this module, participants will have a deeper understanding of:
1. Key concepts related to collaboration.
2. Elements of collaboration.
3. Actions to enhance collaboration.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module offers a definition of a team, explains the importance of working as a team in healthcare, offers tools for implementing teamwork, and advice on how to improve team performance and run an effective meeting. At the end of the module, participants will have an understanding of:
1. Healthcare roles.
2. Effective communication with other health professionals.
3. The effect of health professionals' roles.
4. The attitudes related to mutual trust.
5. Willingness to work together.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module offers a definition of communication, its characteristics, as well as common failures in communication. At the end of the module, participants will be able to:
1. Define communication.
2. Explain the qualities of effective spoken messages, written messages and effective listening.
3. Describe the impact of nonverbal and para-verbal messages on communication.
4. Identify common communication failures and prevention strategies.
5. Name three tips for improving feedback.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module offers a definition of a conflict and explains the factors that influence conflict, its major causes, how to recognize and deal with hostility. It offers strategies on how to prevent conflict as well as how to reduce and resolve conflicts. At the end of the module, participants will have a deeper understanding of:
1. The definition of conflict.
2. The major factors that influence conflict.
3. The major causes of conflict.
4. How to recognize and address horizontal hostility.
5. Strategies to prevent, reduce, and address conflict.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: In this last module, participants are invited to reflect and discuss how to influence and implement organizational change towards IP collaboration within their specific clinical settings.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: The Interprofessional Collaborator Assessment Rubric is intended for use in the assessment of IP collaborator competencies and to improve the planning of learning experiences and increase the quality of direct instruction by providing focus, emphasis, and attention to particular details as a model for learners.

Authors: Vernon Curran, MEd, PhD, Memorial University; Lynn Casimiro, PhD, PT, Montfort Hospital; Valerie Banfield, RN, MN, Registered Nurses Professional Development Centre; Pippa Hall, MD, CCFP, MEd, FCFP, University of Ottawa, Tracy Gierman, MA, Academic Health Council-Champlain Region; Kelly Lackie, RN, MN, CNCC(C), Registered Nurses Professional Development Centre; Ivy Oandasan, MD, MHSc, CCFP, FCFP, University of Toronto; Brian Simmons, BM, FRCPC, University of Toronto; Susan Wagner, MSc(CD), Reg. SLP(C), University of Toronto

Summary: The Interprofessional Education for Collaborative Person-centred Practice through the Humanities project is an initiative aimed at helping students learn about IP teamwork. The purpose of this module is to provide a self-instructional guide that will help you learn the IP collaborative team approach to providing person-centred care. You will have the opportunity to learn with, from and about other healthcare professionals throughout the module. This will helps to develop clinical skills as a team member while working with patients/clients along with the healthcare team.

Authors: Pippa Hall, Susan Brajtman and Lynda Weaver, 2011 Bruyère Continuing Care

Summary: This document provides key information regarding professions in health and social care as well terminology, roles and responsibilities, and resources related to interprofessional practice and care.

Authors: Lynn Casimiro, PhD, PT, Pippa Hall, MD, CCFP, MEd, FCFP

Summary: The webpage includes the following resources, which can be used in the evaluation and intergration of IP in the workplace: Interprofessional Collaborative Competencies Attainment Survey (ICCAS), W(e)Learn Assessment, Learner Contract, Team Contract, Team Contract and Exemplar ICCAS

Authors: Archibald, Casimiro, Cragg, Jelley, Johnstone, MacDonald, and Trumpower

Summary: The TOSCE tool was developed and validated for use as an assessment of IP team competencies in primary care to enable IP primary care teams to assess and improve their collaboration skills.

Authors: The McMaster-Ottawa Team Observed Structured Clinical Encounter (TOSCE)

Summary: The main objective of the Rural Interprofessional Clinical Education (RICE) program is to promote IP education and practice in rural communities. the following documents consist of case studies and a workshop to use in weekly sessions for facilitating IP education in the rural healthcare setting.

Authors: Betty Cragg, RN EdD; Wilma Jelley, PT MEd; Brigitte Johnstone, BScPT; Michael Hirsh, MD CCPF FCFP; Peter Barnes, DMin; Judith Anderson, MEd MA; and Joanne Sidorchuk, BScPT

Summary: This module includes content, activities and resources from a previous educational intervention developed for an IP team in a palliative care unit and integrates best practice guidelines for delirium adapted to reflect the needs of patients at the end of life. It provides information on the recognition and management of delirium, patient and family support, ethical challenges, IP communication, teamwork and conflict management. The module reflects the context of care and learning needs of the team.

Authors: Susan Brajtman RN PhD, Pippa Hall MD, CFPC MEd FCFP; Shirley H. Bush MBBS DRCOG DCH MRCGP Dip Pall Med FAChPM; David Wright MScN, PhD (c)

Summary: This synthesis focuses on existing evaluations of IP collaboration initiatives in the literature and projects funded through the Primary Health Care Transition Fund.

Authors: Canadian Foundation for Healthcare Improvement

Summary: This research presentation describes the conditions and processes that were present in different hospital sites that facilitated IP collaboration. A qualitative case study approach was used to reveal the contextual factors of the IP practice embedded in the daily functioning of these settings.

Authors: Margaret Purden, RN, Ph.D., Hélène Ezer, RN, Ph.D., David Fleiszer, M.D., Fay Strohschein, RN., M.Sc.(A), Liliane Asseraf Pasin, PT, Ph.D.(C), Bruce Shore, Ph.D., Yvonne Steinert, Ph.D., Krista Redden, M.A.,Camelia Birlean, M.Ed.

Summary: EnHANCE Ontario offers multiple resources for healthcare leaders, providers, and students that aims to lead a sustainable culture change by identifying interorganizational factors that impact the ability of healthcare providers to work collaboratively across organizations and to deliver IP care to clients seeking access to services across mental health and addiction and primary care settings.

Authors: EnHANCE Ontario

Summary: The Interprofessional Education for Collaborative Person-centred Practice through the Humanities project is an initiative aimed at helping students learn about IP teamwork. The purpose of this module is to provide a self-instructional guide that will help you learn the IP collaborative team approach to providing person-centred care. You will have the opportunity to learn with, from and about other healthcare professionals throughout the module. This will helps to develop clinical skills as a team member while working with patients/clients along with the healthcare team.

Authors: Pippa Hall, Susan Brajtman and Lynda Weaver, 2011 Bruyère Continuing Care

Summary: This series of presentations explore the following: 1. Existing relationship between various healthcare contexts and practices, and how these can interfere with and affect access to healthcare for rural communities. 2. Defining and clarifying IP in family medicine as well as identifying obstacles and barriers within this particular context. In French only.

Authors: Hélène Sylvain; Jacques E. Girard; Michel Labrecque; Josée Gauthier; Danielle Roy, Université du Québec à Rimouski

Summary: The TOSCE tool was developed and validated for use as an assessment of IP team competencies in primary care to enable IP primary care teams to assess and improve their collaboration skills.

Authors: The McMaster-Ottawa Team Observed Structured Clinical Encounter (TOSCE)

Summary: The Nova Scotia Department of Health and Wellness encourages the development, integration, and support of IP teams. One strategy for supporting both new and established teams is through Building a Better Tomorrow Together (BBTT), a series of continuing education modules for healthcare providers.

Authors:Government of Nova Scotia

Summary: The main objective of the Rural Interprofessional Clinical Education (RICE) program is to promote IP education and practice in rural communities. the following documents consist of case studies and a workshop to use in weekly sessions for facilitating IP education in the rural healthcare setting.

Authors: Betty Cragg, RN EdD; Wilma Jelley, PT MEd; Brigitte Johnstone, BScPT; Michael Hirsh, MD CCPF FCFP; Peter Barnes, DMin; Judith Anderson, MEd MA; and Joanne Sidorchuk, BScPT

Summary: The SBAR Toolkit offers practical strategies to assist in the implementation of a 'non-hierarchical, structured communication tool, and evaluate its uptake and use'. Specifically tailored for IP teams working in rehabilitation or a complex continuing care setting. Visit the Toronto Rehabilitation Institute's website at www.torontorehab.com for more information regarding the SBAR Toolkit.

Authors: Trentham, B., Andreoli, A., Boaro, N., Velji, K., Fancott, C. (2010). SBAR: A shared structure for effective team communication. An implementation toolkit. 2nd Edition. Toronto Rehabilitation Institute: Toronto.

Summary: The Canadian Collaborative Mental Health Initiative consists of a consortium of 12 Canadian organizations with a mutual interest in the mental health and wellbeing of Canadians. The Initiative was created in hopes to enhance the relationship and improve collaboration among healthcare providers, consumers, families and caregivers; and to improve consumer access to prevention, health promotion, treatment/ intervention and rehabilitation services in primary healthcare settings.

Authors: Canadian Collaborative for Mental Health Initiative

Summary: This report looks at research on team-based care, and interviews federal, provincial, and territorial governments to find out about their progress in developing teams.

Authors: Health Council of Canada. (2009). Teams in Action: Primary Health Care Teams for Canadians. Toronto: Health Council. www.healthcouncilcanada.ca

Summary: the Canadian Pallium Project has promoted collaboration, coordination and communication for access, quality and new capacity in service of the seriously-ill and dying at the community-level throughout Canada. Resources include YouTube videos, PowerPoint presentations, role descriptions, etc.

Authors: The Pallium Project

Summary: The Academic Health Council's Interprofessional Core Competencies have been created as a list of best practices and for IP care.

Authors: Banfield, V., Casimiro, L., Curran, V.R., Hall, P., Hollet, A., Lackie, K., Oandasan, I, Simmons, B., Tremblay, M., Wagner, S.

Summary: The goals of the AIPHE Project have been to ensure the integration of IP education standards into the accreditation IP Initiatives in Universities and Colleges of the six participating health and social care IP Initiatives in Universities and Colleges in order to help create collaborative patient/client-centred health and social care; and to dialogue and share the resources developed through the Project more broadly.

Authors: The Canadian Interprofessional Health Collaborative

Summary: The Bruyère Team Self Assessment on Interprofessional Practice scale consists of 2 parts: Part 1 evaluates a clinical team's perception of key team characteristics known to enable IP care, and Part 2 evaluates the level of actual team practices associated with IP care. Both parts are used to help the team gain greater awareness of their current standings and of the changes that need to occur for the team to move toward an IP collaborative model of care.

Authors: Bruyère Continuing Care

Summary: The Canadian Foundation for Healthcare Improvement is an independent organization dedicated to accelerating healthcare improvement and transformation for Canadians, through collaboration with governments, policy-makers, and health system leaders to convert evidence and innovative practices into actionable policies, IP Initiatives in Universities and Colleges, tools and leadership development. Resources include research documents, event presentations and YouTube videos.

Authors: Canadian Foundation for Healthcare Improvement

Summary: This module includes content, activities and resources from a previous educational intervention developed for an IP team in a palliative care unit and integrates best practice guidelines for delirium adapted to reflect the needs of patients at the end of life. It provides information on the recognition and management of delirium, patient and family support, ethical challenges, IP communication, teamwork and conflict management. The module reflects the context of care and learning needs of the team.

Authors: Susan Brajtman RN PhD, Pippa Hall MD, CFPC MEd FCFP; Shirley H. Bush MBBS DRCOG DCH MRCGP Dip Pall Med FAChPM; David Wright MScN, PhD(c)

Summary: The Centre for Collaborative Health Professional Education is involved in planning, implementing and evaluating IP educational activities from the undergraduate to post-graduate and practitioner levels. They work collaboratively with students and faculty in a number of academic units.

Authors: Memorial University of Newfoundland

Summary: These educational modules, developed by the AHC, in collaboration with its five clinical partners, are designed to address the AHC Interprofessional Core competencies. The program consists of six modules listed below. The modules incorporate a train the trainer approach to the delivery of an IPC educational program.
Module 1 - Introduction to Interprofessional Collaboration
Module 2 - Interprofessional Collaboration
Module 3 - Effective Teamwork
Module 4 - Effective Interprofessional Communication
Module 5 - Interprofessional Conflict Resolution
Module 6 - Consolidation
Contact the AHC at ahc-cas@uottawa.ca to request the PowerPoint version of the modules.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module introduces and reviews the different contexts that have lead to the development of regional and provincial IP collaboration strategies, covers the strengths and challenges of IP collaboration, the dimensions of IP education, and organises discussions around change management to promote IP collaboration.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module establishes the characteristics and factors that influence collaboration. It explains the challenges of IP education, the characteristics of good collaborators and the importance of choosing when to collaborate. At the end of this module, participants will have a deeper understanding of:
1. Key concepts related to collaboration.
2. Elements of collaboration.
3. Actions to enhance collaboration.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module offers a definition of a team, explains the importance of working as a team in healthcare, offers tools for implementing teamwork, and advice on how to improve team performance and run an effective meeting. At the end of the module, participants will have an understanding of:
1. Healthcare roles.
2. Effective communication with other health professionals.
3. The effect of health professionals' roles.
4. The attitudes related to mutual trust.
5. Willingness to work together.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module offers a definition of communication, its characteristics, as well as common failures in communication. At the end of the module, participants will be able to:
1. Define communication.
2. Explain the qualities of effective spoken messages, written messages and effective listening.
3. Describe the impact of nonverbal and para-verbal messages on communication.
4. Identify common communication failures and prevention strategies.
5. Name three tips for improving feedback.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This module offers a definition of a conflict and explains the factors that influence conflict, its major causes, how to recognize and deal with hostility. It offers strategies on how to prevent conflict as well as how to reduce and resolve conflicts. At the end of the module, participants will have a deeper understanding of:
1. The definition of conflict.
2. The major factors that influence conflict.
3. The major causes of conflict.
4. How to recognize and address horizontal hostility.
5. Strategies to prevent, reduce, and address conflict.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: In this last module, participants are invited to reflect and discuss how to influence and implement organizational change towards IP collaboration within their specific clinical settings.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This research presentation describes the conditions and processes that were present in different hospital sites that facilitated IP collaboration. A qualitative case study approach was used to reveal the contextual factors of the IP practice embedded in the daily functioning of these settings.

Authors: Margaret Purden, RN, Ph.D., Hélène Ezer, RN, Ph.D., David Fleiszer, M.D., Fay Strohschein, RN., M.Sc.(A), Liliane Asseraf Pasin, PT, Ph.D.(C), Bruce Shore, Ph.D., Yvonne Steinert, Ph.D., Krista Redden, M.A.,Camelia Birlean, M.Ed.

Summary: The CNFS's mission is to ensure the implementation of an extended network of French-language postsecondary training and research by supporting training institutions that provide education in the health field. Resources developed by the CNFS include educational products and workshops. In French only.

Authors: Consortium national de formation en santé

Summary: This document presents suggestions for core curriculum to teach IP collaboration at the pre‐registration level.

Authors: HealthForce Ontario (2009)

Summary: EnHANCE Ontario offers multiple resources for healthcare leaders, providers, and students that aims to lead a sustainable culture change by identifying interorganizational factors that impact the ability of healthcare providers to work collaboratively across organizations and to deliver IP care to clients seeking access to services across mental health and addiction and primary care settings.

Authors: EnHANCE Ontario

Summary: eTIPS is an electronic learning module designed for both clinical and non-clinical members in healthcare to improve teamwork and communication within IP teams.

Authors: eTIPS: Enhancing Teams of Interprofessional Staff

Summary: The provision of IP education within undergraduate healthcare programs is now widespread, and a selection of approaches can be found in the literature. This paper aims to contribute towards bridging this gap by describing a facilitator training program (FTP) for IPL facilitators in a higher education setting. These components are designed to accommodate trainees with different learning styles using training methods underpinned by adult learning theory and contact hypothesis. A description of the facilitator training is provided within this paper to illustrate how these eight components can be utilised by educators, to apply to their own IP education intervention and customising training to suit their own specific need.

Authors: Sarah Freeman, Anna Wright and Susanne Lindqvist. Journal of Interprofessional Care, July 2010; 24(4): 375–385

Summary: The Toolkit focuses specifically on the learning environment in teaching hospitals; creating an IP foundation for collaboration that will be sustained over time.

Authors: University of Toronto - Office of Interprofessional Education at University Health Network - Toronto Western Hospital, 750 Dundas St W., Suite 302, Toronto, Ontario M6J 3S

Summary: The Interprofessional Collaborator Assessment Rubric is intended for use in the assessment of and individual's IP collaborator competencies and to improve the planning of learning experiences and increase the quality of direct instruction by providing focus, emphasis, and attention to particular details as a model for learners.

Authors: Vernon Curran, MEd, PhD, Memorial University; Lynn Casimiro, PhD, PT, Montfort Hospital; Valerie Banfield, RN, MN, Registered Nurses Professional Development Centre; Pippa Hall, MD, CCFP, MEd, FCFP, University of Ottawa, Tracy Gierman, MA, Academic Health Council-Champlain Region; Kelly Lackie, RN, MN, CNCC(C), Registered Nurses Professional Development Centre; Ivy Oandasan, MD, MHSc, CCFP, FCFP, University of Toronto; Brian Simmons, BM, FRCPC, University of Toronto; Susan Wagner, MSc(CD), Reg. SLP(C), University of Toronto

Summary: Guided by a facilitator, students participants will identify which professionals would best meet the needs of the client/patient in the case and develop a team care plan for their patient. The students will be expected to conduct basic assessments, recognize complications and intervene appropriately.

Authors: University of Western Ontario

Summary: The Interprofessional Education for Collaborative Person-centred Practice through the Humanities project is an initiative aimed at helping students learn about IP teamwork. The purpose of this module is to provide a self-instructional guide that will help you learn the IP collaborative team approach to providing person-centred care. You will have the opportunity to learn with, from and about other healthcare professionals throughout the module. This will help you to develop your clinical skills as a team member while you work with people in your care along with the healthcare team.

Authors: Pippa Hall, Susan Brajtman and Lynda Weaver, 2011 Bruyère Continuing Care

Summary: Guided by a facilitator, students are required to work together to in order to aide a patient. The students will be expected to conduct basic assessments, recognize complications and intervene appropriately. This scenario is intended for use in a high-fidelity classroom setting.

Authors: University of Western Ontario

Summary: This document provides key information regarding professions in health and social care as well terminology, roles and responsibilities, and resources related to IP practice and care.

Authors: Lynn Casimiro, PhD, PT, Pippa Hall, MD, CCFP, MEd, FCFP

Summary: The webpage includes the following resources, which can be used in the evaluation and integration of IP in the workplace: Interprofessional Collaborative Competencies Attainment Survey (ICCAS), W(e)Learn Assessment, Learner Contract, Team Contract, Team Contract and Exemplar ICCAS

Authors: Archibald, Casimiro, Cragg, Jelley, Johnstone, MacDonald, and Trumpower

Summary: This presentation summarises the importance of functionning IP within healthcare and the many factors that come into play when IP care is required. In French only.

Authors: Paule Lebel, MD, MSc, FRCPC; Université de Montréal

Summary: This series of presentations explore the following: 1. Existing relationship between various healthcare contexts and practices, and how these can interfere with and affect access to healthcare for rural communities. 2. Defining and clarifying IP in family medicine as well as identifying obstacles and barriers within this particular context. In French only.

Authors: Hélène Sylvain; Jacques E. Girard; Michel Labrecque; Josée Gauthier; Danielle Roy

Summary: The TOSCE tool was developed and validated for use as an assessment of IP team competencies in primary care to enable IP primary care teams to assess and improve their collaboration skills.

Authors: The McMaster-Ottawa Team Observed Structured Clinical Encounter (TOSCE)

Summary: This document is intended to guide the teaching and assessment of post‐registration curricula in IP settings in Ontario. A new model of post‐registration IP education is presented, along with the CIHC National Interprofessional Competency Framework (2009). Also, a summary of articles that feature curricula related to the 6 CIHC IP Competencies is included. These curricula examples were gathered from the Scoping Review of Post‐Registration Literature on Curricula for Interprofessional Education.

Authors:Health Force Ontario, 2009

Summary: This document is intended to guide the teaching and assessment of pre‐registration curricula in IP settings in Ontario. A new model of pre‐registration IP education is presented, along with the CIHC National Interprofessional Competency Framework (2009).

Authors:Health Force Ontario, 2009

Summary: The Nova Scotia Department of Health and Wellness encourages the development, integration, and support of interdisciplinary teams. One strategy for supporting both new and established teams is through Building a Better Tomorrow Together (BBTT), a series of continuing education modules for healthcare providers.

Authors:Government of Nova Scotia

Summary: The main objective of the Rural Interprofessional Clinical Education (RICE) program is to promote IP education and practice in rural communities. the following documents consist of case studies and a workshop to use in weekly sessions for facilitating IP education in the rural healthcare setting.

Authors: Betty Cragg, RN EdD; Wilma Jelley, PT MEd; Brigitte Johnstone, BScPT; Michael Hirsh, MD CCPF FCFP; Peter Barnes, DMin; Judith Anderson, MEd MA; and Joanne Sidorchuk, BScPT

Summary: The SBAR Toolkit offers practical strategies to assist in the implementation of a 'non-hierarchical, structured communication tool, and evaluate its uptake and use'. Specifically tailored for IP teams working in rehabilitation or a complex continuing care setting. Visit the Toronto Rehabilitation Institute's website at www.torontorehab.com for more information regarding the SBAR Toolkit.

Authors: Trentham, B., Andreoli, A., Boaro, N., Velji, K., Fancott, C. (2010). SBAR: A shared structure for effective team communication. An implementation toolkit. 2nd Edition. Toronto Rehabilitation Institute: Toronto.

Summary: This report summarizes the results of a post‐registration scoping literature review of curricula used to teach IP continuing and post‐graduate education to health professionals

Authors:Medves, J., Van Dijk, J., Edgelow, M., & Saxe‐Braithwaite, M. (2009)

Summary: This report summarizes the results of a scoping literature review of curricula used to teach IP education to health professional students.

Authors:Medves, J., Van Dijk, J., Edgelow, M., & Saxe‐Braithwaite, M. (2009)

Summary: The Canadian Collaborative Mental Health Initiative consists of a consortium of 12 Canadian organizations with a mutual interest in the mental health and wellbeing of Canadians. The Initiative was created in hopes to enhance the relationship and improve collaboration among healthcare providers, consumers, families and caregivers; and to improve consumer access to prevention, health promotion, treatment/ intervention and rehabilitation services in primary healthcare settings.

Authors: Canadian Collaborative for Mental Health Initiative

Summary: the Canadian Pallium Project has promoted collaboration, coordination and communication for access, quality and new capacity in service of the seriously-ill and dying at the community-level throughout Canada. Resources include YouTube videos, PowerPoint presentations, role descriptions, etc.

Authors: The Pallium Project

Summary: This manual presents a step by step approach to transition a clinical team to IP Care.

Authors: Bruyère Continuing Care

Summary: The mandate of The College of Health Discipline is to advance IP education, practice and research by supporting patient-centred practice through greater cooperation between the health professions at UBC, coordinated IP teaching, curriculum development and renewal, student champions and student-led IP initiatives, etc. This website includes IP resources and publications.

Authors: University of British Columbia

Summary: the University of Leicester 's Youtube Channels offers videos on Clinical Examinations, Research as well as short educational films. Other video's such as Mr Kirby's Story - Case Study for Inter-Disciplinary Teaching and Inter-Professional Team Work have also been produced by the University of Leicester.

Authors: University of Leicester

Summary: The National Interprofessional Competency Framework is based on a review of the literature related to competencies and competency-based education as well as existing competency frameworks. This document describes an approach to competencies that can guide IP education and collaborative practice for all professions in a variety of contexts.

Authors: Canadian Interprofessional Health Collaborative, College of Health Disciplines, University of British Columbia, Vancouver BC V6T 1Z3 Canada

Summary: IP education and collaboration have been identified in health education and healthcare as playing an important role in improving healthcare services and patient outcomes. The objective of this review was to develop a theoretically based and empirically tested understanding of IP. A total of 104 studies met the criteria and were included for analysis. Studies were examined for their approach to conceptualization, implementation, and assessment of their IP interventions. This study offers an initial step in mapping out the IP field and outlines possible ways forward for future research and practice.

Authors: Scott Reeves, Joanne Goldman, John Gilbert, Joshua Tepper, Ivan Silver, Esther Suter, and Merrick Zwarenstein, May 2011, Vol. 25, No. 3 , Pages 167-174

Summary: The purpose of this report is to present the findings of a regional scan of IP collaboration in healthcare in the Champlain Region.

Authors: Principal Investigators: Lynn Casimiro, Pht., Ph.D.; Pippa Hall, M.D., CCFP, M.Ed., FCFP
Co-Investigators: Doug Archibald, Ph.D.(c); Craig Kuziemsky, Ph.D.; Anne Brasset-Latulippe, O.T., B.Psy., MSc.; Lara Varpio, Ph.D.
Partners: Academic Health Council, Bruyère Continuing Care, Montfort Hospital
Prepared by Denise Beaulieu, Ph.D.

Summary: The Canadian Foundation for Healthcare Improvement is an independent organization dedicated to accelerating healthcare improvement and transformation for Canadians, through collaboration with governments, policy-makers, and health system leaders to convert evidence and innovative practices into actionable policies, IP Initiatives in Universities and Colleges, tools and leadership development. Resources include research documents, event presentations and YouTube videos.

Authors: Canadian Foundation for Healthcare Improvement

Summary: This synthesis focuses on existing evaluations of IP collaboration initiatives in the literature and projects funded through the Primary Health Care Transition Fund.

Authors: Canadian Foundation for Healthcare Improvement

Summary: This document presents suggestions for core curriculum to teach IP collaboration at the pre‐registration level.

Authors: HealthForceOntario (2009)

Summary: The purpose of this multi-site research project was to develop a validated set of IP collaborator competencies and an associated competency-based assessment rubric, in both English and French languages. The paper outlines an approach to developing, constructing and validating a bilingual instrument for IP learning and assessment. The approach was collaborative in nature, involving an IP project team and respondents from across multiple health profession education programs. This rubric instrument may be used across a variety of professions and learning contexts. Future work includes evaluation of further dimensions of validity and reliability for this tool across a variety of settings.

Authors: Vernon Curran, Ann Hollett, Lynn M. Casimiro, Patricia Mccarthy, Valerie Banfield, Pippa Hall, Kelly Lackie, Ivy Oandasan, Brian Simmons and Susan Wagner. Journal of Interprofessional Care, 2011, 25: 339–344

Summary: The provision of IP education within undergraduate healthcare programs is now widespread, and a selection of approaches can be found in the literature. This paper aims to contribute towards bridging this gap by describing a facilitator training program facilitators in a higher education setting. These components are designed to accommodate trainees with different learning styles using training methods underpinned by adult learning theory and contact hypothesis. A description of the facilitator training is provided within this paper to illustrate how these eight components can be utilised by educators, to apply to their own IP intervention and customising training to suit their own specific need.

Authors: Sarah Freeman, Anna Wright and Susanne Lindqvist. Journal of Interprofessional Care, July 2010; 24(4): 375–385

Summary: The Framework for Action on Interprofessional Education and Collaborative Practice highlights the current status of IP collaboration around the world, identifies the mechanisms that shape successful collaborative teamwork and outlines a series of action items that policy-makers can apply within their local health system.

Authors: World Health Organization

Summary: This repport contains key information about IP education and collaboration, promoting best practices of IP models and concepts—as well as tools to help with its implementation, in hoped that it will help lay the foundation for a culture of collaborative, patient-focused care in Ontario and prompt further discussion and initiatives designed to make IP care the gold standard for care.

Authors: HealthForceOntario. Peeter Poldre, Jackie Schleifer Taylor (2010). Toronto: University of Toronto

Summary: This Blueprint was developed following a year-long process of obtaining input from decision makers and leaders in the healthcare and education sectors, as well as consumers, and provides direction on key foundational activities that should be carried out in the short, medium and long term.

Authors: HealthForce Ontario

Summary: Key reference documents and selected highlights from around the world focused on IP collaboration.

Authors: Health Professions Regulatory Advisory Council

Summary: The Interprofessional Education Curricula Models for Health Care Providers in Ontario project aimed to develop a conceptual framework to assist curriculum designers in Ontario; to identify IP learning opportunities; and propose a core curriculum for healthcare students and providers that will guide IP education to all current and future health human resources.

Authors: HealthForce Ontario

Summary: The Journal of Interprofessional Care aims to disseminate research and new developments in the field of IP education and practice. We welcome contributions containing an explicit IP focus, and involving a range of settings, professions, and fields. Areas of practice covered include primary, community and hospital care, health education and public health, and beyond health and social care into fields such as criminal justice and primary/elementary education.

Authors: Editor-in-Chief: Scott Reeves, 2011, Informa Healthcare, Telephone House, 69-77 Paul Street, London, EC2A 4LQ

Summary: The Journal of Research in Interprofessional Practice and Education is an open access journal that disseminates theoretical perspectives, methodologies, and evidence-based knowledge to inform IP practice, education, and research to improve healthcare delivery, quality of care, and health status for individuals, families, and communities.

Authors: Hassan Soubhi, MD, PhD, Founding Lead Editor, Journal of Research in Interprofessional Practice and Education, Université de Sherbrooke

Summary: This document is intended to guide the teaching and assessment of post‐registration curricula in IP settings in Ontario. A new model of post‐registration IP education is presented, along with the CIHC National Interprofessional Competency Framework (2009). Also, a summary of articles that feature curricula related to the 6 CIHC IP Competencies is included. These curricula examples were gathered from the Scoping Review of Post‐Registration Literature on Curricula for IP Education.

Authors:Health Force Ontario, 2009

Summary: This document is intended to guide the teaching and assessment of pre‐registration curricula in IP settings in Ontario. A new model of pre‐registration IP education is presented, along with the CIHC National Interprofessional Competency Framework (2009).

Authors:Health Force Ontario, 2009

Summary: This discussion paper aims to better define and clarify the roles and responsibilities of physicians practising in collaborative care environments and to develop principles that could guide the future evolution of patient-centred collaborative care in Canada.

Authors: Canadian Medical Association

Summary: This report summarizes the results of a post‐registration scoping literature review of curricula used to teach IP continuing and post‐graduate education to health professionals.

Authors:Medves, J., Van Dijk, J., Edgelow, M., & Saxe‐Braithwaite, M. (2009)

Summary: This report summarizes the results of a scoping literature review of curricula used to teach IP education to health professional students.

Authors:Medves, J., Van Dijk, J., Edgelow, M., & Saxe‐Braithwaite, M. (2009)

Summary: The purpose of this paper is to describe the process used to initiate research capacity building in a community of practice(CoP) focused on the research and evaluation of IP education and collaboration. This CoP, composed of members from across Canada, is a committee of the Canadian Interprofessional Health Collaborative (CIHC), a national collaborative that aims to advance IP education and collaboration in healthcare. The committee mapped recommendations that emerged from a number of CIHC reports onto a research capacity building framework. The expertise of the diverse members in conjunction with this unique mapping process allowed the committee to identify its long-term research and evaluation objectives and strategies.

Authors: Esther Suter, Jana Lait, Laura MacDonald, Pamela Wener, Rebecca Law, Hossein Khalili and Patricia L. McCarthy, HEALTHC Q, 2011, 14, 2, 54-60

Summary: This report looks at research on team-based care, and interviews federal, provincial, and territorial governments to find out about their progress in developing teams.

Authors: Health Council of Canada. (2009). Teams in Action: Primary Health Care Teams for Canadians. Toronto: Health Council. www.healthcouncilcanada.ca

Summary: This summary provides some background information and underscores that the practice, organizational, and policy levels must work together to move forward on the process of change required to support effective teamwork in healthcare based on what has been learned from the research and the experiences of other countries.

Authors: Canadian Foundation for Health Improvement

Summary: This article offers key lessons to bridge the discourse on collaboration with the practice of collaboration. These lessons can benefit clinical nurse managers and all nurses who operate in an organizational setting that requires complex problem solving.

Authors: Deborah B. Gardner, PhD, RN, CS, OJIN: The Online Journal of Issues in Nursing. Vol. 10 No.1, Manuscript 1.

Summary: The mandate of The College of Health Discipline is to advance IP education, practice and research by supporting patient-centred practice through greater cooperation between the health professions at UBC, coordinated IP teaching, curriculum development and renewal, student champions and student-led IP initiatives, etc. This website includes IP resources and publications.

Authors: University of British Columbia

Summary: The National Interprofessional Competency Framework is based on a review of the literature related to competencies and competency-based education as well as existing competency frameworks. This document describes an approach to competencies that can guide IP education and collaborative practice for all professions in a variety of contexts.

Authors: Canadian Interprofessional Health Collaborative, College of Health Disciplines, University of British Columbia, Vancouver BC V6T 1Z3 Canada

Summary: The goals of the AIPHE Project have been to ensure the integration of IP education standards into the accreditation IP Initiatives in Universities and Colleges of the six participating health and social care IP Initiatives in Universities and Colleges in order to help create collaborative patient/client-centred health and social care; and to dialogue and share the resources developed through the project more broadly.

Authors: The Canadian Interprofessional Health Collaborative

Summary: The purpose of this report is to present the findings of a regional scan of IP collaboration in healthcare in the Champlain Region.

Authors: Principal Investigators: Lynn Casimiro, Pht., Ph.D.; Pippa Hall, M.D., CCFP, M.Ed., FCFP
Co-Investigators: Doug Archibald, Ph.D.(c); Craig Kuziemsky, Ph.D.; Anne Brasset-Latulippe, O.T., B.Psy., MSc.; Lara Varpio, Ph.D.
Partners: Academic Health Council, Bruyère Continuing Care, Montfort Hospital
Prepared by Denise Beaulieu, Ph.D.

Summary: The Canadian Foundation for Healthcare Improvement is an independent organization dedicated to accelerating healthcare improvement and transformation for Canadians, through collaboration with governments, policy-makers, and health system leaders to convert evidence and innovative practices into actionable policies, IP Initiatives in Universities and Colleges, tools and leadership development. Resources include research documents, event presentations and YouTube videos.

Authors: Canadian Foundation for Healthcare Improvement

Summary: CIHC is a unique national organization that provides health providers, teams and organizations with the resources and tools needed to apply an IP patient-centred and collaborative approach to healthcare.

Authors: Canadian Interprofessional Health Collaborative

Summary: The Centre for Collaborative Health Professional Education is involved in planning, implementing and evaluating IP educational activities from the undergraduate to post-graduate and practitioner levels. They work collaboratively with students and faculty in a number of academic units.

Authors: Memorial University of Newfoundland

Summary: George Brown College is among the leaders in the IP healthcare education movement in Canada. Within their Centre for Health Sciences, they are creating innovative and interactive opportunities to bring students and faculty of different professions together.

Authors: George Brown College

Summary: These educational modules, developed by the AHC, in collaboration with its five clinical partners, are designed to address the AHC Interprofessional Core competencies. The program consists of six modules listed below. The modules incorporate a train the trainer approach to the delivery of an IPC educational program.
Module 1 - Introduction to Interprofessional Collaboration
Module 2 - Interprofessional Collaboration
Module 3 - Effective Teamwork
Module 4 - Effective Interprofessional Communication
Module 5 - Interprofessional Conflict Resolution
Module 6 - Consolidation
Contact the AHC at ahc-cas@uottawa.ca to request the PowerPoint version of the modules.

Authors: Academic Health Council – Champlain Region, Bruyère Continuing Care, Children's Hospital of Eastern Ontario, Montfort Hospital, Royal Ottawa Health Care Group,The Ottawa Hospital

Summary: This synthesis focuses on existing evaluations of IP collaboration initiatives in the literature and projects funded through the Primary Health Care Transition Fund.

Authors: Canadian Foundation for Healthcare Improvement

Summary: The CNFS's mission is to ensure the implementation of an extended network of French-language postsecondary training and research by supporting training institutions that provide education in the health field. Resources developed by the CNFS include educational products and workshops. In French only.

Authors: Consortium national de formation en santé

Summary: This document presents suggestions for core curriculum to teach IP collaboration at the pre‐registration level.

Authors: HealthForceOntario (2009)

Summary: The Framework for Action on Interprofessional Education and Collaborative Practice highlights the current status of IP collaboration around the world, identifies the mechanisms that shape successful collaborative teamwork and outlines a series of action items that policy-makers can apply within their local health system.

Authors: World Health Organization

Summary: HealthForceOntario is the province’s strategy to ensure that Ontarians have access to the right number and mix of qualified healthcare providers, now and in the future.
Their strategy is:
- Identifying and addressing Ontario’s health human resource needs.
- Engaging partners in education and healthcare to develop skilled, knowledgeable providers and create the healthcare delivery teams that will make the most of their abilities.
- Introducing new and expanded provider roles to increase the number of providers working in healthcare and build on the skills of those already in the system.
- Making Ontario the employer-of-choice for all healthcare providers.

Authors: HealthForceOntario

Summary: This report showcases the extensive efforts that the Committee and its Working Groups have undertaken over the past two years to help lay the foundation of a culture of collaborative, patient-focused care in Ontario.

Authors: HealthForce Ontario

Summary: This Blueprint was developed following a year-long process of obtaining input from decision makers and leaders in the healthcare and education sectors, as well as consumers, and provides direction on key foundational activities that should be carried out in the short, medium and long term.

Authors: HealthForce Ontario

Summary: Key reference documents and selected highlights from around the world focused on IPcollaboration.

Authors: Health Professions Regulatory Advisory Council

Summary: The current Faculty policy on IP education is reflected in the Calendar statement: Students in the Faculties of Dentistry, Health Professions and Medicine are required to participate in IP health education activities. These activities, together with specific program requirements, are currently evolving and in transition and are integrated into the curricula of individual programs.

Authors: Dalhousie University

Summary: A companion guide to the Final Report to the Interprofessional Care Strategic Implementation Committee. The Charter emerged after hearing from stakeholders that there was a need to use simple language in describing competencies for IP care in Ontario.

Authors: Oandasan. I., Robinson, J., Bosco, C., Carol, A., Casimiro, L., Dorschner, D., Gignac, M. L., McBride, J., Nicholson, I., Rukholm, E., & Schwartz, L. (2009).  Final Report of the IPC Core Competency Working Group to the Interprofessional Care Strategic Implementation Committee. Toronto: University of Toronto

Summary: Guided by a facilitator, students participants will identify which professionals would best meet the needs of the client/patient in the case and develop a team care plan for their patient. The students will be expected to conduct basic assessments, recognize complications and intervene appropriately.

Authors: University of Western Ontario

Summary: The Interprofessional Education Curricula Models for Health Care Providers in Ontario project aimed to develop a conceptual framework to assist curriculum designers in Ontario; to identify IP learning opportunities; and propose a core curriculum for healthcare students and providers that will guide IP education to all current and future health human resources.

Authors: HealthForce Ontario

Summary: Guided by a facilitator, students are required to work together to in order to aide a patient. The students will be expected to conduct basic assessments, recognize complications and intervene appropriately. This scenario is intended for use in a high-fidelity classroom setting.

Authors: University of Western Ontario

Summary: This presentation summarises the importance of functionning IP within healthcare and the many factors that come into play when IP care is required. In French only.

Authors: Paule Lebel, MD, MSc, FRCPC; Université de Montréal

Summary: This series of presentations explore the following: 1. Existing relationship between various healthcare contexts and practices, and how these can interfere with and affect access to healthcare for rural communities. 2. Defining and clarifying IP in family medicine as well as identifying obstacles and barriers within this particular context. In French only.

Authors: Hélène Sylvain; Jacques E. Girard; Michel Labrecque; Josée Gauthier; Danielle Roy

Summary: The overall goal of PIPER is to serve as an organizational structure to foster a culture of IP education and collaboration across the Faculty of Health Sciences. PIPER will work with the educational programs to establish integrated and sustainable IP activities.

Authors: McMaster University

Summary: The TOSCE tool was developed and validated for use as an assessment of IP team competencies in primary care to enable IP primary care teams to assess and improve their collaboration skills.

Authors: The McMaster-Ottawa Team Observed Structured Clinical Encounter (TOSCE)

Summary: The Northern Ontario School of Medicine (NOSM) is a pioneering faculty of medicine. A medical school for the whole of Northern Ontario, the School is a joint initiative of Lakehead University and Laurentian University with main campuses in Thunder Bay and Sudbury, and multiple teaching and research sites distributed across Northern Ontario. NOSM’s IP Education Program learning opportunities enhance the skills necessary to function as a member of a quality health-care team and develop the competencies needed to be a team member.

Authors: The Northern Ontario School of Medicine

Summary: The Office of Interprofessional Health Education and Research regroups over twenty professions in healthcare and health services in an IP educational setting, and promotes IP education through research and case studies, and workshops for both students and professionals.

Authors: Western University

Summary: This document is intended to guide the teaching and assessment of post‐registration curricula in IP settings in Ontario. A new model of post‐registration IP education is presented, along with the CIHC National Interprofessional Competency Framework (2009). Also, a summary of articles that feature curricula related to the 6 CIHC IP Competencies is included. These curricula examples were gathered from the Scoping Review of Post‐Registration Literature on Curricula for IP Education.

Authors:Health Force Ontario, 2009

Summary: This document is intended to guide the teaching and assessment of pre‐registration curricula in IP settings in Ontario. A new model of pre‐registration IP education is presented, along with the CIHC National Interprofessional Competency Framework (2009).

Authors:Health Force Ontario, 2009

Summary: At Queen’s University in the Faculty of Health Sciences, all health professional schools promote and support IP education. Common IP competencies have been identified for medicine, nursing and rehabilitation therapy. IP is integrated throughout the core curriculum and all students have opportunities each year to participate in IP activities through simulations, the Clinical Education Centre, or in clinical settings.

Authors: Queen’s University

Summary: This report summarizes the results of a post‐registration scoping literature review of curricula used to teach IP continuing and post‐graduate education to health professionals

Authors:Medves, J., Van Dijk, J., Edgelow, M., & Saxe‐Braithwaite, M. (2009)

Summary: This report summarizes the results of a scoping literature review of curricula used to teach IP education to health professional students.

Authors:Medves, J., Van Dijk, J., Edgelow, M., & Saxe‐Braithwaite, M. (2009)

Summary: The Canadian Collaborative Mental Health Initiative consists of a consortium of 12 Canadian organizations with a mutual interest in the mental health and wellbeing of Canadians. The Initiative was created in hopes to enhance the relationship and improve collaboration among healthcare providers, consumers, families and caregivers; and to improve consumer access to prevention, health promotion, treatment/ intervention and rehabilitation services in primary healthcare settings.

Authors: Canadian Collaborative for Mental Health Initiative

Summary: the Canadian Pallium Project has promoted collaboration, coordination and communication for access, quality and new capacity in service of the seriously-ill and dying at the community-level throughout Canada. Resources include YouTube videos, PowerPoint presentations, role descriptions, etc.

Authors: The Pallium Project

Summary: The mandate of The College of Health Discipline is to advance IP education, practice and research by supporting patient-centred practice through greater cooperation between the health professions at UBC, coordinated IP teaching, curriculum development and renewal, student champions and student-led IP initiatives, etc. This website includes IP resources and publications.

Authors: University of British Columbia

Summary: the University of Leicester 's Youtube Channels offers videos on Clinical Examinations, Research as well as short educational films. Other video's such as Mr Kirby's Story - Case Study for Inter-Disciplinary Teaching and Inter-Professional Team Work have also been produced by the University of Leicester.

Authors: University of Leicester

Summary: The University of Manitoba Interprofessional Education Initiative is comprised of students, faculty, administrators and staff from the University of Manitoba, who believe that IP education and collaborative practice are fundamental in building a stronger health maintenance and care delivery system.

Authors: University of Manitoba

Summary: The Interprofessional University Clinic’s mission is to create a clinical learning environment for students enrolled in health sciences that focuses on IP collaboration while offering services to the francophone community living in a minority setting that are complementary to existing services. In this IP university clinic, students under the supervision of educators who are clinicians from five regulated healthcare professions (audiology, occupational therapy, speech-language pathology, physiotherapy and nursing) plan, perform and assess discipline-specific and IP clinical interventions.

Authors: The University of Ottawa

Summary: The University of Toronto Centre for IP education provides IP opportunities to pre-entry to practice students and practice-based health professionals at our affiliated hospitals and community clinical placements. The University of Toronto Centre for Interprofessional Education aims to lead the advancement of IP through education and research initiatives.

Authors: University of Toronto