C1. Structured Interprofessional Observerships for First Year Medical Students
Presenter: Lindsay Davidson M.D., M.Sc., M.Ed., FRCSC
Associate Professor, Pediatric Orthopaedics; Director, Teaching, Learning and Innovation;
Collaborator Competency Lead; Year 1 MSK Course Director; Queen's
This outlines a novel approach to introduce first year medical students to the
diversity of other health care providers and their roles. A new educational model
has been introduced in 2015 including - pre-departure whole class brainstorming
their impressions of others' roles, individual observerships with one of 10 different
health care provider types and end of course sharing and debriefing session.
C2. Queen’s Nephrology e-Learning Using WhatsApp (Q-NEW)
Presenter: M Khaled Shamseddin MD MSc FACP ABIM FRCPC
Assistant Professor of Medicine and Nephrology; Program Director, Adult Nephrology Training
Program; Queen's; KGH - Burr 03-038
Providing adequate teaching tools to enhance and evaluate competency-based
knowledge and practice is critical to advance the delivery of Nephrology Education
to trainees. E-learning and social medias are widely adopted educational tools.
WhatsApp Messenger is a free mobile messaging app allowing exchanging
messages and images freely.
C3. The Many Shades of Gray: How to give, receive and respond to feedback.
Presenter: Dr Cherie Jones MD, FRCPC
Director of Clinical SKills
UGME, Queen's University
Feedback is essential if a learner is to improve skills and knowledge. By providing
feedback that is timely and constructive, educators can help students develop and
prioritize learning goals in real time. In the Undergraduate Medical School
curriculum at Queen's University the 4 year curriculum is organized around a set
of competencies that are considered essential to the diverse roles that physicians
play in the health care system. Early in training, medical students are introduced
to the concept feedback and its many complex layers. The process by which
medical students acquire the knowledge and skills of giving and receiving and
responding to feedback is reviewed in this presentation.
C4. The ACP: the new Canadian instrument to assess physiotherapy students'
performance in clinical education based on the national competency profile for
physiotherapists.
Presenters: Kathleen Norman, PT, PhD, Associate Professor; Melanie Law, PT, MPA,
Assistant Academic Coordinator of Clinical Education
The Canadian Physiotherapy Assessment of Clinical Performance (ACP) is a new
instrument for assessing physiotherapy students in clinical education, built on the
key competencies laid out under the roles described in the Essential Competency
Profile for Physiotherapists in Canada (2009). The instrument's design was built on
nationwide consultation that confirmed that Canadian physiotherapists wanted a
new instrument, more user-friendly than the American one in common usage, and
that reflected competencies inherent in Canadian physiotherapists' practice. We
will describe the ACP's features, the recent transition to using it in the Queen's
program, and the vision of building a national database.
C5. National Health Care Team Challenge™ as an interprofessional student
training initiative
Presenters: Layla Hall¹, Emma Plater², Amanda Shamblaw¹ and Ralph Yeung³
Queen’s Health Interprofessionals
¹1Depertment of Psychology, Clinical Psychology, Queen’s University, ²Department of
Rehabilitation Sciences, Physical Therapy, Queen’s University, ³Deparement of Imaging,
Kingston General Hospital
The National Health Care Team Challenge™ is an interprofessional education
opportunity that brings together students from various health-related fields to
practice and develop competencies for working in health care teams. Students are
placed in interprofessional teams to develop the most comprehensive care plan for
a fictional patient. Teams present their care plans in competition and are judged
based on their abilities to collaborate and provide patient-centered care. This year
the challenge was hosted by the Queen’s Health Interprofessionals Society and
data was collected to evaluated how effective this program is in helping students
develop interprofessional values and core competencies
C6. Compassionate Collaborative Primary Care
Presenters:
Susanne Murphy,
Rosemary Brander PhD, PT, Director, Office of Interprofessional Education & Practice,
Assistant Professor, School of Rehabilitation Therapy, Dr. Shayna Watson, Ms. Christine
Chapman
School of Rehabilitation Therapy (OT Program), the School of Medicine and the Office of
Interprofessional Education and Practice
Objectives: 1. To provide background about the Compassionate Collaborative
Primary Care Project. 2. To offer a sneak preview of the online module developed
for the project.
The Compassionate Collaborative Primary Care project is
supported by the AMS Phoenix Project, which aims to make a positive and lasting
difference in how health professionals develop and sustain their abilities to provide
humane, compassionate, person-centred care. This project involves the
development, delivery and evaluation of an online module for health sciences
students during clinical placements. Chapters about compassion for the patient,
self, team, and workplace were included, with faculty mentorship to support
student teams through discussions about their experiences of compassion in
primary care settings. The module will be an open access resource for students,
faculty, care providers and community members.
C7. Engaging undergraduate students in research: Rethinking how to promote
active learning while teaching structured inquiry
Presenter: Katie Goldie PhD, RN
Assistant Professor, Queen's School of Nursing
Many health sciences students encounter an introductory research methods
course in their undergraduate education. Unfortunately, their first impression of
the subject area is often a negative one; this is because courses are traditionally
taught through didactic methods that do not simulate active participation in the
research process. This is problematic as using evidence-informed practice is a
fundamental competency of healthcare providers. This session will provide tangible
examples of how to engage undergraduate students in research through
innovative, participatory means that foster autonomy and intellectual curiosity.
C8. Extension of Community Health Outcomes (ECHO) – Project ECHO Ontario
Pain: Chronic Pain and Opioid Stewardship Clinic
Presenter: Lindsay Cameron
Educational Coordinator
ECHO Ontario & Office of Continuing Professional Development
The ECHO model was created in 2003 by hepatologist Dr. Sanjeev Arora to expand
the capacity of rural and underserved practitioners to provide evidence-informed
care for common, chronic, and complex diseases. ECHO uses multipoint
videoconferencing to connect remote practitioners and standardize care by
contextualizing “best practices” within isolated primary care contexts. ECHO uses a
combination of specialists didactics and participant (de-identified) cases to provide
diagnosis and management information.
ECHO has now been replicated in Ontario, focusing on chronic pain and opioid
stewardship. Toronto Rehabilitation Institute and Queen’s University have
partnered together to create ‘expert’ hubs to mentor rural practitioners working to
relieve pain related disorders within their communities.