Welcome to the second issue of our new international magazine, Together: Stories of Collective Impact. As a reminder, we recently transformed our longstanding newsletter into a magazine to elevate our platform for celebrating, sharing, and connecting with the local to international community that has been contributing stories for years now. Together aims to create a tangible space for us to connect, learn, share, celebrate, and champion how we work and learn together for a healthier world. In our excitement to launch our first issue, we neglected to acknowledge the team that brought it together. So, in this second issue, we name our Editorial Team below. I want to thank the entire collaborative community that contributed important and interesting content, and in particular Eli Cadavid and Farah Friesen for leading our first two issues.
To all who are reading this magazine, thank you for continuing to share your stories, events, and cover art. And we look forward to your future submissions, feedback, and reactions
With gratitude,
Stella Ng
CACHE Director, on behalf of the CACHE Team
CACHE Editorial Team, Winter 2023
Eli Cadavid (Lead Editor)
Alan Joson (Graphic Designer)
Belinda Vilhena
Farah Friesen
Noor Yassein
Sofia Mirzazada
Stella Ng
Connor Brenna, MD (Department of Anesthesiology & Pain Medicine, University of Toronto)
An interprofessional team meeting together in the early morning to round on shared patients in the intensive care unit. This depiction of clinical collaboration was generated using DALL·E 2,* a neural network artificial intelligence system, in the style of an oil painting.
*The editorial team is aware that AI-generated art raises questions about ethics and copyright. For more information, see “One Artist’s Personal Reflections on Methods and Ethics of Creating Mixed Media Artificial Intelligence Art” (Adams 2022).
Noor Yassein has joined the CACHE team as the Curriculum and Communications Assistant. Noor graduated from Queen’s University with a Bachelor of Arts (Honours) last spring. Noor assists with the coordination of the interprofessional education (IPE) curriculum at the University of Toronto (UofT), performs administrative duties for a number of IPE curriculum groups, and creates communications content for various CACHE-related initiatives. Noor is excited to explore and get involved in the health education community through CACHE.
With a major in political science and a minor in English literature, Noor’s passion lies in the written word. This passion began the moment she learned to read and write, and Noor has been a voracious reader (and writer) ever since. Her favourite genres are fantasy and contemporary, with the odd classic thrown in - although she will read pretty much anything she can get her hands on.
If you have any book recommendations, or questions about IPE facilitation or activities, you can reach Noor at noor.yassein@uhn.ca
Jennifer Boyle and Kateryna Metersky (Patient Partners)
Patient, client, family, and caregiver partners contribute extensively to the IPE curriculum at the University of Toronto (UofT) through CACHE. We share and reveal our stories and experiences of living with chronic illness, and our healthcare trials and tribulations, with future healthcare providers. The intention is that through this process we can educate – and hopefully inspire – the next generation of healthcare providers to work in collaboration with each individual to improve quality and outcomes of care.
As a complementary focus and way to share our impacts, we developed the 2022 CACHE Inaugural Patient, Family, Caregiver Showcase Event. With this event, we created an opportunity for us, as partners, to celebrate and highlight our professional and personal talents, work, and activities that extend beyond our contributions to the formal IPE curriculum. During this virtual event, we began with a brief exercise that led us to reflect on what inspires us to share our stories of illness experience with students through CACHE.
Themes included: 1) connecting through our collective experiences; 2) networking; 3) strengthening the patient voice; and, 4) learning with, from, and about other patient partners. We shared our interests, projects, burgeoning talents, creativity, and achievements with attendees who also had an
opportunity to connect with presenters during a question-and-answer period. We discovered that we have authors, podcasters, speakers, survivors, philanthropists, Twitter champions, and disability justice advocates in our midst.
To conclude the showcase, we engaged in a collective artistic reflection activity where, in small groups, we selected creative pieces to represent the one piece of learning that we are taking away from participating in this showcase. Each piece became part of our group quilt. This showcase provided each one of us with an opportunity to learn more about each other, network, and feel empowered to continue the work and diverse projects in our daily lives while also sharing our lived experiences of chronic illness and supporting the education of future healthcare providers through the IPE curriculum.
IPEL co-chairs: Robyn Davies, BHScPT, MAppSc (Unity Health Toronto) & Elizabeth McLaney, MEd, BScOT, OT Reg (Ont), BA (Psychology) (Sunnybrook Health Sciences Centre)
The Interprofessional Education Leaders (IPEL) Network, as the name implies, is a group of individuals who have IPE roles in hospital organizations primarily in Toronto. The group comes together bi-monthly to discuss IPE initiatives in their individual hospital organization and to promote IPE activities across the system. Past initiatives have included developing a standardized IPE evaluation tool for structured placements and coordinating a communication plan for the network.
This year, the IPEL Network is pursuing two separate IPE initiatives including: i) Hosting an event at the upcoming 2023 Collaborating Across Borders (CAB) conference , that facilitates best practice sharing and networking for those in practice settings that support interprofessional learning, and ii) Developing a multi-organization, practice setting interprofessional elective learning activity for students focusing on inclusion, diversity, equity, and accessibility (IDEA) as linked to the Canadian Interprofessional Health Collaborative (CIHC)’s National Interprofessional Competency Framework.
To read more about the IPEL Network, please visit: https://ipe.utoronto.ca/interprofessional-education-ipe-leaders-network
Ihaverecently retired from a lifetime career in healthcare, starting from the operating room to being in successive leadership roles in medical imaging, and followed by roles in quality, risk management, and patient safety. I have been a volunteer member of Patients for Patient Safety Canada (PFPSC) for 8 years to date. PFPSC is the patient-led program currently supported by Healthcare Excellence Canada and the Canadian arm of the World Health Organization’s Patient Safety Global Network.
“Mommy we have to get to the students!” were words of advice from Daniel, my son, who was diagnosed with Myalgic Encephalomyelitis (ME) at 19 years of age. As he was transitioning from the pediatric world to the adult world, he soon encountered many barriers and challenges along his healthcare journey.
Daniel knew he had to raise awareness to practitioners about this complex, debilitating, and chronic illness so that others who have been diagnosed are not misunderstood. In addition to record-keeping, self-care, self education, and seeking medical and alternative types of care/treatment, he created four YouTube videos:
• Chronic Fatigue Syndrome
• Defining ME/CFS
• Chronic Fatigue Syndrome 2
• Myalgic encephalomyelitis and sleep
I still continue Daniel’s legacy: “Needless Suffering Caused by Misdiagnosis”
Through PFPSC, I learned of an opportunity where I would be able to fulfill Daniel’s aspiration and share his lived experience with students. It was through the Centre for Interprofessional Education (now the Centre for Advancing Collaborative Healthcare & Education, CACHE), where I felt I could contribute to the Centre’s vision and mission.
I feel privileged to be able to participate in the CACHE/ IPE curriculum as a family partner. In a most recent activity, in the Health Mentor Program, CACHE staff provided key support through their teaching sessions and tools. My engagement as a family partner with the students in this program simulated a healthcare setting, i.e. where the patient or family partner would meet with the interprofessional team, whether it be in a “family meeting” or during a “patient assessment.” This collaborative exercise offered the opportunity for learning by both the patient partner and students (future healthcare practitioners) through crucial dialogue and establishing ‘common’ language understood by all.
Similarly, CACHE has provided varied and ongoing venues where the patient/family/caregiver community experiences vital networking and a supportive, respectful environment. As a family partner, I am valued for more than my experiences; I am valued as a person. As a person, and in addition to my patient advocacy work, my current hobbies include ballroom and Latin dancing, yoga, gardening, piano, and ice skating.
SLED-VAST Consortium ( https://ipe.utoronto.ca/SLED-VAST )
Gunjan Seth received the 2022 Award for Patient and Family Leadership from Children’s Healthcare Canada (CHC) . The award recognizes outstanding leadership by a patient, parent, or caregiver who has served to improve the patient and family experience for those accessing pediatric healthcare in Canada. Gunjan has done exactly that – improving experiences for patients, families, and health professions learners – through many roles, including as a Family as Faculty (FaF) leader at Holland Bloorview Kids Rehabilitation Hospital (HB).
Gunjan is a FaF Co-Lead for Student-Led Environments to Deliver Virtual Autism Supports for Wait-times (SLED-VAST) , a partnership between CACHE and HB with collaborators at George Jeffrey Children’s Centre, McMaster University, NOSM University, UHN’s The Institute for Education Research (TIER), Western University, and others. Supported by the Ministry of Children, Community and Social Services through the Ontario Autism Program’s Workforce Capacity Fund, SLED-VAST represents one of the newest Student-Led Environments (SLE).
SLED-VAST builds health profession learners’ leadership and interprofessional collaboration competencies, in a learning and practice environment informed by the transformative paradigm of education and critical pedagogy approaches. Gunjan co-facilitates every session, ensuring her lived experience and expertise inform students’ learning and guides the SLED-VAST projects. One project focuses on developing training and tools for clinicians around early identification of autism, and the other project focuses on increasing children’s awareness of neurodiversity in order to promote social inclusion.
Congratulations, Gunjan, on this national award! Thank you for role modelling lifelong learning and leading with compassion and curiosity. You are truly an individual who has exemplified courage, commitment, and resilience in promoting systemic change at local, regional, and national levels.
Read an interview with Gunjan at: https://hollandbloorview.ca/stories-news-events/ news/holland-bloorview-family-leader-wins-2022childrens-healthcare-canada-chc
Alan Bennett, BA (Communications Specialist, University of New England)
The University of New England (UNE) held a groundbreaking ceremony on November 29, 2022, for the construction of the Harold and Bibby Alfond Center for Health Sciences on its campus in Portland, Maine, U.S.A. The project will facilitate the relocation of the University’s College of Osteopathic Medicine from Biddeford, creating an integrated health sciences campus that is unique in all of New England. UNE is Maine’s largest educator of health professionals, and the top provider of physicians to the state. It is home to Maine’s only medical school and Northern New England’s only dental college, as well as programs in pharmacy, physician assistant, nursing, physical therapy, occupational therapy, social work, dental hygiene, and nurse anesthesia. Uniting these programs on a single footprint will create additional opportunities for students to learn to work in teams, a practice known as interprofessional education (IPE), which has been shown to lead to improved outcomes for patients. “Construction of this new building will allow us to admit more medical students each year, with state-of-the-art learning spaces where those students will get handson clinical experience and have the opportunity to learn alongside their peers in other health programs,” stated UNE President James Herbert. “When it is completed, it will be transformative for UNE and transformative for the study and practice of medicine in Maine.” The project’s projected cost is $93 million, and it is expected to be complete by the summer of 2024.
Learn more about the Portland Campus transformation: https://www.une.edu/com/about/moving-com-portland
Mike Williams, M.S., BCBA & Alex Glecoff, BA (Hons) (A. Britton Smith Centre for Behavioural Studies, St. Lawrence College) Marie-Line Jobin, M.A., C. Psyc. Assoc, Robert Besselink, and Laura Salsbury RCIC B.A. (Hons) (St. Lawrence College)
On December 6, 2022, the third-year Bachelor of Applied Arts Behavioural Psychology (BPSYC) and second-year Police Foundation students presented creative videos of their finalized Interprofessional Education community projects. This semester-long project included St. Lawrence College (SLC) faculty, A. Britton Smith Centre for Behavioural Studies (CBS) staff, two fourth-year Behavioural Psychology thesis students, and our amazing community partners. There were six community agencies that were involved in this project including: Victim Services, Trellis HIV, MADD (Quinte), Youth Diversion, the Algonquin and Lakeshore Catholic District School Board , and the YMCA Youth Gambling Program (YGAP)
This project started with forming students into interprofessional groups based on their interest in various content areas. Overall, there were over 100 students formed into 15 groups. As groups, the students met with their community connection and conducted interviews to discover what real-world issues these providers faced in their everyday work in the community. Students worked together to assess, analyze, and carefully conceptualize the problem and their proposed solution (an action plan). Once these action plans were approved, students implemented their interventions in the community and presented the results. Examples of Action Plans included social media awareness campaigns, youth engagement in schools and the community, the creation of permanent resources for community providers to disseminate (to reduce stigma), a bottle drive that raised money (matched by the Student Association at SLC) to offer taxi chits to students to reduce impaired driving. Students developed their interprofessional competencies and essential employability skills, both of which are highly valued at SLC; congratulations students!
New IPE Elective. Co-development of a Facilitated Online Interprofessional Education Activity Using Video Simulations
Aleksandra Bjelajac Mejia, B SPharm, PharmD, MScCH HPTE, RPh (Leslie Dan Faculty of Pharmacy, University of Toronto)
Jaimie Coleman, PT, MScPT, MHM, CHE (Dept. of Physical Therapy, Temerty Faculty of Medicine, University of Toronto)
Della Croteau, BSP, MCEd. (Leslie Dan Faculty of Pharmacy, University of Toronto)
Sharona Kanofsky, PA-C, CCPA, MScCH (Physician Assistant Program, Temerty Faculty of Medicine, University of Toronto)
Sylvia Langlois, M.Sc. OT Reg. (Ont.) (Dept. of Occupational Science and Occupational Therapy, Temerty Faculty of Medicine, University of Toronto)
Heather Thomson, RN, PhD (Lawrence S. Bloomberg Faculty of Nursing, University of Toronto)
team encounters. Students collaborated to prepare a patient-centered discharge plan for someone recovering from a COVID related hospitalization, while considering the patient’s context and social determinants of health.
The first offering of this elective ran online on November 23, 2022, with more than sixty students registered. Seven interprofessional groups of students met in breakout rooms to watch the vignettes together, pausing between sections to engage in facultyfacilitated semi-structured discussions related to the learning objectives. Through the activity, students had the opportunity to (1) foster a safe and respectful synchronous online learning environment that promotes open communication and shared decisionmaking; (2) navigate team members’ individual and overlapping knowledge, skills, and scopes of practice to create a holistic care plan that met unique patient needs; (3) appreciate and integrate patient/family values and lived experiences; and (4) understand and navigate social and economic barriers to access to care in the community.
Faculty from Nursing, Occupational Therapy, Pharmacy, Physical Therapy, and Physician Assistant programs co-developed a new, online, facilitated interprofessional education (IPE) learning activity with funding from the Teaching Innovations Grant, Leslie Dan Faculty of Pharmacy, University of Toronto. Health sciences students were engaged in every aspect of the development process. The IPE activity was grounded in a long-COVID-19 simulated patient case using three video vignettes (i.e., hospital, pre-discharge team meeting, and home visit). The team engaged standardized patients to play the patient and daughter roles, while health sciences students and faculty represented the interprofessional team.
The goal of the activity was to enhance student engagement and interprofessional competencies by extending the existing COVID-19 curriculum with an interprofessional simulation that focused on virtual
Student evaluations were positive. Many commented on developing skills needed to collaborate effectively to support patient-centred care and the value of creating a shared plan. The planning committee met soon after the first iteration to review student feedback. Updates are already in place for the next iteration in the coming months. Drawing on multiple professional faculty and student contributions led to the development of a rich case that engaged student learning in a rapidly evolving topic area.
Kimberly Lawrence, RN, MN; Kathryn Boyd RN, MN (Student); Lauren Cosolo RN, BScN, MN, CON(C); Erin Munro, RN, MN, CNN(C) (Sunnybrook Health Sciences Centre)
In November 2022, Sunnybrook’s Interprofessional Practice and Nursing Education teams collaborated to design and host an “Updating Your Health Assessment Skills” workshop for Internationally Educated Nurses (IENs). In partnership with the Centre for Internationally Educated Nurses (CARE), IEN CARE members were invited to Sunnybrook for the two hour, in-person workshop. The workshop aimed to provide IENs with the opportunity to reflect on their previous nursing experience and physical assessment skills, and revisit the steps of completing a systematic head to toe assessment.
As participants reviewed each system assessment, IENs were introduced to the role of interprofessional team members within the Canadian healthcare context and how they can be engaged to support patient care in that area, including physiotherapy, occupational therapy, speech-language pathology, social work, and respiratory therapy.
Melissa C. Osborne, PhD, MPH (Wellstar School of Nursing, Wellstar College of Health and Human Services, Kennesaw State University) Kandice Porter, PhD, MCHES (Department of Health Promotion and Physical Education, Wellstar College of Health and Human Services, Kennesaw State University)
Monica Nandan, PhD, MSW, MBA (Department of Social Work and Human Services, Wellstar College of Health and Human Services, Kennesaw State University)
At Kennesaw State University, undergraduate students in the Interprofessional Collaboration and Care course (comprising members from 2-3 degree programs) play Interprofessional (IP) Pictionary as a fun and engaging way to understand various roles and responsibilities in the healthcare professions. This interprofessional version of the classic game was developed by Debbie Kwan at the University of Toronto, and adapted by the University of Washington Macy Grant Team. Briefly, each student team randomly selects a healthcare profession, and as a team,
In a supportive and interactive learning environment, IENs engaged with their colleagues and Sunnybrook nurse leaders to develop and practice their health assessment skills.
All participants who completed an evaluation survey agreed or strongly agreed that the workshop helped them to understand the components of a head to toe assessment, and 89% of IENs felt more confident in their nursing physical assessment skills. One participant shared: “The workshop is very helpful for my practice as it summarizes all the important points for physical assessments in a timely manner.” Nearly 90% of participants agreed or strongly agreed they would recommend the workshop to a colleague.
In response to an overwhelming interest in this education opportunity, we will be welcoming more IEN CARE members to future workshop dates in 2023.
they draw a depiction of that profession without using words or letters.
Then the teams do a gallery walk to review the drawings and guess the profession that is being depicted. Following the initial review and debrief, the class discusses bias and stereotypes. We then return to the drawings and identify biases or stereotypes in the drawings and discuss ways these can hinder interprofessional collaboration and client care.
In the fall 2022 semester, the class enrollment was large compared to the physical space in the classroom. Therefore, student teams drew their IP Pictionary depictions using Google Jamboard. This free, collaborative digital whiteboard allowed each team to draw their image on a slide. The students completed a virtual gallery walk, reviewing the drawings on each slide and discussing stereotypes as well as the impact on collaboration and care. The students were quite creative with their drawings in the virtual space. Featured with this submission is a drawing from one of the student teams depicting a speech-language pathologist.
Happy Indah Kusumawati, MN.Sc. BNS (Department of Basic and Emergency Nursing, Faculty of Medicine-Public Health and Nursing, Universitas Gadjah Mada, Indonesia – Community and Family Health Care with Interprofessional Education, Faculty of Medicine-Public Health and Nursing, Universitas Gadjah Mada)
Supriyati Supriyati, M.Med, BSS (Center of Health Behavior and Promotion, Faculty of Medicine-Public Health and Nursing, Universitas Gadjah Mada, Indonesia - Community and Family Health Care with Interprofessional Education, Faculty of MedicinePublic Health and Nursing, Universitas Gadjah Mada)
Siti Rokhmah Projosasmito, M.D., M. Med (L.P&C), M.B.B.S. (Department of Medical Education and Bioethics, Faculty of MedicinePublic Health and Nursing, Universitas Gadjah Mada, Indonesia – Community and Family Health Care with Interprofessional Education, Faculty of Medicine-Public Health and Nursing, Universitas Gadjah Mada)
The 3rd year health professions students at Universitas Gadjah Mada (UGM), Indonesia engaged in community empowerment to solve health problems. The health professions students (medicine, nursing, and dietician) collaborated based on their professions’ areas of focus and competencies. One of the examples was a healthy behaviour challenge among women in the Sleman district, Yogyakarta. This challenge invited the community to practice a healthy diet and physical activity. The duration of the program was around 3-4 weeks. The community was encouraged to report their progress regularly using WhatsApp groups and sharing pictures/videos as evidence.
Prior to this program, the students provided health education about healthy behaviours based on each profession’s competencies. In this case, medical students shared knowledge about non-communicable disease (NCD) risk factors, nursing students focused on health examinations, and dietician students provided education about healthy diet and appropriate physical activities to prevent NCD.
During the program, the students encouraged and motivated the community by explaining the benefits of a healthy diet and physical activities. Throughout the community engagement initiative, students were supervised not only by academics (lecturers) but also by field supervisors (public health centre officers). The students assessed program participants’ blood pressure and body mass index and guided participants in discussing the barriers they might have experienced to healthy behaviours, and helped them identify possible solutions.
Annette McKinnon (Patient Partner)
When we look at the changes in patient involvement in healthcare, health research, and health professions education over the past 15 years, the transformation is remarkable. What was once radical innovation has now become a standard of best practice. We see patients collaborating in many dimensions of healthcare.
We might consider how this commitment to patient partnership might affect institutional structures. Is the academic world ready to enact structural changes to accommodate these expanded and more diverse partnerships? I think so.
The Canfield Distinguished Scholar in Patient Partnerships is an exciting breakthrough in the evolution of patients partnering in health professions education. It was established by Carolyn Canfield, the first patient appointed to faculty at University of British Columbia without formal training in health sciences.
She teaches safety and leadership to first year medical and nursing students.
The purpose of the new honorific is to fund a faculty member to “support research, teaching, and outreach initiatives in patient partnerships in health professional education.” To the best of my knowledge, it is the first time an award like this has been established by a patient partner. Unlike other scholarly positions and programs, this award was founded by Carolyn Canfield in partnership with the University of British Columbia’s Centre for Health Education Scholarship (CHES) in the Faculty of Medicine.
This quote embodies Carolyn’s philosophy: I think partnership with patients is a mindset that can span the careers of health professionals whether they head towards research or delivering care. Patient partners are an asset in the classroom, the lab, and the clinic. We add to physician capacity and reach by offering skills and insights that can’t be found elsewhere.
- Carolyn CanfieldLearn more here: https://www.med.ubc.ca/giving/ engaging-patients-to-improve-health-care/ and here: https://health.ubc.ca/news-events/ stories/carolyncanfield
Isabella Cheng, OT Reg. (Ont.) (Professional and Education Leader, Occupational Therapy, Sunnybrook Health Sciences Centre)
When someone needs to be in hospital, keeping cognitively and physically active helps to maintain and promote skills for their transition out of hospital. For numerous reasons, some patients are coming to the hospital with few personal belongings and little to occupy themselves. Being able to participate in activities positively impacts health and wellness.
Knowing this, the Occupational Therapy service across Sunnybrook held an “Occupation Drive” in December 2022 to build Wellness Kits for Patients. Donations included activity books, paper and pens, calendars, sleep masks, playing cards, stress relief toys, and self-care supplies such as toothbrushes, combs, lotion, and socks. There was an outpouring of support from Sunnybrook staff of all professions to have kits ready to give to patients in need over the holidays. For example, at Bayview Campus, a phlebotomist offered to help build the kits. At Holland Centre, family members of staff helped collect donations. At St. John’s Rehab Campus, the Spiritual Care team was instrumental in collaborating with OT to collect and prepare wellness kits. We built cognitive stimulation kits to prevent delirium, stress management kits to help build coping strategies, and self-care kits for people who need extended stays with little to no family able to bring in items – items to keep minds calm and hands active. The best part was when our hardworking and compassionate clinicians had the chance to deliver the kits to patients, who expressed appreciation and joy.
Recreation and leisure can help patients socialize, get active, and learn coping strategies that they can take with them once they leave the hospital.
This is why Rachel Blair was hired to work in the 7M mental health unit and the Psychiatric Intensive Care Unit (PICU) at St. Joseph’s Health Centre, becoming the first Recreation Therapist to join a mental health program at Unity Health Toronto, providing integral contributions to interprofessional practice. With her education and training, Rachel brings a holistic approach to leisure and recreation as a means to promote healing.
Thank you to all Sunnybrookers and the surrounding community for providing Wellness Kits to patients over the holidays!
Click HERE to read more as Rachel discusses the types of initiatives she is bringing to help encourage movement, mindfulness, and social connection, even at a time when physically distance may be necessary.
Rachel also supports patients at the Adult Inpatient Mental Health Unit at St. Joseph’s Health Centre through group activities. These activities do not just break up the day –they are a lifeline in times of painful isolation. Read more about how Rachel and others help vulnerable patients: https://unityhealth.to/2022/01/rx-for-isolation/
Praseedha Janakiram, BSc, MD, CCFP, FCFP (Family Physician, Crossroads Clinic, Women’s College Hospital; Assistant Professor, Dept. of Family & Community Medicine, Temerty Faculty of Medicine, University of Toronto)
Leila Makhani, MBChB, CCFP, MSc, DTMH (Assistant Professor, Dept. of Family & Community Medicine, Temerty Faculty of Medicine, University of Toronto)
Jamie Rodas, MPH (Dept. of Family & Community Medicine, Temerty Faculty of Medicine, University of Toronto)
Ramanan Aiyadurai, Research Assistant
Joyce Nyhof-Young, Bsc, Msc, PhD (Professor, Dept. of Family & Community Medicine, Temerty Faculty of Medicine, University of Toronto; Education Scientist, Academic Programs, Women’s College Hospital)
Our interdisciplinary education research team came together virtually to collaborate on a global health project during the pandemic. We aimed to capture the reflections of the Department of Family & Community Medicine (DFCM) faculty involved with the Toronto Addis Ababa Academic Collaboration in Family Medicine (TAAAC-FM).
TAAAC-FM is an award-winning educational global health partnership launched in 2013 to support the inaugural Family Medicine residency training program in Ethiopia. It pivoted to virtual program offerings in 2020, and we wanted to evaluate the success of that effort.
Our interdisciplinary evaluation team consists of two DFCM family doctors in Toronto (PJ, LM) with a vision and passion for global healthcare who conducted the program with partners in both Addis Ababa and Toronto. The global health team’s gifted program administrator (JR) brings 10 years of knowledge, skill, capacity, and the joy of collaboration to our research effort. Similarly, a talented research assistant (RA), whose commitment, enthusiasm, and critical perspective about our global health initiative, strengthens our collective scholarship. Finally, a senior education scientist (JNY) with deep wisdom, insight, and boundless encouragement and mentorship, gently guides this team’s own learning and growth.
While we have not met in person during the pandemic, our team’s connection transcends the Zoom screens we regularly share. Linked both personally and professionally, we are together steering our education scholarship project from inception to completion with the goal of developing best practice recommendations that support global health partnerships like our own, enhance existing program initiatives, and continue to empower our overseas partners.
CACHE was honoured to have its research featured in the University Health Network’s (UHN) annual research report.
You can view a video featuring the work here: https://www.youtube.com/watch?v=37TiHSMds2M and read more about the team in the full report, here: https://online.flipbuilder.com/ubbi/favn/
This research by CACHE team members revealed that teaching critical reflection can shift the focus of healthcare professionals towards more collaborative, compassionate, and equitable ways of thinking.
CACHE commends its close partner, The Institute for Education Research (TIER) at University Health Network (UHN), for its leadership. A first in its kind, as an education research institute within a hospital, TIER has raised the profile of health professions education research and innovation.
Link to related news story: https://www.uhnresearch.ca/news/learning-how-see-critically Link to full-text scientific article: https://link.springer.com/article/10.1007/s10459-021-10087-2
Farah Friesen, MI (Research Associate, Centre for Advancing Collaborative Healthcare & Education (CACHE), University Health Network)
Student-Led Environments (SLE), also referred to as student-run clinics and interprofessional training units in the literature, are an innovative approach to education that has seen growing international interest since the 1980s. SLEs are defined as unique workplace-based learning opportunities where health professional learners, under the supervision and support of preceptors and facilitators, collaborate to:
• create a discipline-specific or interprofessional learning environment;
• build their collaborative leadership competencies; and
• address a significant and identified gap in the workplace that would otherwise not be met and/or adds to existing service delivery.
The newly published article by Anne W. Hunt, Kathryn Parker, and Nick Reed, “ Impact of an interprofessional studentled concussion clinic ” in the Journal of Occupational Therapy Education describes the OnTRACK interprofessional student training and intervention research program (OnTRACK-Concussion) at Holland Bloorview Kids Rehabilitation Hospital. OnTRACK-Concussion provided learners with clinical education in a ‘real-life’ work setting, fostering confidence. The program emphasized and enabled learners to work directly with clients in a collaborative leadership capacity. Learners had the chance to deliver personalized, meaningful, and timely care for patients and families living with concussion. OnTRACK-Concussion provides an interesting example of fulfilling the promises of SLEs by supporting the integration of patient care, research, and clinical education.
Link to full-text article:
https://encompass.eku.edu/jote/vol6/iss4/14/
Meaghan S. Adams, PT,
PhD
(Manager, Simulation & Virtual Learning, Centre for Education & Knowledge Exchange in Aging, Baycrest Academy for Research & Education)
Lisa Sokoloff, MS, CCC-SLP (Director, Clinical and Experiential Learning, Faculty of Applied Health and Community Studies, Sheridan College)
Kataryna Nemethy (Manager, eLearning & EdTech, Centre for Education & Knowledge Exchange in Aging, Baycrest Academy for Research & Education)
Yael Goldberg, PhD, CPsych (Clinical Psychologist & Neuropsychologist, Director of Training (Internship), Neuropsychology & Cognitive Health Program, Baycrest Centre for Geriatric Care)
Bri S. Darboh, MA, MBA (Pre-doctoral Intern in Clinical Neuropsychology and Cognitive Health, Baycrest Centre for Geriatric Care)
Responsive behaviours, such as physical aggression and agitation, are thought to be expressions of an unmet need. These behaviours are common in persons with dementia, and in addition to posing safety risks to both patients and caregivers, they are associated with patient and caregiver distress, poor outcomes, and increased healthcare costs. Responsive behaviours are also challenging to manage, often because potential triggers are not recognized. There is a need for educational tools to help clinicians learn to identify and modify environmental factors that can contribute to responsive behaviours.
In response to this need, a team from Baycrest and Sheridan College, composed of a geriatric psychiatrist, a neuropsychologist, a speech-language pathologist, and an e-learning developer, developed an online 360° immersive educational activity in which participants observe the living space of an older adult to identify and learn about potential behavioural triggers. In a self-guided and non-linear way, participants explored three simulated rooms in an older adult’s home which include illustrations and audio. The 360° format enabled participants to experience the simulation as if they were actually standing in the room.
The simulation was delivered to 62 students from Ontario college and university healthcare programs. Before and after the simulation, participants completed a survey rating their knowledge about responsive behaviours and confidence in their ability to recognize and mitigate environmental triggers. Results showed significant increases in students’ selfreported knowledge about responsive behaviours and self-reported confidence in their ability to recognize behaviours, best practices, and mitigation strategies. The virtual trigger room was a feasible educational activity for learners from different health professions that enhanced learning and increased awareness of environmental triggers.
This article is excerpted from a proof-of-concept study, available as an open-access publication: https://www.ijohs.com/article/doi/10.54531/ WWZF4430
Noor Yassein, BA (Hons) (Curriculum & Communications Assistant, Centre for Advancing Collaborative Healthcare & Education, (CACHE), University Health Network)
Personal support workers (PSWs) are a cornerstone of the healthcare system. And yet despite this, they are, at times, an under recognized sector. Collaborative Advocacy and Partnered Education (CAPE) Learning, a partnership between CACHE and The Institute for Education Research (TIER) at University Health Network, seeks to change that.
Throughout the years, the CAPE program has evolved and grown into a suite of continually expanding curricula. Currently, these offerings include three courses and a module, and most recently, the development of an annual PSW awareness month. Set to begin in May 2023, the PSW month came about as a result of the Senior Interprofessional Projects program at the University of Toronto (UofT). Last year’s Senior Projects were partnered with CAPE and Centennial College, one of CACHE’s key partners. This highly successful iteration of the projects, led by CACHE Associate Director Sylvia Langlois and coordinated by UHN Education Coordinator Gregory Collins, resulted in two CAPE-based initiatives: a new elective for students in health-related disciplines at UofT, and a full, comprehensive plan to launch a new initiative: PSW month. The month’s aim is to increase awareness of the important work PSWs do, as well as engage and expand the CAPE community.
To find out more on the senior projects and their resulting resources, please find a series of articles posted on Michener’s website linked below this piece.
• Professional student groups develop Personal Support Worker-partnered advocacy project
• PSW Toolkit
• PSW Champions
• PSW elective interprofessional event
We welcome our community to get involved in PSW month in May 2023! Consider following, sharing, and supporting our social media accounts: we are @cape.learning on instagram , and @CapeLearning on Twitter
If you’re looking for a more hands-on approach to promote PSWs within your own organization, the social media plan developed as part of the senior projects was posted on the CAPE Learning website this summer. You can find it here https://www.capelearning.ca/get-involved/
Jessica Bixby, MFA (Marketing Communications Specialist, Michigan Medicine and Michigan Center for Interprofessional Education)
The Michigan Center for Interprofessional Education (C-IPE) is dedicated to working with health systems and community settings to improve teamwork and, as a result, improve people’s health and the wellbeing of those on the team.
C-IPE recently partnered with Michigan Medicine’s Office of Patient Experience and the Wellness Office to present at the Institute for Healthcare Improvement Forum on their work in this area.
The team performed analyses on 22 ambulatory care units representing a diversity of locations, specialties, and team size. They used staff data from the annual employee engagement survey, which contained questions related to teamwork and wellbeing. Teamwork questions contained two scales: a “Team Index” focused on detailed intra-team dynamics and a “Team Theme” focused on broader intra-team collaboration. The wellbeing questions covered six domains: work-home flexibility, psychological safety, professional fulfillment, feeling valued, leadership connection, and burnout.
The group found that the six wellbeing domains were all significantly associated with both the Team Index and the Team Theme question sets. After further analysis, they found that psychological safety and work-home flexibility were the independent variables which explained 78-79% of the variation in Team Index.
Contrary to the hypothesis and national data, the overall teamwork score and the individual team scores each demonstrated weak association with overall patient experience and patient perception of teamwork.
Next steps will be to convene a thinking group among several U-M and Michigan Medicine offices to explore ways to improve psychological safety, as well as to further explore patient perspectives on teamwork.
See poster here: https://interprofessional.umich. edu/2022/12/14/identifying-opportunities-toenhance-team-based-care-with-systems-data-atthe-university-of-michigan/
Kalli Stilos, RN, MScN, CHPCA (C) (APN for the In-Patient Palliative Care Consult Team; Adjunct Lecturer, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto)
Anita Chakraborty, MD (In-patient physician for the In-patient Palliative Care consult team, Division of Palliative Care, Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto)
Jason Sawyer, RN-EC,NP-C, BSc.N, MN, (BC) (Board Certified-Pain Management Nurse Practitioner, Acute Pain Service, Sunnybrook Health Sciences Centre; Adjunct Lecturer, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto)
The Palliative Care Consult Team (PCCT) and the Acute Pain Service (APS) at Sunnybrook Health Sciences Centre have a long-standing relationship of working collaboratively to improve their patients’ quality of life. Patients shared between PCCT and APS suffer from complex cancer-related pain that requires intensive management while admitted to hospital. Examples include post-surgical pain, neuropathic pain syndromes, and intractable cancer-related pain. PCCT and APS teams strive to work together seamlessly to meet their patients’ information needs, provide comprehensive pain management strategies, and optimize comfort. Typically, APS follows cancer patients post-operatively for three to four days until the post-surgical pain is stabilized. At that point, verbal handover is provided to the PCCT, who then assumes responsibility for pain and symptom management.
APS is instrumental in providing interventional pain modalities to select complex patients followed by the PCCT.
In recent years, procedures such as nerve blocks, intrathecal analgesia, and Patient-Controlled Analgesia (PCA) have provided relief to our patient cohort suffering from severe pain. PCCT works with the interprofessional team on the surgical unit to support patients’ discharge goals, including inpatient rehabilitation, transfer to a palliative care unit/hospice, or discharge home. Upon discharge from hospital, many patients are referred to the palliative care clinic for ongoing pain and symptom management. The interprofessional collaboration between APS and PCCT ensures that vulnerable patients have timely and seamless access to compassionate clinical care and expert pain management.
The Center for Interprofessional Education (C-IPE) hosted international experts from the Centre for Advancing Collaborative Healthcare & Education (CACHE) for a workshop focused on successful teamwork.
We know that our educators all want the best for their students. This includes role modelling best practices when providing interprofessional education (IPE). But sometimes even the best models are in need of an upgrade from time to time.
The C-IPE recognized that in order to help educators effectively teach students, they would first need to improve the ways that educators work together in the places where students truly learn teamwork.
In order to accomplish this, C-IPE recruited a team of facilitators from the University of Toronto’s CACHE at University Health Network, a group with a strong reputation in the IPE space. C-IPE stakeholders with key roles in educator development and experiential education participated in the virtual BOOST! workshop (Building Optimal Outcomes from Successful Teamwork)
The BOOST! workshop focused on how to optimize teamwork in the clinical space and had three primary learning objectives:
• Apply interprofessional competency-based tools to optimize communication, conflict and performance for virtual and non-virtual teams;
• Promote a climate of psychological safety and team functioning in virtual and non-virtual interactions and meetings;
• Reflect on and develop an action plan for improving quality, safe team-based care in your context.
Throughout the three hour learning session, participants listened to presenters, broke out into working groups for discussion, and watched a series of videos that modeled teamwork (or in some cases, lack of teamwork) in action. Concepts such as psychological safety, which is the belief that members of a team have trust and feel safe to take risks without the fear of embarrassment or punishment, were discussed at length. The group explored the power of language, communication, and conflict styles, and how they contributed toward team functioning.
Those in attendance found the session highly valuable. “We were inspired by the enthusiasm and overall engagement of the participants,” said Vani Patterson, administrative director of the C-IPE. “The insights gained from this session will be extremely useful as we begin preparing our own suite of offerings in support of team-based care for our faculty and staff.”
Members of the C-IPE educator development working group will take the information gained from this workshop and use it to create a series of mini modules that can be used within the U-M community to improve practice, teamwork, and create a culture of psychological safety among team members. This will allow our educators to better serve students on their interprofessional education journey.
“The insights gained from this session will be extremely useful as we begin preparing our own suite of offerings in support of team-based care for our faculty and staff.”
Noor Yassein, BA (Hons) (Curriculum & Communications Assistant, Centre for Advancing Collaborative Healthcare & Education, (CACHE), University Health Network)
The first CAB conference since the beginning of the pandemic, it is an exciting opportunity to help steer the future of interprofessional education and collaborative healthcare. This was an event that the Centre for Advancing Collaborative Healthcare & Education (CACHE) was excited to take on, in partnership with the Université de Montréal.
When asked what her hopes are for this year’s conference, Dr. Ng explained that her main hope is connection, particularly given how long it has been since the previous conference. “A lot of folks who have come to CAB [have done so] for a decade, and they’ve made the field what it is today…we hope we provide that space to bring the community back together, and reconnect, and at the same time… bring in some new faces and ways of seeing.”
The past three years have seen immense, constant changes in our everyday lives, and greater uncertainty in our future. As the health and social care fields rebuild and create new ways of moving forward, it is necessary to cultivate a foundation of hope and trust between care institutions and communities. Considerations unearthed during the present tumultuous times were key in finalizing the theme for this year’s conference. Questions like “what does [the collaborative healthcare and education] field need?” and “what does it contribute?” were key in this selection process.
This is why this year’s theme for the Collaborating Across Borders (CAB) Conference focuses on just that: Hope and Trust in Health & Social Care.
Dr. Stella Ng, a CAB co-chair from the University of Toronto, spoke to this, adding that, “if we look at healthcare right now, it’s taken a hit in terms of the wellbeing of the workforce. Many of the people doing…healthcare are overworked, exhausted, understaffed. The workforce needs hope…collaboration is a path towards feeling more hopeful…[also] a path towards trust.”
Dr. Devin Nickol, CAB co-chair from the University of Nebraska Medical Center, expressed similar hopes for this year’s conference. He spoke about looking forward to the chance to connect with colleagues near and far, and learn about recent developments in the field. In terms of what participants will be able to take away, he is “confident that attendees of CAB VIII will be able to find the resources they need to advance their collaborative mission at their home institution, and hopefully make the process much easier.”
With this goal in mind, the speaker line-up is compelling this year. There are two keynotespeakers, Dr. Gregory Cajete and Dr. Ivy Lynn Bourgeault. Dr. Cajete’s work focuses on honouring the foundations of Indigenous knowledge in education. Addressing the pressing foci in our health and social care fields, Dr. Cajete’s keynote will lead us in critically examining the social construct of education and guide us in considering the vast number of alternative options available and that have yet to be explored.
Dr. Ivy Lynn Bourgeault, a plenary speaker at this year’s conference, will discuss health human resources, a longtime concentration in her work. As Dr. Ng points out, Dr. Bourgeault “predicted much of what we’re seeing now…[she is] someone who’s
been doing this work for a long time, and not because it’s become urgent. I think it’s important to think about… trajectories over the long term, to know the history, because then you have a better idea of what might work moving forward.”
Another exciting aspect to the CAB conference this year is the French-language stream. This new segment will not only include French translation of English portions (which will be available at each event during the conference), but also entirely new engagement methods created specifically for francophone participants. Dr. Marie-Andrée Girard was heavily involved in the creation of this stream. She hopes that a space can be created for ideas to be exchanged in French, without barriers. “The idea was…[to recognize] that language is part of a team process. From Moncton to SaintBoniface, there is a strong community in Canada doing and promoting [Interprofessional Education & Collaborative Practice (IPECP)] in French, but there was no forum yet where materials, ideas could be exchanged.”
Conference co-chair, Dr. Marie-Claude Vanier, was also heavily involved in the creation of the French-language stream. Her hope for its inclusion in the conference is new participation from those who either were not aware of the conference, or were not able to join due to language barriers. “We wish for this first international francophone event during a CAB conference to attract new participants, less familiar with CAB conferences, and allow easier sharing of experiences and expertise for French speaking participants.”
As for the future of the conference, while recognizing that they cannot speak for the American side, Dr. Vanier mentioned that this is something they’d like to continue. “[Since] Canada is officially a bilingual country, CIHC would like to maintain a French language stream in future CAB conferences set in Canada, and reinforce collaboration with French speaking colleagues within Canada, North America, and all French-speaking countries [worldwide]”.
As this year’s CAB conference approaches, there are many reasons to look forward with anticipation. Other exciting opportunities include the internationally-focused panel on Collaborative Competency Frameworks, the Practice & Education Panel, as well as a robust line-up of symposia, submitted orals, workshops, and social/networking events. From insightful and inspiring speakers, to opportunities to connect with colleagues near and far, CAB VIII promises to be a compelling venture. To register and secure your spot today, please visit: www.collaboratingacrossborders. com . As well, please find more information below, in the Events section.
February - June 2023
The Continuing Professional Development (CPD) Global Leadership in Cancer Education digital series promotes team-based interdisciplinary practice in oncology. Cancer education is highly holistic and relies on both scholarship and the clinical reflections of experienced professionals to disseminate information that furthers the learning of healthcare staff and allied professionals.
This series will provide participants with networking opportunities with global leaders in cancer education, encourage their scholarship creativity and provide support and training. 6 monthly sessions will facilitate development of leadership skills for interprofessional healthcare educators and trainees to support the development of future leaders in cancer education internationally.
Series Dates
The series will run from February 1, 2023 until June 14, 2023. Sessions will be held from 11:00am - 12:30pm EST.
February 1, 2023 April 12, 2023
February 15, 2023 May 17, 2023
March 15, 2023 June 14, 2023
Register here for this digital series HERE:
Collaborative Community of Practice (CoP) - Brain Date
February 8, 2023 | 4:00pm - 5:30pm EST | Via Zoom
Complete the Survey & Register to attend
You spoke and we listened! Join us for a special Collaborative CoP where we will host small brain dates on key ‘hot’ topics in the collaborative health care and education field. These brain dates are informal conversations with a few other people, where you can meet, and get to know each other while fostering knowledge-sharing in zoom breakout rooms.
Attendees will be grouped together into triads. The triads will rotate 3 times during the session (each time matching a different group of people together). During each triad session there will be ‘hot’ topics to guide your conversations determined by YOU through our survey below!
Complete the following survey to help us determine what are the topics of interest, and let us know if you will be attending the event: https://www.surveymonkey.com/r/CopBraindate
Should you have any questions please reach out to Eli, eli.cadavid@uhn.ca
BPER Reads | February 14, 2023 | 12:00pm - 1:00pm EST
5 champions, 5 papers, 1 winner
Please join us for BPER Reads, our annual “Battle of the Papers” where 5 scholars in our community champion the one paper of the past academic year they feel every health professional educator must read.
**Our final two papers have been chosen! Please join us February 14, 2023 for our final battle.
Presenters:
Ivan Silver is championing: The Butterfly Effect in Clinical Supervision Paula Rowland is championing: ‘Nurses whisper.’ Identities in nurses’ patient safety narratives of nurse-trainee doctors’ interactions
Register to attend via: https://centreforfacdev.ca/workshop-catalogue/362-bper-reads/
Best Practices in Education Rounds (BPER) is a partnered program between the Centre for Faculty Development (CFD), The Wilson Centre, and CACHE. Collaborating between our Centres allows us to leverage our expertise and networks to provide more impactful, relevant offerings.
BPER provides the opportunity to share innovative and emerging ideas with a wide audience of interested health professional teachers, educators, leaders, and scholars. BPER aims to reach a diverse audience, including patient/client and family partners and a range of professional/health worker backgrounds.
February 15 & 16, 2023
Welcome to Convergence2023, The Michener Institute of Education at UHN’s Annual Education Conference! The convergence of care, research and education allows us to create new knowledge and skills that benefit our patients, families, clinicians and learners.
As we learn to navigate the world following the global pandemic, we also understand the importance of taking stock by revisiting the challenges we have faced, connecting with colleagues and looking forward to creating spaces for dialogue and inclusion. With this ethos in mind, we are proud to present this year’s theme:
Reflect, Reconnect, Renew
• Reflecting critically on our past, present, and future
• Reconnecting with ourselves and others
• Renewing our passion for work and commitment to equity
You can view the conference program HERE Also visit www.michener.ca/convergence for more information.
A six-module virtual learning series covers key best practices and core competencies for interprofessional education (IPE) and virtual facilitation. The newest technologies and virtual active learning strategies are co-facilitated and modelled by two CACHE faculty, leveraging didactic theory bursts, small group breakouts, large group discussions/reflections, virtual stretch breaks, real-time polling, chat boxes and team simulation videos. The unique use of best practice videoconferencing team norms supports participant psychological safety, equity, and attention to engagement in a new virtual environment.
Module 1: Overview of IPE/IPC Evidence, Literature and Best Practices
Module 2: Role Clarification
Module 3: Interprofessional Communication and Conflict - Focus on Patient Safety / Quality Improvement
Module 4: Relationship Centred Care: Patients / Caregivers and Teams
For more information visit our website or email belinda.vilhena@uhn.ca
Module 5: Team Functioning/TeamworkPsychological Safety and Leadership - Pulling it All Together
Module 6: Interprofessional Facilitation Simulation, Tips and Resources
Stay Tuned for 2023 Program Dates
We are offering an innovative foundational team-based care workshop in a virtual synchronous interactive 2.5-hour format with an aim to improve interprofessional collaborative practice for clinical and project teams across organizations.
We welcome interprofessional team members to come together to work collaboratively on their teamwork or individually to bring learnings back to their team. To optimize collaborative learning, we utilize virtual large group reflections, small group breakout discussions, video team simulation and best practices in virtual team facilitation. Teams in all areas of health care are striving to provide collaborative models of care that optimize patient outcomes and experiences, particularly with the challenges and silver lining of a COVID-19 impacted system. This is an opportunity to enhance the collaborative practice environment for all staff and students.
By the end of this workshop, participants will be able to:
• Apply interprofessional competency-based tools to optimize communication, conflict and performance for virtual and non-virtual teams
• Promote a climate of psychological safety and team functioning in virtual and non-virtual interactions and meetings
• Reflect on and develop an action plan for improving quality, safe team-based care in your context
For more information visit our website or email sabrina.bartlett@uhn.ca
March - December 2023 | Virtual Program
CCL is a certificate program offered by the University Health Network (UHN) in collaboration with the University of Toronto (UofT) Centre for Advancing Collaborative Healthcare & Education (CACHE).
During the COVID-19 pandemic, our alumni are reaching out to share that the Collaborative Change Leadership (CCL) Program has enhanced their ability to be the leaders needed for these challenging and uncertain times. As alumni are engaging their teams and communities in compassionate and meaningful ways to co-create and sustain system change, they are achieving rapid, efficient and unprecedented results. CCL is specifically designed for the time in which we find ourselves. The need for emergence, adaptation, co-creation, and highly effective implementation rooted in compassion has never been more critical. As such, we are delighted to continue offering a synchronous, virtual CCL Program in March 2023.
• March 30 - 30, 2023
• May 4 - 5, 2023
• June 28 - 29, 2023
• September 28 - 29, 2023
• November 30 - December 1, 2023
Application Deadline Extended: March 6, 2023
5% discount for organizations with teams of three or more registrants .
For more information visit the program website or email belinda.vilhena@uhn.ca
April 13 – 18, 2023
Registration Now Open!
Early Bird Registration Deadline: January 31, 2023
Bringing together medical educators and health research leaders.
The International Congress on Academic Medicine (ICAM) is the first international gathering dedicated to academic medicine. It will be the place for the academic medicine community to meet, network, and develop new relationships and collaborations with colleagues from around the world.
April 13 – 18, 2023
The inaugural International Congress on Academic Medicine (ICAM) will be held in Québec City, Canada from April 13 to 18, 2023 for both in-person and virtual options.
ICAM will be a venue to promote innovation and scholarship in medical education and health research on an international scale. Delegates will convene with Canadian and international colleagues to network and develop new relationships and collaborations. ICAM will include a special focus on all academic medicine learners including medical students, residents as well as graduate students.
Learn more about the congress here: https://icam-cimu.ca/ Register to attend: https://events.myconferencesuite.com/ICAM2022/reg/landing
May 16-18, 2023
Collaborating Across Borders VIII (CAB VIII) is focusing on advances in interprofessional practice and education, research and innovation, and policy, systems and leadership with a newly added French-language stream. The University of Toronto’s Centre for Advancing Collaborative Healthcare and Education (CACHE) is honoured to host in collaboration with the Canadian Interprofessional Health Collaborative (CIHC) and the American Interprofessional Health Collaborative (AIHC). The theme of the conference is Hope and Trust in Health and Social Care.
The conference will be held on May 16-18, 2023 with pre-conference activities on May 15, 2023.
Registration to open February 2023. Please hold the dates & times, and spread the word!
Check out the preliminary program HERE For more information: www.collaboratingacrossborders.com
AMEE Glasgow 2023 - Inclusive Learning Environments to Transform the Future
August 26 - 30, 2023 | Glasgow, Scotland & Online
Abstract Submissions for AMEE 2023 are now open.
Final Deadline of February 17, 2023.
Registration for in-person attendance is now open - registration for virtual attendance will be available from mid-February 2023.
We are excited to welcome you back to Glasgow for our 51st Annual Conference. We hope that you can join us and many friends and colleagues to learn, share and network together in Scotland’s largest city. If you are unable to join us in Glasgow you can follow and join the virtual content, in what will be a truly hybrid Conference.
Abstract Submissions for AMEE 2023 are now open. Submit your abstract through the abstract portal.
Deadlines:
• Short Communication or ePoster - 17 February 2023
• AMEE Fringe - 17 February 2023
• Conference Workshop - 17 February 2023
• Points of View - 17 February 2023
• PechaKucha™ - 17 February 2023
See all registration details HERE
If you have any questions about our upcoming conference, or any other aspect of AMEE, please get in touch by emailing conferences@amee.org
November 6 - 9, 2023
Call for abstracts now open! Abstract submission closes: February 13, 2023
Welcome to the 11th International Conference on Interprofessional Education and Collaborative Practice (IPECP), All Together Better Health (ATBH) XI, to be held in Qatar on November 6-9th, 2023 bringing this biennial event to the Middle East for the first time! ATBH provides a collaborative forum for transnational champions to promote IPECP towards improving global health through consensus-based partnership, share ideas and address emerging healthcare challenges.
Our conference theme is Cultivating a Collaborative Culture: Sharing Pearls of Wisdom.
Call for Abstracts
At ATBH-11, you may present your work and ideas in a variety of formats. Abstracts can include any aspect of interprofessional education and/or collaborative practice. You may submit abstracts in the following categories: workshops, oral presentations, posters, pearls of wisdom lightning talks, and Discovery Majlis. Please complete the abstract submission form online, not exceeding 300 words . Abstract submission closes: 13 February 2023 (23:59 GMT+3).
Abstract submission details can be found HERE Visit the website for more information: https://atbh.org/
