Together: Stories of Collective Impact (Vol. 3.2 Spring 2025), An international magazine by CACHE

WELCOME

Welcome to our international magazine, Together: Stories of Collective Impact

Welcome to volume three, issue two of our international magazine, Together: Stories of Collective Impact .

In this issue, we celebrate the many ways collaboration brings innovation, creativity, and compassion to health and social care. You’ll find reflections from patient/family partners and facilitators, arts-based approaches to interprofessional education, and inspiring leadership updates. From mock disaster simulations and traumainformed storyboards to collaborative leadership initiatives, each contribution illustrates how working together across systems—and perspectives—can transform systems and learning environments.

If you are reading Together for the first time, WELCOME! We hope you find this collaborative forum one of connection and celebration, championing collaborative work and learning within our systems. Your engagement with Together elevates this community, promoting ways to co-create and discovering opportunities for connection. Our hope is that Together will continue to foster a connected community through the sharing of stories.

To all who are reading this magazine, thank you for continuing to share your stories, events, and cover art. We look forward to your f uture submissions , feedback, and reactions .

With Gratitude, Elizabeth (Eli) Cadavid Lead Editor, on behalf of the CACHE Team

CACHE Editorial Team, Spring 2025

Eli Cadavid (Lead Editor)

Farah Friesen

Kaitlyn Lau

Stella Ng

Belinda Vilhena

Disclaimer

The views, opinions, and content expressed in this magazine do not necessarily reflect the views, opinions, or positions of the Editorial Team, CACHE, the University of Toronto, or the University Health Network. While we aim to provide informative and thought-provoking content, and do review material for relevance, we do not endorse or condone every statement, opinion, or perspective presented in the magazine.

COVER ART

The Song Has No Ending

Irit Epstein, M.A (Art Therapy), M.F.A.

This painting explores the nuanced dance of collaboration—how individuals, each with their own presence and shadow, move together through shared spaces. The figures, rendered in both light and shadow, evoke the duality of self and other, individuality and unity. Their gestures and postures suggest moments of connection, divergence, and convergence, much like the rhythms of collective effort.

The blurred, dreamlike background and the intertwining forms of trees above hint at the organic, sometimes unpredictable nature of working together. Collaboration, as depicted here, is not a seamless merging but a dynamic interplay—where boundaries blur, ideas overlap, and new possibilities emerge from the meeting of different paths.

In this work, I invite viewers to reflect on their own experiences of collaboration: the ways we influence and are influenced, the beauty in shared creation, and the growth that arises when we walk together, even if only for a moment.

Cover Art for Together: Stories of Collective Impact

Volume 1.1 (Fall 2022)

Volume 1.2 (Winter 2023)

Volume 1.3 (Spring 2023)

SUBMIT

Volume 1.4 (Summer 2023)

Cover Art for Together’s Vol. 4.1 (Fall 2025)!

STAYING IN TOUCH NEWS & CELEBRATIONS

Welcome Katerina & Victoria to the CACHE Team

CACHE Editorial Team

Katerina Hatzinakos is the Administrative Coordinator at the Centre for Advancing Collaborative Healthcare & Education (CACHE). Katerina has a background in theatre, arts administration, event coordination and programming. She holds an Honours Bachelor of Arts Degree from the University of Toronto, where she double majored in Art History and Drama. Since graduating in 2018, she has worked in arts spaces and museums, taught recreational dance and drama classes and acted professionally, both in theatre and as a standardized patient.

At CACHE, she provides administrative and coordination support to the curriculum portfolio for both foundational and elective activities, as well as the Interfaculty Curriculum Committee (IFCC) and the Interprofessional Education Leaders (IPEL) Network. She also supports CACHE operations, team meetings, and event planning.

Katerina’s work as a standardized patient ignited her interest in the intersections of healthcare, education, and the arts. She strongly believes that performance and embodiment are crucial tools in modeling relationships and promoting understanding. This spring, she had the opportunity to help coordinate the Interprofessional Health, Arts and Humanities Certificate Program which was an amazing opportunity to see these concepts connect to foster collaboration and empathy. She hopes to continue exploring these intersections and grow her role in the program.

Outside of work, Katerina can be found reading fiction, doing crosswords, salsa dancing, and seeing as much theatre as she can!

Victoria Boyd is a Scientific Associate and Education Specialist at CACHE. She holds a PhD in health professions education research from the University of Toronto, and a Master of Professional Communication from Toronto Metropolitan University. Victoria is interested in how health professions education can enhance interprofessional collaboration in healthcare and rehabilitation. Her research explores how critical reflection and dialogue impact the ways health professionals communicate, collaborate, and advocate with patients, families, and other providers. The goal of her work is to translate these insights into educational design to support health professionals in providing collaborative, compassionate, and equitable care to all.

Victoria previously collaborated with CACHE to create and facilitate an IPE elective on written communication for interprofessional and intersectoral collaboration. She comes to CACHE after nearly two years at McMaster University’s CanChild Centre for ChildhoodOnset Disability Research, where her work focused on fostering critical reflection and collaborative practice among pediatric health professionals.

At CACHE, Victoria will focus on both research and education design. She will lead two research projects emerging from SLEDVAST, which will evaluate tools developed by students through this interprofessional, student-led learning experience. She will also work with the Curriculum portfolio, supporting the continuous improvement of foundational activities and partnering with Sasha Bagnall on a Collaborative Change Leadership project focused on PIPES (Process for Interprofessional Education System).

In her spare time, you can find Victoria volunteering at the Toronto Humane Society, rock climbing with friends, or spending time in nature at her cottage.

Join us in welcoming Katerina & Victoria to CACHE!

Spotlight on CACHE Patient Partner & Facilitator, Vivek Patel

Vivek Patel B.S., D.D.S

How do we define intelligence? It is the ability to adapt to change. Biologists define it as evolution. The question now remains: how does change happen? Personally, it has been a journey of tremendous upheaval that culminated in change. Looking back now, I couldn’t have asked for anything more. After CAMH, where therapy and medication helped me look beyond the past to focus on the here and now, it was a revelation. A voice long suppressed found utterance.

I found this experience to be an eye-opener. I bring my own unique perspective, both as a practitioner and a recent patient. I have experienced firsthand how, when all members of the health and social care team come together around a treatment plan centered on the patient, it can only lead to positive results. The IPE Curriculum supports this vision through activities where aspects of patient-centred care are explored by interprofessional teams. These activities prepare students for the clinical environment, helping them understand each team member’s role, and often bringing creative solutions to the table through discussion, communication, and conflict resolution.

Equipped with self-belief and the very notion that each of us is truly capable of extraordinary things, I welcome this change. I endeavour to help and guide where it matters most—within our beleaguered communities and institutions. It is a cause that I am deeply passionate about.

I enrolled in the Patient Partner Program at CAMH, which focuses on educating patients, caregivers, and family members about mental health by providing much-needed support and advice. It was here that I was told my credentials would best serve educating students in various Health Sciences programs at the University of Toronto, which led me to connect with the incredible team at the Centre for Advancing Collaborative Healthcare & Education (CACHE).

I was introduced to an institution at the cusp of change and innovation. At the University of Toronto, in collaboration with Toronto hospitals, the Interprofessional Education (IPE) Curriculum equips Health Sciences students with tools and experiences to excel in their professional careers.

With experienced professionals from all backgrounds of the Health Sciences—alongside patient partners, family partners, and caregivers—students hear firsthand experiences. It is a unique way of combining traditional education with innovative ideas.

My passion comes from the students I facilitate in various activities. They are invariably drawn to the unique perspective I offer—learning from both my professional and patient experience. It’s a daunting world, and students often ask how to achieve balance in their lives. In the end, they are grateful for the insights and guidance I provide on learning material. This, in turn, deepens my passion and dedication to transforming how we approach health and social care, and the patients we serve.

I combine this newfound vigour with hobbies that allow me to express myself—writing, reading, gardening in good weather, or taking historical walks when the occasion presents itself. These moments help me reflect on ways to reduce stress and take a clear approach to my goals. I share these strategies with the students I work with. Communication and de-escalation techniques are often overlooked, and I find students are grateful for the guidance. One passion feeds another.

The following lines sum up what we endeavour to accomplish every day:

The human spirit falters but never gives up. A quote from the poet Tennyson captures this best:

To strive, To succeed, And not to yield.

This is the inspiration I aim to share with the next generation of professionals as they enter the world— my passion through change in how we tackle the challenging environment of healthcare.

Realizing the Interprofessional Education Curriculum’s

Passionate Purpose: Using an Evaluation Framework for Learning and Implementation

CACHE Editorial Team

Since 2009, the Centre for Advancing Collaborative Healthcare and Education (CACHE) and representatives from the University of Toronto (U of T) have led the Interprofessional Education (IPE) Curriculum for 12 health and social care programs at U of T. Recently, this collaborative outlined a new ambitious passionate purpose for the curriculum, to design and implement a “continuously co-created, integrated, evidence-informed, Interprofessional Education Curriculum that prepares health and social care learners for collaborative practice and system transformation”.

How can we learn about which parts of the IPE Curriculum are realizing this passionate purpose? Which parts are working well, for whom, in what ways, and which adjustments can be made along the way to benefit students from all of the 12 participating programs from U of T?

Enter an evaluation framework! Ashleigh Townley, a current Master of Evaluation student with the University of Melbourne, is completing her capstone project with CACHE. Working with key CACHE, UHN, and U of T staff, students, and patient partners, she is leading the co-creation of an evaluation framework that will be a roadmap to gather and analyze information, and learn and make decisions about the IPE Curriculum in a way that supports the implementation of the passionate purpose in a structured and intentional manner.

When she’s not working with CACHE, Ashleigh is a Knowledge Translation Specialist with the Evidence to Care team at Holland Bloorview Kids Rehabilitation Hospital. She hopes by completing her Master’s degree in evaluation, she can support the health and social care system to implement evidence-informed programs and evaluate them to understand how they are working to create change.

Should you have questions about the evaluation framework, please contact Kathryn Parker, Kathryn.Parker@uhn.ca (Associate Director, Transformative Change & Evaluation, CACHE), as Ashleigh will finalize her work with CACHE in June 2025.

Celebrating a New Chapter:

Congratulations to Dr. Paula Rowland on Her Faculty Appointment

CACHE Editorial Team

We are thrilled to share the exciting news that long-time CACHE team member, Dr. Paula Rowland, has been appointed to the position of Assistant Professor (Tenure Stream) in the Department of Occupational Science and Occupational Therapy (OS & OT) at the University of Toronto (U of T), effective July 1, 2025.

Many in our CACHE community know Paula well, not only through her research, but also through her deep and ongoing involvement in the interprofessional education, collaborative practice, and health professions education community. Over the years, Paula has held several roles across the U of T and the Toronto Academic Health Science Network (TAHSN) system, each reflecting her evolving contributions to health professions education and interprofessional collaboration. She began her relationship with CACHE as the Centre’s Scientist, before transitioning into a Scientist role at the Wilson Centre. This shift was tied to her broader leadership in Medical Education within the Temerty Faculty of Medicine, where she has served as both Director of Research and currently as Research Advisor for CACHE.

Throughout this time, Paula has also held a status appointment with the Department of OS & OT. Her new role marks a significant step, moving into a core, tenure-track faculty position—a well-earned recognition of her exceptional scholarship and commitment to education, research, and collaborative practice.

Paula’s research brings a critical sociological lens to healthcare improvement efforts, examining the implications for health systems, educators, and workers alike. Her recent publications explore topics such as sociotechnical imaginaries in medical strategic planning and the politics of expertise in patient engagement—both key issues that resonate with our collective efforts toward meaningful change in health and social care.

In addition to her new faculty appointment, we’re pleased to share that Paula will also take on the role of InterFaculty Curriculum Committee (IFCC) Program Lead for Occupational Therapy. The IFCC, a unique body reporting to the Council of Health Sciences, plays a critical role in guiding and overseeing the U of T’s Interprofessional Education (IPE) Curriculum.

While the specifics of Paula’s continued involvement with CACHE are still to be finalized, we’re confident this new chapter will open up exciting opportunities for renewed and expanded collaboration—especially given the strong ties between the Department of OS & OT, the IFCC, and IPE.

Please join us in congratulating Paula on this exciting new chapter!

You can read the full announcement here: Welcome Hardeep Singh and Paula Rowland: New Appointments

Honouring Excellence in Interprofessional Education and Collaboration

Sabrina Bartlett

, M.Ed., B.Ed. (Manager, Curriculum & Education Innovation, Centre for Advancing Collaborative Healthcare and Education)

The CACHE Awards Ceremony brought together educators, health professionals, faculty, patient partners, and students to celebrate exceptional achievements in interprofessional education and collaborative care. The evening recognized leaders and teams who have gone above and beyond to foster meaningful learning experiences and patient-centred collaboration across disciplines.

The atmosphere was engaging and full of warmth, as colleagues reconnected over stories and successes. Welcoming remarks from Dr. Lynn Wilson (University of Toronto) and Janet Newton (University Health Network) set the tone for a night of reflection, recognition, and community.

The 2025 Award for Excellence in Interprofessional Education Teaching was awarded to Beth Despres of Sinai Health Systems and University of Toronto (Physical Therapy), in recognition of her dedication to innovative and impactful interprofessional teaching.

The prestigious 2025 Ivy Oandasan Leadership Award for Outstanding Leadership in Advancing Interprofessional Education was presented to Dr. Deborah KopanskyGiles of the University of Toronto and Unity Health Toronto. Her visionary leadership continues to shape the future of interprofessional practice and education.

Emerging leaders were also celebrated through the 2025 Susan J. Wagner Student Leadership Award in Interprofessional Education. This year’s recipients were Hayley Ma (Occupational Therapy), Olena Zubrytska (Nursing) Amy Wilson (Speech-Language Pathology), and Audrey Jong (Medicine). Each demonstrated exceptional initiative and commitment to interprofessional collaboration among their peers.

The Susan J. Wagner Award recognizes exemplary commitment to interprofessional collaboration, compassionate care, and student leadership. While we celebrate this year’s recipients, we also wish to acknowledge the remarkable contributions of the other nominees—each of whom demonstrated a deep dedication to advancing interprofessional education. We are proud to recognize the following graduating students:

• Ali Butt (Medicine)

• Alyssa Gauthier (Speech-Language Pathology)

• Fatima Formuli (Social Work)

• Ocarina Zheng (Dentistry)

• Nicole Wu (Occupational Therapy)

• Rawan Nasser (Pharmacy)

Sunnybrook’s Senior Friendly Team received the 2025 Award for Outstanding Team that Role Models Interprofessional Collaboration for PatientCentred Care to Learners. Their work exemplified team-based care that places patients and learners at the centre.

These students have all made meaningful impacts in their respective programs and across the broader health and social care community. Though they did not receive the final award, their efforts have left a lasting impression and reflect the core values celebrated by this honour.

The event was a heartfelt reminder of the power of collaboration in health and social care. Congratulations to all the award recipients for their inspiring contributions to interprofessional education and relationship-focused care.

Spotlighting Holland Bloorview Kids Rehabilitation Hospital’s Leadership in Interprofessional Education and Collaborative Practice

Stella Ng, PhD Reg.CASLPO (Director and Scientist, Centre for Advancing Collaborative Healthcare & Education)

In this issue, we are highlighting the leadership of Holland Bloorview Kids Rehabilitation Hospital in advancing interprofessional education (IPE) and collaborative practice As Canada’s largest pediatric children’s hospital, Holland Bloorview provides transformative care for children with disabilities and developmental differences, those requiring rehabilitation after illness or trauma, or those whose complex needs are not met elsewhere. Holland Bloorview demonstrates a strong commitment to transforming care through research, teaching and learning, with a unique emphasis on integrating family as active contributors in the educational process.

Caring for children with disabilities invites a coordinated, compassionate, and interdisciplinary approach. At Holland Bloorview, the belief is that the best care comes from a team working together, sharing expertise, and engaging children and families as true partners in the process. The hospital has pioneered several key initiatives to ensure that children and families as well as healthcare providers engage in the highest standard of care.

This article highlights key initiatives where Holland Bloorview has been a leader in creating collaborative environments for both patient care and professional learning.

Organizational Commitment to Collaborative Practice

Holland Bloorview was one of the first organizations across the Toronto Academic Health Science Network (TAHSN) to implement a collaborative practice and clinical education model. Recently, Holland Bloorview undertook a comprehensive review of collaborative practice and clinical education within the organization. This evaluation helped to identify strengths and opportunities to progress practice initiatives aimed at enhancing interprofessional collaboration across the hospital to meet current and future needs of health discipline professionals to provide high quality, safe care for clients and families.

Senior Leadership in Interprofessional Education (IPE)

A crucial aspect of Holland Bloorview’s leadership in IPE is the role of Darlene Hubley, the hospital’s IPE Leader. In this capacity, Darlene co-chairs the IPE Leaders Network , which connects hospital-based IPE leaders from institutions across the TAHSN network and as far as Northern Ontario. Darlene’s leadership extends to the Student Leadership Experiences (SLE) Steering Committee, where she helps shape IPE initiatives

and professional development programs that impact students and professionals alike. Her work ensures that Holland Bloorview remains at the forefront of training healthcare providers who are skilled in collaborative practice.

Family as Faculty

One of Holland Bloorview’s most innovative contributions is its Family as Faculty training program. This initiative integrates families into the educational process, allowing them to share their unique perspectives as both educators and collaborators. Families are actively involved in SLEs, IPE activities such as Transitions Theatre and Mental Health is Everyone’s Business, and in delivering structured clinical placements for students. This partnership between healthcare professionals and families is an invaluable initiative that enriches both clinical practice and education.

Spotlight on Ethics through IPE

Ethics is a fundamental consideration in pediatric care, especially in interprofessional collaborative practice where multiple perspectives must converge. Holland Bloorview has developed specific IPE initiatives that focus on ethics, such as the Ethics IPE Structured Clinical Placement and the IPE Elective Learning Activity on Ethics. These programs engage students and professionals in conversations about ethical dilemmas, decision-making processes, and how to navigate the complexities of pediatric care in an interprofessional context.

Through these initiatives and others, Holland Bloorview continues to lead the way in advancing IPE and collaborative practice, creating a culture of interprofessional learning that benefits both patients and professionals. Their commitment to teaching, learning, and family involvement ensures that every child receives the best care, grounded in the values of collaboration, compassion, and ethical practice.

Photo: Reede Parisi, music therapy student and member of Holland Bloorview Kids Rehabilitation Hospital’s OnTrack Student Leadership Experience (SLE), leads a ukulele group, a music therapy intervention to enhance parent and caregiver well-being. The music sessions are attended by parents and caregivers, staff and students at the hospital.

Pictured L to R: Reede Parisi, Karen Au, clinical pharmacist, and Evelyn Lurz, a program administrator and coordinator in the music, art, day respite and Spiral Garden programs.

Photo credit: Holland Bloorview Kids Rehabilitation Hospital

Elizabeth McLaney Appointed Senior Director, Clinical Education at UHN

CACHE Editorial Team

We’re excited to share that Elizabeth McLaney has been appointed Senior Director, Clinical Education at University Health Network (UHN), effective June 2, 2025. This new chapter marks a significant transition—not only for Elizabeth, but for the broader health professions education community—as she continues her work as Associate Director, Workplace Learning with the Centre for Advancing Collaborative Healthcare & Education (CACHE).

Elizabeth is well known across our networks for her deep expertise and steady leadership in clinical and interprofessional education. Over the past 12 years, she has served as Director of Interprofessional & Academic Education at Sunnybrook Health Sciences Centre, where she led key initiatives including a student experience dashboard, processes to address learner mistreatment, and strategies to enhance student recruitment. Prior to her time at Sunnybrook, she held a leadership role at St. Joseph’s Health Centre as Director of Interprofessional Education & Collaboration.

Her ongoing role as Associate Director at CACHE has focused on workplace learning, system-level engagement, and educational innovation. With her new appointment, Elizabeth will now also be more fully embedded within the UHN ecosystem, further strengthening integration with clinical practice and enabling new opportunities for collaboration across health and education intersections.

Elizabeth’s academic background includes degrees in Psychology (Queen’s), Occupational Therapy (McMaster), and Adult Education & Community Development (U of T). She holds a status appointment as Lecturer in the Department of Occupational Science & Occupational Therapy at the University of Toronto and is widely recognized for her commitment to cultivating positive, team-based learning environments. Elizabeth’s expanded leadership at UHN and sustained presence at CACHE promises to advance shared priorities in learner engagement, interprofessional collaboration, and workplacebased education.

Please join us in celebrating this exciting transition and in congratulating Elizabeth on her new role!

Collaborations in Norway:

International Advisory Board for IPECP-Future Project

Lynne Sinclair, PT, BSc(PT), MA (AdEd) (Senior Consultant: Partnerships and Innovation, CACHE, Assistant Professor, Department of Physical Therapy, Temerty Faculty of Medicine, University of Toronto, and Former Board of Director, Canadian Interprofessional Health Collaborative (CIHC))

On March 24 and 25, 2025, a new exciting four-year grant funded project called Interprofessional Education and Collaborative Practice for the Future (IPECP-Future) started with in-person meetings in Bergen, Norway. Lynne Sinclair from CACHE was invited to serve as the Canadian representative on the International Advisory Board which includes Interprofessional Education (IPE) leaders from the UK, Australia, South Africa, USA, and Germany. IPECP-Future aims to strengthen interprofessional competence by focusing on knowledge-based practice, and the development of tools and systems into a framework with mutual transfer of learning between student teams and workplace staff.

Lynne was asked to share an elevator pitch with her early thoughts on the potential value, possibilities, and challenges of the IPECP-Future project.

Value: 1) Traditional IPE is often seen as one-way learning – that is the patients/clinicians teach the students how to work in teams; however, with this important project, the learning will be reciprocal – where the students teach the clinicians/patients by truly helping to solve reallife problems and thus become the catalysts for change. 2) It is extremely impressive that the initiatives will be in primary healthcare, which is not a well-known or studied site in IPE student learning. Since the pandemic, this area of healthcare is one of the most needed in the world and thus this project will be of global interest and could be modeled across the world.

Possibilities: This grant is exceptionally well designed with the most current and important areas of workplace learning in the field of interprofessional education, with underlying theoretical frameworks around team reflexivity, professional and interprofessional identity, and the impacts of interprofessional work on society. This work will contribute to building a solid theoretical base that will impact and help all of the partnered countries as we attempt to adopt these timely theories into practice.

Challenges: One of the most critical elements for any interprofessional initiative must be a robust interprofessional Faculty and Professional Development Program. So many of our educators and clinicians are not provided opportunities to develop expertise in team-based care or how to apply interprofessional competencies into practice. Part of this work will necessitate immediate and wide faculty development to educate and support all those in the clinical spaces develop a deeper understanding about the value and practice of collaborative practice.

Care in Full Colour: Reimagining Health Through

the Arts and Teamwork

Katerina Hatzinakos, HBA (Administrative Coordinator, Centre for Advancing Collaborative Healthcare and Education); Sabrina Bartlett, M.Ed., B.Ed. (Manager, Curriculum & Education Innovation, Centre for Advancing Collaborative Healthcare and Education); Sarah Kim, MD FCFP(SEM) DipSportMed BA MScCH (Assistant Professor at the Department of Family and Community Medicine, Health Humanities Theme Lead, University of Toronto, Co-coordinator, Interprofessional Health Arts & Humanities Certificate Program); Hartley Jafine, MA, BA (Facilitator, Honours Health Sciences (BHSc) and Arts & Science Program Lecturer, Department of Family Medicine, McMaster University and Health Humanities, University of Toronto Scarborough, Communication Coach, Postgraduate Medical Education, Temerty Faculty of Medicine, University of Toronto)

At the University of Toronto’s Centre for Advancing Collaborative Healthcare & Education (CACHE), the lines between medicine, art, and human connection are being boldly redrawn through the Interprofessional Health, Arts & Humanities Certificate program.

In partnership with Temerty Faculty of Medicine’s Health, Arts & Humanities at the University of Toronto, this certificate program was designed for students who want to go beyond foundational interprofessional education, and engage in learning that fuses healthcare with creativity and critical reflection. Over the course of the program, students from a wide range of programs came together to explore how artistic and humanistic approaches can deepen understanding, enhance communication, and improve patient/client care. Rooted in interprofessional education (IPE), the program leveraged the power of the arts and humanities to explore the human experience of health and healing.

Narrative-Based Healthcare was the first term focus. This unit enhanced reflection and communication by focusing on the telling and receiving of stories and allowed students to

examine dimensions of practice through the lens of poetry, close reading, creative writing, and more. In the second term, through theatre and improv exercises, the students had space to reflect deeply on the value of communication and supportive practice. Reframing healthcare as a performance, students identified the importance of continuing to find a way to keep the scene alive, despite it going in directions that were unexpected, allowing them to embrace uncertainty and spontaneity. Instructor Hartley Jafine emphasized that “it was wonderful to see how they were connecting the theatre experience to the performance of their own roles and interprofessional collaboration. It was a privilege to facilitate the space alongside them.”

The final presentations were outstanding! Students showcased their learning through diverse and expressive modalities. This year’s cohort stunned the audience with powerful interpretations, including movement-based storytelling, artwork, readers’ theatre, and original poetry. The projects were a testament to the thoughtful collaboration and creativity that define this certificate. Whether through a dance capturing the emotional rhythms of leadership or spoken-word poetry exploring the silent struggles of burnout, the presentations offered a moving reminder of the human core at the heart of healthcare.

The engagement of this year’s cohort showed a deep commitment to interprofessional collaboration and a shared passion for improving health and social care. Students reflected on their experience in the program by calling it “a highlight for the year,” recognizing its “amazing facilitators” and noting that “it was a pleasure getting to work and learn with everyone…the program went above and beyond.”

As CACHE continues to champion innovation in health education, the Interprofessional Health, Arts & Humanities Certificate stands as a shining example of what’s possible when creativity and collaboration come together in the service of healing.

Special thank you to Alisha Kaplan and Jane Zhao, (unit-coordinators and facilitators, Narrative-Based Healthcare) and Hartley Jafine, (unit-coordinator and facilitator, The Performance of Healthcare) for bringing their brilliant work and expertise to this year’s certificate program.

Translating Learnings from the Health, Arts and Humanities Certificate Program into a Conference Presentation

Kelsey Cere, BA, MHSc Candidate (Temerty Faculty of Medicine, University of Toronto); Joelle Peresin, BHSc, MHSc Candidate (Temerty Faculty of Medicine, University of Toronto)

As two speech-language pathology students at the beginning of our career journeys, we found the Health, Arts, and Humanities Certificate program to be key in shaping our perspectives on what healthcare can be. We are excited to share our learnings with our peers at this year’s Theory to Therapy conference on May 3. In opening the conference, we will provide a short presentation conveying our main takeaways from the program and describing the benefits of seeking interprofessional education (IPE) opportunities as a learner. We aim to explore how incorporating the arts into healthcare enhances practice, touching on narrative humility, serious play, and reflection—cornerstones to the certificate program curriculum. Secondly, we want to highlight our gratitude for this experience and how it opened the door for us to explore unique opportunities in different departments, such as the School of Dentistry and the Department of Physics. We hope attendees of this conference benefit from us sharing what we have learned, and will feel inspired to seek out IPE opportunities throughout their own learning and careers.

For more information about the Theory to Therapy conference, follow @theorytotherapy on Instagram!

‘Pitching’ Collaborative Leadership to Transform Communities and Systems: The 2025 Senior Interprofessional Design Projects with March of Dimes Canada and CACHE

Dean Lising, PT, MHsc (Health Admin), BSc (Physical Therapy) (Integration Lead, Collaborative Healthcare and Education, BOOST! Program Director, Centre for Advancing Collaborative Healthcare & Education); Christina Sperling (National Director, After Stroke at March of Dimes Canada); Amanda MacKenzie (National Director, External Affairs, March of Dimes Canada); Sabrina Bartlett, M.Ed., B.Ed. (Manager, Curriculum & Education Innovation, Centre for Advancing Collaborative Healthcare and Education)

To support the complexities of health systems, it is vital for students to be competent leaders, not just competent clinicians. Collaborative leadership development, informed by explicit competencies and concepts, is integral to health professional education. Guided by intentional pedagogy and objectives, students can address care gaps, transform the system, as well as themselves as future leaders (Lising et al., 2024).

The 2025 Senior Interprofessional Design Projects offer senior health profession students, at the University of Toronto, a unique opportunity to partner with a community organization. This initiative enhances collaborative leadership and interprofessional team skills while addressing key community challenges. Students develop and pitch project ideas aligned with organizational needs, emphasizing teamwork in design and creative and professional presentations. Ideas are presented to a “Dragons’ Den” style panel featuring community representatives and faculty leads, who provide feedback for refinement and implementation.

Project Goals:

1. Build effective relationships with service users and team members.

2. Reflect on shared values to improve team functioning.

3. Apply collaborative decision-making principles.

4. Co-create a climate for leadership collaboration.

This year, students partnered with Christina Sperling and Amanda MacKenzie from March of Dimes Canada . The initiative focused on addressing a gap in health provider education of services and resources for people with disabilities. The initiative aims to empower communities, organizations, and healthcare

providers to understand disability challenges, promote awareness of resources, and inspire collaborative accountability. Education and information sharing are vital to helping people with disabilities gain confidence and access resources, enhancing employment prospects.

Students presented creative, technology-driven solutions that leveraged artificial intelligence, apps, websites, and social media platforms to address community needs. Their ideas showcased technological expertise alongside a deep understanding of collaborative leadership. Reflection on role negotiation, communication, and relationship-building underscored their processes. “I learned that brainstorming ideas with people from different professions creates

diverse patient care ideas that I could not have thought of on my own and that’s something I will do well to remember going forward in my practice.” - Student

This year’s focus on disability awareness also brought forth powerful insights. Students reflected on the importance of interprofessional communication, role negotiation, and relationship-building. They recognized the impact of empowering individuals with disabilities through education, leading to greater confidence and improved access to employment and resources. “This allowed me to understand more about the resources available for those living with disabilities and the learning gap that clinicians have in facilitating this information to their patients.” - Student

By engaging with community partners and embracing diverse professional perspectives, students deepened their understanding of realworld healthcare challenges and how collective effort can drive innovative, inclusive solutions.

If your organization is interested in exploring a community partnership, or if you’re a student looking to get involved in the future, please reach out to Sabrina at Sabrina.bartlett@uhn.ca

Explore Past Issues of Together: Stories of Collective Impact

Every issue of Together captures real stories of collaboration, learning, and change in health and social care. Whether you’re looking for inspiration, practical ideas, or a sense of connection & community, our past volumes are full of insights from across the system.

New to Together? Start with Volume 1.1 (Fall 2022) to see how it all began.

Looking for fresh perspectives?

Browse through stories of growth and innovation in our most recent volumes. Click below to dive in:

• Together: Stories of Collective Impact, Volume 1.1 (Fall 2022)

• Volume 1.2 (Winter 2023)

• Volume 1.3 (Spring 2023)

• Volume 1.4 (Summer 2023)

• Volume 2.1 (Fall 2023)

• Volume 2.2 (Spring 2024)

• Volume 3.1 (Fall 2024)

Loved what you read? Please share with your colleagues and networks!

Invest in the Future of Healthcare Education

CACHE proudly serves over 4,000 learners across 1 2 health and social care professions , working to foster a new generation of health and social care professionals. Our mission? To prepare these future leaders to deliver collaborative, relationship-focused care in partnership with patients, clients, families, caregivers, and communities.

Why It Matters

Our Patient/Family/Caregiver Partners are at the heart of this transformation. They co-facilitate and co-teach, bringing lived experience into the classroom, and play an essential role in decision-making through our Governance committee . By partnering with CACHE, these Patient/Family/Caregiver Partners help shape a curriculum that reflects real-world patient needs and voices.

How You Can Help

While we remunerate our Patient/Family/Caregiver Partners for their invaluable contributions, we need your support to continue and expand this impactful program. Your donation will help us:

• Sustain this unique collaboration between patients/families/caregivers and learners.

• Amplify patient/family/caregiver voices at the core of healthcare education.

• Extend our reach , providing more opportunities for patients/families/caregivers and health and social care students to engage and learn together.

Invest in Our Collective Future

Your contribution is more than just a donation—it’s an investment in a healthier, more collaborative world . Together, we can build a healthcare system that listens, learns, and works together for better care.

Thank you for your support. https://ipe.utoronto.ca/giving

LEARNING IN MOTION EDUCATION & PRACTICE

CIHC Competency Framework in Action at UHN!

Raisa Kassam MScPT (Interprofessional Clinical Educator, UHN Toronto Rehab, Adjunct Lecturer, University of Toronto - Department of Physical Therapy); Fahreen Ladak, MScPT (Interprofessional Clinical Educator, UHN Toronto Rehab); Siobhán McKittrick, MScPT (Interprofessional Clinical Educator, UHN Toronto Rehab)

In the fall of 2024, the Toronto Rehab Interprofessional Educators participated in the Educating Health Professionals in Interprofessional Care Program . It was inspiring to see the practical application of the Canadian Interprofessional Health Collaborative (CIHC) Competency Framework for Advancing Collaboration. This motivated us to find meaningful ways to integrate the principles of collaborative practice from this formative guide to enhance the care our teams provide.

We identified UHN’s Corporate Clinical Orientation (CCO) for newly hired interprofessional team members as an ideal platform and advocated for the opportunity to use this forum to set the foundation for collaborative care.

We created an interactive session on Interprofessional Collaboration with a focus on how to integrate principles from the CIHC Competency Framework for Advancing Collaboration at the point of care. Principles of facilitating interprofessional education guided the development of this work. We prioritized fostering inclusivity, leveraging the use of cofacilitation, and creating a psychologically safe environment that encourages interaction.

As of January 2025, this session was integrated virtually into the monthly CCO and 136 newly hired staff participated. Each month, 5-8 professions came together from across acute, inpatient rehab, and outpatient programs. We are excited to share that through these sessions, interprofessional team members engaged in reflection and discussions on enhancing collaborative care, demonstrated by multiple respondents actively sharing their perspectives. Open-ended questions we posed during the session included: “what does interprofessional collaboration mean to you?” and “what can you do or are already doing to enhance interprofessional collaboration?” Responses received included “getting to know your team,” “talking about role clarity,” and “increasing communication.”

We are eager to continue this work and look forward to creating more opportunities where interprofessional team members come together to learn from, with, and about one another.

Building Brave Spaces: EDIA & Collaborative Practice Across

Institutions

Hammad Aqeel PT, HBSc, MSc (Sunnybrook Health Sciences Centre); Robyn Davies, BHscPT, MAppSc (Unity Health Toronto, University of Toronto); Elizabeth McLaney MEd, BScOT, OT Reg. (Ont), BA (Psychology) (Sunnybrook Health Sciences Centre, Centre for Advancing Collaborative Healthcare & Education); Niki Samya, BSs, CAPM (North York General Hospital); Julie Sit , M.R.T.N (Sunnybrook Health Sciences Centre, The Michener Health institute at UHN); Katherine Vandenbussche, RD, BA, BASc, MHS, CTDP (North York General Hospital)

The Interprofessional Education (IPE) Leaders Network noticed that interprofessional learners were not being included in practicebased dialogue related to equity, diversity, inclusion, and accessibility (EDIA) principles. In response, a working group was formed in 2022. Over the following year, the group met weekly to design an IPE activity that meaningfully addressed EDIA principles within a clinical healthcare team environment—beginning a year-long, uncharted journey of learning and unlearning.

In August 2023, facilitators from Sunnybrook Health Sciences Centre, North York General Hospital, and Unity Health Toronto piloted the first iteration of the IPE elective, and have collaborated ever since to deliver this unique elective focused on EDIA and collaborative practice.

This three-part series invites health professional learners to explore how systems of oppression— through concepts including power, hierarchy, racism, and ableism—emerge within healthcare team dynamics and impact collaboration and care delivery. The sessions are structured as facilitated dialogues, not lectures, with an emphasis on co-creating space for critical reflection, vulnerability, and growth.

A core strength of the initiative has been the cross-site collaboration between facilitators. Planning and co-facilitating across institutions has enriched the experience for both learners and educators, fostering deeper inter-organizational learning and shared leadership.

Learner feedback has been a powerful reflection of the sessions’ impact. Participants described deep connections during discussions, saying, “We were given the opportunity to share and be vulnerable, and it helped to hear that others are going through the same thing.” Learners noted growth in confidence, communication, and leadership. Many reflected on how hierarchy in healthcare can silence voices, and how the elective helped them speak up and take initiative. Even the most challenging moments—selfreflection and revisiting difficult experiences— were embraced as part of the journey toward inclusive, empathetic practice.

This work continues to evolve, shaped by the lived experiences of learners and facilitators, and reflects an ongoing commitment to embedding EDIA principles into team-based care.

Photo: Zoom Call from 2025 spring session including learners and facilitators at Unity & Sunnybrook

Centennial’s Mock Disaster Exercise

Tests Students’ Mettle and Collaboration AcrossTeams and Agencies

RitaMorehouse(AssociateDean,EmergencyManagement and Public Safety, Centennial College); Dean Lising, PT, MHsc (Health Admin), BSc (Physical Therapy) (Scholar-in-Residence, Centennial College, Integration Lead, BOOST! Program Director, Centre for Advancing CollaborativeHealthcare&Education)

Howdo Toronto’s emergency services and health teams cope with multiple disasters unfolding in a single, chaotic day? Centennial College’s first responders and health care professional students mounted a collaborative response to a large-scale mock disaster at Centennial’s Morningside Campus on February 26 to find out.

The simulation was set in the midst of a severe heat wave that overwhelmed medical clinics and area hospitals, as vulnerable residents required care for heat-related illnesses. The weather event also spawned a tornado bearing down on densely populated parts of Toronto – including a goldmedal soccer game and an electronic dance music concert.

More than 500 faculty, students, and alumni from numerous programs volunteered for a truly interprofessional collaboration. Also attending were hospital doctors and nurses, community police officers, superintendents, and dispatchers from local fire, police, and paramedic services.

The campus was transformed into fictional community Centennial City for the exercise, complete with a hospital, fire station, and police station, and populated by volunteer “victim” actors playing assigned roles with special makeup to simulate injuries. The extreme weather scenario triggered a series of calls to the 911 and Emergency Services Communications Centre and Police Dispatch.

The heat event brought many vulnerable victims into clinics and hospitals with heat exhaustion and related illnesses, while new layers of emergencies added complexities for the Emergency Operations Centre to manage. As the hospital became overwhelmed with patients, nursing students assisted practicing doctors and nurses in delivering emergency health care under a Code Orange activation.

At every step of the simulation, students were guided and mentored by program instructors and professionals, including Dr. Laurie Mazurik, one of the originators of the simulation. The responses were overseen by a Major Incident Command Centre (where the police response is centralized) and a Municipal Emergency Operations Centre, where officials such as the mayor, fire chief, police chief, and paramedic chief work together.

“We are a student-centered organization, and the more realistic, hands-on experiences we can provide for them, the better prepared they will be for the real world,” said Rita Morehouse (Associate Dean), Emergency Management and Public Safety Institute at Centennial College. “This allowed the students to see that in a real emergency we don’t operate in silos – there is teamwork involved. Everyone worked together to test their mettle and for many students it was an eye-opening experience.”

As it would happen during a reallife disaster event, things did not always go exactly as planned in the simulation. The participants learned to adjust, adapt, and continue to do what they do best: respond to emergency situations and protect and preserve lives.

“Inter-agency collaboration is the linchpin of emergency response, serving as the cornerstone upon which the safety and well-being of communities during crises are built,” Morehouse explained. “Simulating realistic emergency scenarios as we do in the School of Community and Health Studies goes right to Centennial’s mission of educating students for career success.”

“They told us that the event felt very real to them and was something they would never forget,” Morehouse added. Every student participant received a certificate of recognition for their effort, which will bolster their resume for future job opportunities.

Keeping People Safe: An Interactive IPE

Session on Infection Prevention for Rehabilitation Practice

Kala Subramaniam, MSc, BScOT, OT Reg. (Ont) (Professor, Occupational Therapist Assistant and Physiotherapist Assistant Program, Centennial College); Karen Barnes (Coordinator and Professor, Healthcare Environmental Services Management Program, Centennial College)

On March 17, 2025, Healthcare Environmental Services Management (HESM) and Occupational Therapist Assistant and Physiotherapist Assistant (OTA & PTA) students participated in a teaching and learning exchange focused on a shared purpose of keeping patients safe in a healthcare environment. The interprofessional education (IPE) session focused on building relationship-focused care/services by developing trusting relationships with all members of the healthcare team, articulating and sharing profession-specific knowledge and expertise, and identifying a shared purpose of keeping people safe (2024, CIHC). Students from the dual-trained OTA & PTA program demonstrated the use and function of hightouch equipment including gait aids, tilt and recline wheelchairs, a mechanical lift transfer, and positioning aids. The high use of therapeutic equipment may increase the risk of infection transmission if not cleaned properly or malfunctions and safety concerns if not maintained. Students from the HESM program then shared their knowledge, skills, and expertise to guide interprofessional colleagues on best practice with infection control protocols, through demonstration of evidence-based cleaning and disinfection practice, infection prevention and control practices, and establish a schedule and checklist to track routine critical maintenance tasks on selected mobility devices.

The importance of interprofessional collaboration in education and healthcare is paramount in an industry that has workforce shortages (2010, WHO). The importance of working together to keep people safe was highlighted through student reflections after the demonstrations. OTA & PTA students’ “aha” moments were transformational including knowledge of hightouch areas for equipment, a more organized process to cleaning equipment, and understanding the limitations and benefits of infection control supplies. The process of learning through the IPE teaching and learning exchange allowed students to gain new insights into their own practice and led to impactful change in their infection control and safety strategies immediately following the session. HESM students’ “aha” moments were developing as the supplementary knowledge of the appropriate usage and requirements for mobility devices which support patients’ independence while preserving their dignity. HESM students also remarked that this session further develops presentation confidence to lead frontline staff and collaborate with interprofessional teams in healthcare settings.

References:

• Canadian Interprofessional Health Collaborative (CIHC). (April, 2024). CIHC Competency Framework for Advancing Collaboration. Retrieved from https://cihccpis.com/new-competency-framework/

• World Health Organization, 2010. Framework for Action on Interprofessional Education and Collaborative Practice, World Health Organization. Switzerland. Retrieved from https://coilink.org/20.500.12592/0s0xgq on 12 Apr 2025. COI: 20.500.12592/0s0xgq.

Strengthening Interprofessional Partnerships: The Impact of Education on OT and OTA Role Clarity in Hospital Care

Carissa Gregorio OT Reg. Ont, BSc, MScOT (OT Professional Practice Lead at Trillium Health Partners); Betty Minor OTA/PTA, BSc (OTA/PTA Practice Lead, Trillium Health Partners)

In today’s fast-paced healthcare environment, interprofessional collaboration is essential to delivering high-quality patient care. However, many Occupational Therapists (OTs) and Occupational Therapy Assistants (OTAs) continue to face challenges with role clarity—blurring lines of responsibility and affecting efficiency.

Stronger OT–OTA collaboration has been linked to improved staff satisfaction and reduced healthcare costs. When OTs can focus on assessments, complex interventions, discharge planning, and consultation, it can lead to better outcomes such as lower skin breakdown rates, fewer ventilation days, and higher patient satisfaction (Brice-Leddy et al., 2020; Lizarondo et al., 2010). This, in turn, enables the OTA to concentrate on treatments that improve patients’ access to therapy services, with the goal of helping them achieve their therapeutic objectives more efficiently (Brice-Leddy et al., 2020).

To support these improvements, the authors evaluated an educational module titled Working Together for Optimal Outcomes: The Occupational Therapist and OT-Assistant in Canada (Avvampato et al., 2023). Grounded in the Canadian Interprofessional Health Collaborative (CIHC) Competency Framework, the module promotes role clarity and strengthens team-based care.

Twelve OTs and nine OTAs from an inpatient medicine program participated in a mixed-methods study using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), questionnaires, and structured interviews. Post-intervention results showed statistically significant gains in collaboration competencies for both groups, with the OTA group showing the greatest improvement. Additionally,

85% of participants enjoyed the module, 95% reported its relevance to their practice, and all found it applicable to their role.

The study also identified several practice implications: a need for improved communication, clear assignment of OTAs to support role clarity, standardization of practice, and ongoing education to enhance knowledge of various treatments and interventions.

Ultimately, this study highlights the value of targeted education in enhancing OT–OTA partnerships. By aligning professional development with CIHC competencies, healthcare teams can improve not only how they work together—but also the outcomes they deliver.

References:

• Avvampato, T., Finlayson, M., Fong-Lee, D., Hall, M. (2023). Working Together for Optimal Outcomes: Occupational Therapists and OT-Assistants in Canada [Online]. https://ot-ota-collaborationresource-link.tiiny.co

• Brice-Leddy, L., Park, D., Bateman W., Drysdale, J., Ratushny, L, Musse, S., & Nixon, S. A. (2020). Enabling access to rehabilitation in acute care: Exploring physiotherapists’ and occupational therapists’ perspectives on patient care when assistants become the primary therapy providers. Physiotherapy Canada, 72(2), 169–176; doi:10.3138/ptc-2018-0073

• Lizarondo, L., Kumar, S., Hyde, Li., & Skidmore, D. (2010). Allied health assistants and what they do: A systematic review of the literature. Journal of Multidisciplinary Healthcare, 3, 143-153. https:// doi.org/10.2147/JMDH.S12106

Mapping the Patient Journey: A Collaborative Storyboard Experience

Jennifer Gadioma, RRT (Interprofessional Educator, Thunder Bay Regional Health Sciences Centre); Holly Freill , RD MSc CDE (Interprofessional Educator, Thunder Bay Regional Health Sciences Centre); Brittney McLaughlin, MN, RN (Interprofessional Educator, Thunder Bay Regional Health Sciences Centre)

As part of the Thunder Bay Regional Health Sciences Centre’s inaugural Teaching and Learning Week, “Mapping the Patient Journey: A Collaborative Storyboard Experience” was a unique opportunity to highlight interprofessional collaboration and how invaluable it is to a patient’s journey through the healthcare system. This innovative and interactive activity invited healthcare professionals to engage with their colleagues, and deepen their understanding of the core principles of the Canadian Interprofessional Health Collaborative (CIHC) competencies specifically, Team Communication, Team Functioning, and Collaborative Leadership.

Held in our hospital, this drop-in session invited participants to collectively map the journey of a trauma patient—from the initial EMS response to long-term recovery. The visual storyboard enabled attendees to place various healthcare professionals throughout the patient journey, highlighting decision-making and collaboration of over 50 healthcare professions. Through team involvement, participants were able to identify scopes of practice, and clarify roles delivering person-centered care.

Throughout the session, healthcare professionals shared insights, discussed common challenges, and explored how collaboration unfolds in the real-world. Staff engagement highlights the importance of communication and team dynamics, as participants worked together to build a shared understanding of how coordinated care can improve patient outcomes. The selfdirected format of the activity fostered a sense of collaboration where participants of all disciplines could add to the patient’s story. As teams added, adjusted, and built upon each other’s contributions, the storyboard evolved into a collective reflection of our shared responsibility to the patient journey.

By celebrating the perspectives of healthcare professionals, and placing the patient at the centre of the care we provide, it reminds us that effective collaboration begins with understanding the needs, goals, and values of our patients. Learning with and from one another not only celebrated interprofessional collaboration in action but also reinforced the shared commitment to delivering safe, effective, and person-driven care.

A Facilitator’s View of Interprofessional Team Functioning

Bhavini Patel, EMBA, CCP (Governance & Advisory Committee Member, Facilitator, Health Mentor at The Centre for Advancing Collaborative Healthcare & Education (CACHE))

The Interprofessional Competency Framework formed by the Canadian Interprofessional Health Collaborative (CIHC) identifies six domains that form the foundation of collaborative care, with the goal of “enhancing healthcare and human services through collaborative, relationship-focused partnerships to shared decisionmaking around health and social matters.” Within this framework, one domain is Team Functioning, described as team members who work interdependently, bringing shared perspectives to cooperate, coordinate, and collaborate toward shared goals through shared decision-making.

The University of Toronto’s Interprofessional Education (IPE) Curriculum activities foster conversations amongst interprofessional learners (in small group “teams”) to optimize their functioning based on their varying perspectives. Students from 12 health science programs come together to deep dive into case studies, often supplemented by patient/family/caregiver partner stories, to expand their collective decision-making skills. They apply principles of equity, diversity, inclusion, accessibility, and address barriers to care stemming from their individual professional expertise. Healthcare professionals are busy, team functioning principles encourage students to be respectful of team members’ time, note taking, preparedness, and resources.

As a facilitator and health mentor in the program, it is exciting to see these students’ dedication to the future role they will play in the healthcare system. By participating in these activities, they heighten their awareness of how teams can cohesively bring out the best in each other so that the patient receives optimal care. Students from all programs are excited to sit at the table with each other, amplifying their common purpose of providing care. They are eager to learn, they are humble, they are inquisitive. I leave each session filled with optimism; these bright minds inspire me to continue contributing to collaborative healthcare initiatives. Canadian Interprofessional Health Collaborative. (2024). CIHC Competency Framework for Advancing Collaboration 2024. www.cihc-cpis.com

The Power of Interprofessional Collaboration in UTI Management

Golsa Makvandi, HBSc (Year 2 Pharmacy Student, Leslie Dan Faculty of Pharmacy, University of Toronto); Cici Chen, BMSc (Year 2 Pharmacy Student, Leslie Dan Faculty of Pharmacy, University of Toronto)

Pharmacy Awareness of Minor Ailments (PAMA) is a student-led club at the Leslie Dan Faculty of Pharmacy dedicated to promoting awareness of minor ailments and advocating for the expanding role of pharmacists in patient care. With the expanding scope of pharmacy practice, our mission is to educate both healthcare students and the public on how pharmacists can play a crucial role in managing minor ailments, improving accessibility to care, and alleviating pressure on other healthcare providers.

Our recent interprofessional education (IPE) event on Urinary Tract Infection (UTI) management exemplified these goals by bringing together students from various health and social care fields to deepen their understanding of both their own roles and those of their peers. Through interactive case-based discussions led by our guest speakers, Valerie Leung (Antimicrobial Stewardship Program Lead at Public Health Ontario and Clinical Pharmacist) and Brianna Orava (Nurse Practitioner and Assistant Professor at the Lawrence S. Bloomberg Faculty of Nursing), participants explored the importance of interprofessional collaboration in optimizing patient care.

The event also emphasized antimicrobial stewardship. As pharmacists and other healthcare providers gain more prescribing authority, ensuring the appropriate use of antibiotics is crucial to minimizing resistance, optimizing patient outcomes, and preserving effective treatments for future generations. With insights from our guest speakers, students gained a deeper understanding of the real-world challenges of antimicrobial stewardship and minor ailment management. By engaging students from diverse healthcare backgrounds, our IPE event fostered an inclusive environment where participants learned about different professional perspectives in patient care. This aligns with the Canadian Interprofessional Health Collaborative (CIHC) framework’s emphasis on recognizing and addressing biases, as well as ensuring equitable access to care through collaborative practice.

The case-based discussions illustrated the complexity of minor ailment management, particularly in antimicrobial stewardship. The CIHC competency framework highlights the need for interdisciplinary teams to navigate complex patient cases, and our event encouraged students to work together to develop appropriate treatment plans—balancing antibiotic safety and efficacy with resistance prevention. We hope to continue hosting IPE events on other minor ailments, further strengthening interdisciplinary learning and teamwork.

University of New England (U.S.A.) Students Gain Valuable IPE Experience in Healthcare Simulation Lab

Emme Demmendaal, M.S., (Senior Writer and Editor, University of New England)

The beeping and humming of medical equipment and monitors greeted Kierstin Strich ’26 as she entered a small room in the Arthur P. Girard Innovation Hall on the University of New England’s Portland Campus for the Health Sciences.

With white walls, fluorescent lighting, and a bed as its focal point, the room looked every bit like a hospital patient room. But the control room in the Interprofessional Simulation and Innovation Center, with its life-like mannequin, creates a realistic hospital scenario for the purpose of student learning.

Stritch, a first-year physician assistant (PA) student, participated in an interprofessional simulation lab experience in the simulation room that brought together students from various healthcare disciplines, including PA, medical, and nursing programs. The aim was to provide the students across many healthcare disciplines with hands-on learning opportunities in a controlled, realistic environment before taking their training to a clinical setting.

The lab, designed to coincide with cardiac and pulmonary modules across different disciplines, focused on essential physical exam skills common to all healthcare providers. Participants rotated through four stations, each equipped with high-fidelity mannequins, allowing students to practice and refine their clinical skills in vital signs, lung, and heart sounds.

For Stritch, who came to the PA program with experience as a radiology technician, the IPE experience reinforced the importance of collaboration in health care.

“In my previous role, I worked daily with nurses, technicians, PAs, physicians, and neurosurgeons,” she explained. “This lab experience reminded me of how crucial it is for different healthcare professionals to work together seamlessly.”

In this IPE experience, Stritch said she was able to see what knowledge bases each discipline brought to tackle the same task. That helped her foster a deeper understanding of each profession’s role in patient care.

“At UNE, we’re not just training health care providers,” said Christopher Bates-Withers, MMS, PA-C, assistant clinical professor and assistant PA program director. “We’re cultivating collaborative practitioners that the health sector knows are ready to lead and innovate in a landscape that demands both expertise and teamwork.”

Read the full story: https://www.une.edu/UNEstudents-gain-interprofessional-health-careexperience-simulation-lab

Hundreds of Students

Attend Michigan C-IPE Meet and Greet Event to Explore Health Professions and Team Collaboration

John McGraw, M.A. (Michigan Center for Interprofessional Education)

Over 200 University of Michigan (U-M) prehealth students gathered on Monday, Oct. 28, 2024, for the Pathways in Health Meet and Greet— an event designed to expose them to the wide range of careers in health and emphasize the importance of interprofessional teamwork. The event was developed by the U-M Center for Interprofessional Education (C-IPE) through its Pre-Health Initiative, led by Dr. Lisa Martin, professor of Health and Human Services at UMDearborn.

The goal, said the group, was to introduce students to the breadth of health professions without relying on traditional shadowing, which can present logistical challenges and limit student access. This new format brought health professionals directly to students, helping them better understand the healthcare landscape and the collaborative nature of patient care.

Dr. Lisa Harris, associate chair of Obstetrics and Gynecology at Michigan Medicine, opened the event with remarks highlighting the importance of teamwork in healthcare. “Healthcare is not an individual sport,” said Harris. “Teamwork is vital.”

Students interacted with a range of professionals including physicians, radiation therapists, social workers, nurses, respiratory therapists, administrators, and epidemiologists. Dr. Amy Buckenmeyer, clinical associate professor in the U-M School of Nursing, noted the energy in the room. “I saw a real eagerness and enthusiasm to learn from one another during my time with the students,” she said. “The more they understand and respect each other’s roles, the more effective and adaptable they will be in the future.”

Students also completed reflection worksheets to help them better understand the roles and responsibilities of each profession. “It was really nice to learn about a range of experiences from diverse healthcare areas,” said Isabel Lee, a Pharmaceutical Sciences major.

Dr. Rajesh Mangrulkar, C-IPE director, closed the event by sharing personal reflections on interprofessional care. “By exposing students to the full spectrum of health professions, we not only broaden their understanding but also help them discover the roles where their skills and passions can truly thrive.”

The event is part of C-IPE’s ongoing work to engage students early and build collaborative mindsets before they enter professional training.

Stay up-to-date with the Michigan Center for Interprofessional Education by following our LinkedIn: https://www.linkedin.com/company/ michigan-center-for-interprofessionaleducation

Disaster Day Interprofessional Simulation

Ariella VanHara LCSW-QS (Department of Social Work, Marieb College of Health & Human Services, Florida Gulf Coast University); Joseph Buhain EdD MBA RRT, FAARC NREMTB CHSOS, CMSP (Director of Interprofessional Simulation and Emerging Technology, Marieb College of Health & Human Services, Florida Gulf Coast University); Courtney Pledger, MMSc, PA-C, MPH (Department of Health Sciences, Marieb College of Health & Human Services, Florida Gulf Coast University); Elizabeth Murray, PhD, RN, CNE (Assistant Dean, Curriculum, Accreditation, Assessment ,Interim Chair, Department of Counseling, Marieb College of Health & Human Services; Florida Gulf Coast University); Shawn D. Felton, EdD, LAT, ATC (Dean & Professor, Marieb College of Health & Human Services, Florida Gulf Coast University); Julieta Wenk, M.A. LMHC (Department of Counseling , Marieb College of Health & Human Services, Florida Gulf Coast University); Julie Zemplinski, MSH, MS, MLS(ASCP)CM, MB(ASCP)CM (Clinical Laboratory Science and Molecular Diagnostics, Marieb College of Health & Human Services, Florida Gulf Coast University); Kathy Swanick PT DPT (Department of Rehabilitation Services, Marieb College of Health & Human Services, Florida Gulf Coast University); Kevin Minner, OTD, OTR/L, AIB-VRT/C (Department of Rehabilitation Sciences, Marieb College of Health & Human Services, Florida Gulf Coast University); Kristina Mullins, MS, PA-C (Department of Health Sciences, Marieb College of Health & Human Services, Florida Gulf Coast University); Sharon Wright, PhD, RN, CNE, CHSE (School of Nursing, Marieb College of Health & Human Services, Florida Gulf Coast University); Susan Baurer (Administrative Assistant II to the Dean, Marieb College of Health & Human Services, Florida Gulf Coast University)

On Friday, November 15, Florida Gulf Coast University (FGCU) hosted its largest inaugural “Interprofessional Disaster Day Simulation” High- Stakes Community and Medical Simulation Training, a groundbreaking event designed to bring together over 700 participants for a highimmersive emergency training exercise. This fullday simulation involved more than 300 students from Florida Gulf Coast University (FGCU), Marieb College of Health & Human Services, School of Theater, Emergency Management, alongside faculty, staff, volunteers, and local first responders. The purpose of the event was to provide a hands-on, multidisciplinary environment where healthcare professionals could collaborate under pressure to assess, diagnose, and treat patients in simulated disaster scenarios.

The event was grounded in the principles of Interprofessional Education (IPE), adhering to the Interprofessional Education Collaborative (IPEC) Standards, which emphasize the importance of collaborative practice among healthcare professionals. These standards focus on enhancing communication, fostering mutual respect, and improving patient care through teamwork. The idea was to immerse graduate and undergraduate medical students in a high stakes critical event where the core principles can be utilized and examined while training was implemented for each specific program. There were over 100 patients with a multitude of different injuries. The simulation embodied these core principles by involving participants from various healthcare disciplines, including nursing, social work, physical therapy, and public health, working together to respond to simulated mass casualty situations. The exercise highlighted FGCU’s commitment to equipping students with the practical skills and collaborative mindset needed to succeed in real-world emergency settings.

Assembling a large-scale simulation of this nature requires meticulous planning and cooperation. In addition to the 600-plus participants, the event included a mass CPR training session in partnership with the American Red Cross, where hundreds of attendees learned life-saving techniques. In addition, over 500 personnel were taught Stop the Bleed training provided by expert trainers with the Department of Defense. The large mock disaster zone, spanning from the Cohen Student Union to Recreation Field 1, created a realistic environment where participants could engage in crisis management in a high-stress, time-sensitive context. Helicopters from Lee Health, EMS, Police and Advanced Medical Training Equipment set the stage for transport and care.

Over 100 student actors, many from FGCU’s Théâtre and Service Learning Programs, portrayed victims in various distressing scenarios, simulating injuries, emotional trauma, and medical emergencies. This added a crucial layer of realism to the exercise, forcing participants to think quickly and adapt to the evolving situation. Emergency vehicles, including ambulances, fire trucks, police cars, and a medical helicopter, further contributed to the lifelike atmosphere, making the simulation as authentic as possible. Over 150 Florida State Guardsmen took part in the disaster training event in support of the FGCU Collaboration effort.

Ultimately, FGCU’s “Disaster Day” Interprofessional Simulation was not only a valuable educational experience but also a demonstration of the power of collaborative training in preparing healthcare students for the demands of realworld disaster response. It exemplified how interprofessional education can foster essential skills in communication, leadership, and teamwork, all while reinforcing the importance of preparedness in healthcare. By putting theory into practice, this simulation helped ensure that FGCU’s students are ready to enter the workforce as competent, confident professionals capable of handling emergency situations effectively. In the end, Fort Myers City Government recognized the importance and value of this exercise, and the College was awarded a Proclamation letter acknowledging the Stop the Bleed Center.

Listen and watch some of the highlights from this day on YouTube: https://www.youtube. com/watch?v=slPuMZuAnk0

The event was also featured on WINK NEWS (Southwest Florida’s News): https://www. youtube.com/watch?v=Q_Nn6vT8N8E

INCLUDING & ENGAGING COMMUNITY & PARTNERSHIP

Writing For Your Life

Lynda Monahan (Facilitator Writing For Your Life, Canadian Mental Health Association Prince Albert, Sk. branch)

F or the past thirteen years, I have facilitated the Prince Albert branch of the Canadian Mental Health Association (CMHA)’s Writing For Your Life program in Saskatchewan.

Our group meets twice monthly at The Nest, CMHA Prince Albert’s drop-in center. We have several regular members and others who drop in occasionally to share their writing or listen to the work of others. As the facilitator, I encourage participants to write from their own experience. We often talk about the value of creative writing as a positive way to process emotions and how writing can be a profoundly healing act. We do what our name suggests: we write for our lives.

The Saskatchewan Writing For Your Life program was initially started by Ted Dyck, then editor of Transition , a magazine published by the Saskatchewan Division of CMHA. Transition has played a significant role in our success as a writing group. Our members are delighted to see their work in print on the Writing For Your Life group pages. Having a voice is deeply validating. Seeing one’s work published has been an incredibly positive experience for our group, something we are proud of.

People with mental health challenges have long had a voice in Transition , but Ted recognized a deeper need: for people to come together and

write in community. He understood that writing could be therapeutic. He helped establish Writing For Your Life groups in CMHA branches across the province, firmly believing in the power of creative writing to support mental health.

As a writer and relational artist in Saskatchewan, I was drawn to the opportunity to start a group in Prince Albert. I met with Ted in 2012 to learn more about his vision, and since then, our group has been going strong.

I’ve seen firsthand the difference writing has made in participants’ lives. It helps them process emotions and approach difficult experiences in healthier ways. Creative writing helps organize thoughts, enhance communication skills, and provides measurable psychological benefits — including stress relief, improved decision-making, and greater mental clarity. I’ve witnessed increased self-confidence, self-awareness, and longer attention spans. Studies show that individuals who wrote for twenty minutes on a given topic experienced better mental clarity, particularly those who initially struggled with it.

Over the years, our participants have had their work published in Transition and in our three anthologies.

• My Heart is a Fancy Place (2024)

• With Just One Reach of Hands (2014)

• The Heart Remembers Brightly (2018)

Several group members have also published individual chapbooks, released original songs on YouTube, and collaborated with a local musician to produce a CD of their work.

We’ve held public readings and book launches at the Prince Albert Public Library and gave a reading at City Hall during Mental Health Week. Local media have attended and interviewed members of our group.

The writers have been involved every step of the way, from selecting the work to include in the books, to choosing cover images, writing acknowledgements, and deciding on titles. As facilitator, I took on the role of editor: typing manuscripts, scanning artwork, and preparing the material for print. As I edited, I was repeatedly moved by the honesty and depth in each person’s story, the way they spoke from the heart about their struggles, and how they found joy in small things. At our readings, the pride and sense of accomplishment is palpable. Members feel listened to and understood.

In 2022, I was invited to speak about this work at Carleton University in Ottawa at a national forum on The Power of the Arts for Advancing Social Change . Dr. Francine Beaulieu, then president of the College of Family Physicians of Canada, spoke about the growing interest in how the arts can support healing and recovery in healthcare. That experience deepened my belief that the arts belong at the heart of community and care. The stories we share — and the relationships we build through writing — touch both hearts and minds, not only for the writer, but for everyone who engages with their work.

Our writers often share their stories with caregivers, social workers, counsellors, psychiatric nurses, and psychiatrists. This kind of storytelling builds trust and creates meaningful collaboration between individuals and their healthcare providers, offering a clearer understanding of each person’s experience and needs.

Jay Baruch, MD, notes that “developing stories offers first-hand experience that can help nurses and doctors understand the degree of difficulty and the stumbling that happens when patients tell their stories.” Health professionals collaborate to

make decisions based on the stories their patients share. So, it makes sense that all care providers — not just clinicians — should be deeply interested in their patients’ narratives.

Creative writing can be a powerful tool to help healthcare providers better address both the clinical and human aspects of care.

I often think of the many professionals — and sectors — that could be brought together through storytelling: educators, librarians, art curators, community volunteers, development workers, municipal leaders, and more. Sharing stories builds understanding, empathy, voice, inclusion, and belonging.

It was Helen Keller who said, “Alone we can do so little; together we can do so much.” That spirit is at the heart of our work and our writing.

Lynda Monahan Bio:

Lynda Monahan is the author of five collections of poetry, A Slow Dance in the Flames, and What My Body Knows, (Coteau Books 1998, 2003) Verge (Guernica Editions 2015) a co written collection, A Beautiful Stone: poems and ululations (Radiant Press 2019) and The Door at the End of Everything (Shadow Paw Press 2024) She has been writerin-residence at St. Peter’s College facilitated retreat, Balfour Collegiate in Regina and writer-inresidence at the Victoria Hospital in Prince Albert, Saskatchewan . She is editor of several collections including Second Chances: stories of brain injury survivors, Skating in the Exit Light, a poetry anthology, and With Just One Reach of Hands, an anthology of the writing of the Canadian Mental Health Association’s Writing For Your Life group, which she also facilitates. She has served on the council for the League of Canadian Poets, Sage Hill Writing Experience and the Saskatchewan Writers Guild.

INTEGRATING WAYS OF KNOWING RESEARCH & INNOVATION

Trauma Patient Care Pathways:

From C5 Ward Onward

Megan Lawlor, SW, MSW. (Sunnybrook Health Sciences Centre); Estella Tse, OT, BScOT. (Sunnybrook Health Science Centre); Leslie Taylor, PT, BScPT (Sunnybrook Health Sciences Centre)

Following a traumatic event, patients and families are often under considerable distress, feeling out of control and at a loss for next steps. Questions arise about the future and what information they need to better understand and navigate transitions. Using funds from a patient and family education grant, a discharge planning resource was created and posted on the C5 Trauma ward hallway. It clearly displays the potential next steps across the care continuum to help meet the diverse and complex needs of a diverse regional trauma population.

Transition planning to next facilities depends on many factors including geography, medical stability, and types of injuries sustained. All team members are encouraged to help patients and families make sense of this complex multi-pronged set of pathways. They can include home, rehabilitation, transitional care, or repatriation to their community hospital.

Additionally, the chart outlines inclusion criteria for different programs to allow someone to see when their loved one may be “rehab ready” or why their injuries put them on a path to repatriation or transitional care. This visual resource

will provide patients and families information about healthcare navigation earlier in their care process and allow the team to address and support concerns, leading to a greater experience of support available and received.

Many families have voiced how this visual graphic helps put the recovery process into perspective and makes this process seem less overwhelming, with transitions seeming less sudden. We even encourage them to take a photograph so that they can reference it later or share it with other family members looking for answers.

Along with the poster, a customizable tear away sheet outlining the potential rehab facility locations was created and can be provided to each patient and family immediately following a discussion about their care pathway and potential rehab transfer.

Think PASTA - Improving Mealtime Assistance for Trauma Patients on the Ward

Katherine Suitor RD, MSc (Sunnybrook Health Sciences Centre); Darlene Khalil RN, BSc (Sunnybrook Health Sciences Centre); Avery Nathens MD PhD MPH (Sunnybrook Health Sciences Centre,

University of Toronto)

Nutrition is critical for the recovery and healing of trauma patients. There is a large body of evidence that demonstrates the impact of poor nutrition on trauma patients including poor wound healing, reduced functional capacity, and increased risk of infection and overall length of stay. Trauma patients face unique barriers to meeting their nutritional needs due to their injuries. Specifically, many trauma patients require assistance at mealtimes (defined as both set-up and/or feeding assistance).

Data from the C5 trauma unit at Sunnybrook showed that up to 35% of patients reported needing mealtime assistance, however only ~ 8% of patients were being identified and provided mealtime assistance. Patients not receiving necessary mealtime assistance are at an increased risk of reduced oral intake, missed or delayed meals, increased food waste/ cost, and overall worsened patient experience.

Stakeholder engagement and survey data informed a quality improvement project to develop two change ideas. Think PASTA (Position, Assistance, Sinus/ straw precautions, Tray table, Aspiration risk) is an education tool created for mealtime best practices. A communication whiteboard was co-designed with unit staff to standardize the process for how patients are identified and provided mealtime assistance.

Education sessions to nursing, interprofessional, and unit support staff were used to implement PASTA and the mealtime assistance whiteboard. Small focus groups were used to facilitate discussion to improve the implementation and use of the whiteboard, PASTA, and PDSA cycle development.

Positive feedback was received by patients and family for mealtime patient experience. Post-intervention survey data showed improvements in both role clarity and understanding in staff members for how patients are identified and provided mealtime assistance on C5. Daily audits demonstrated that using PASTA and the mealtime assistance whiteboard, up to 42% of the unit was identified as requiring mealtime assistance. Identifying and providing mealtime assistance requires a collaborative team-based approach among all staff members. PASTA will be used to support ongoing quality improvement initiatives on the C5 trauma ward. Change ideas will be locally spread within the Tory Trauma Program at Sunnybrook.

References:

• van Zanten, A.R.H., De Waele, E. & Wischmeyer, P.E. Nutrition therapy and critical illness: practical guidance for the ICU, post-ICU, and long-term convalescence phases. Crit Care 23, 368 (2019).

• Dijkink S, Meier K, Krijnen P, Yeh DD, Velmahos GC, Schipper IB. Malnutrition and its effects in severely injured trauma patients. Eur J Trauma Emerg Surg. 2020 Oct;46(5):993-1004. PMID:31974669.

INSPIRING CHANGE SYSTEMS, POLICY & LEADERSHIP

Sensory Differences in Clinical Practice: Working with the Deafblind Community

Kira Rosenbloom, BSc Psychology, BSc Kinesiology (Hons) (University of Toronto, Canadian Helen Keller Centre); Lessette Morales, Housing Transitions Specialist, Deafblind Intervenor (Canadian Helen Keller Centre); Mélanie Gauthier, Consumer Programs Manager, Deafblind Intervenor (Canadian Helen Keller Centre)

In a dynamic interprofessional workshop held for University of Toronto’s Temerty Faculty of Medicine students, future clinicians from diverse fields— Speech-Language Pathology, Occupational Therapy, Social Work, Physiotherapy, Kinesiology, Pharmacy, and Medicine—came together to explore inclusive care for the Deafblind community.

Kira Rosenbloom, a Speech-Language Pathology student and Deafblind Intervenor, noticed significant and persistent gaps in access to healthcare for members of the Deafblind community. Motivated to address these barriers, she led the development of an educational workshop in collaboration with the Consumer Support Specialists team at the Canadian Helen Keller Centre (CHKC) and Deafblind members of the community. Members of the Deafblind community at CHKC generously shared their insights into the challenges of healthcare accessibility; offering valuable tips to help student clinicians provide more inclusive, person-centered care. This community-informed process was essential in shaping the workshop’s content and ensuring its relevance and impact.

This workshop introduced students to foundational tools to include Deafblind clients in their future clinical practice. Through case-based learning and simulated sessions, participants were introduced to various communication modalities and the roles of Deafblind intervenors and ASL interpreters. The workshop emphasized that an effective team requires mutual understanding of roles, Deafblind perspectives, and teamwork between clients, clinicians and communication professionals like interpreters and intervenors. At the heart of this learning was relationship-focused care. By embedding diversity of communication styles and lived experiences into planning and practice, students saw firsthand the importance of fostering participation at every stage of care—from assessment to intervention —by coordinating roles and ensuring information is accessible to our clients.

By fostering shared understanding and mutual respect across professions, this workshop not only broadened clinical skills, but modeled what inclusive, coordinated care truly looks like. As our healthcare system evolves to meet diverse client needs, initiatives like this are vital in preparing future practitioners to lead with equity and empathy. As a Deafblind intervenor and future Speech-Language Pathologist, Kira looks forward to continuing to facilitate this interprofessional education initiative and aims to pursue doctoral research in this field.

Reflections on ICAM 2025

Sasha Bagnall OCT, BPHE, BEd. (Education Coordinator, Centre for Advancing Collaborative Healthcare & Education, University of Toronto)

The International Congress on Academic Medicine (ICAM) offered valuable insights into the future of healthcare, education, and technology. This was my first conference and I would highly recommend attending ICAM if you can! I reflect on key takeaways from my experience.

Collaborative learning and interprofessional education (IPE) took center stage in a series of oral presentations. A stand out session by Tyler Herod, medical student from Dalhousie, centered on the development of an interprofessional workshop aimed at improving medical students’ understanding of vision impairment. Using Kern’s six-step model for curriculum development, the workshop integrated the expertise of an interprofessional team including clinicians, a community organization and patient partners to create a comprehensive learning experience. The hands-on approach, which included six different stations including simulations and patient partner interactions, showcased the importance of multidisciplinary collaboration in healthcare education.

AI’s transformative role in healthcare was a major theme at ICAM. Keynotes from Muhammad Mamdani from Unity Health Toronto and Stuart Gray from Dalhousie University showcased how AI is currently enhancing patient care. The extent of the implementation and use of AI surpassed my expectations and it is clearly an area where there is more to come, and we need to perhaps be asking ourselves not when, but how, we are going to collaborate with AI in the future.

The patient voice flowed through many of the sessions I attended, both in presence and theme. One very memorable voice was that of red toque wearing patient advocate Angus Pratt. Angus, a lung and breast cancer survivor, shared his emotional journey, emphasizing the importance of selfadvocacy and patient voices in healthcare. His reflections on end-of-life care underscored the need to integrate patient experiences into medical decision-making and education.

Wellness both for learners and educators was another theme that emerged from the sessions I attended. The intersection of generations and ‘Western’ vs ‘Eastern’ cultures explored how there are different approaches to wellness and work-life balance in healthcare. Generation Z’s challenge to traditional views on work life balance and developing identities as learners sparked discussions on the importance of balancing roles and focusing on mental health in both education and professional

settings. Discussions on how hospital settings can build a sense of belonging amongst staff, including flattening the hierarchy, wellness literacy, and formalized communication expectations are becoming essential to modern education and workplace environments.

The opportunity to host at the ICAM CACHE booth was an incredibly rewarding experience that gave me a unique window into the vibrant community of academic medicine. Over the course of the event, I had the privilege to meet a diverse group of delegates. One of the highlights was connecting directly with medical learners. Their enthusiasm, curiosity, and shared experiences in interprofessional education provided valuable insight into the deep interconnectedness within healthcare. These conversations reinforced the importance of collaboration and how we can better support the next generation of healthcare professionals.

A standout initiative that highlighted environmental sustainability and community involvement was the recognition of Scotian Shores, a family-run organization focused on cleaning up the beaches of Halifax and Nova Scotia. Their dedication has left a lasting impression, prompting me to plan a clean-up this spring in my neighbourhood.

The ICAM conference was a hub for transformative discussions that emphasized patient-centered care, the role of AI in healthcare, and the evolving landscape of health professions education. The ICAM presentations I attended underscored the growing need for inclusivity, wellness, and collaboration as we look toward the future of healthcare.

Pictured Above Stands: Donny Bettencourt (TIER), Kateryna Metersky (TMU), Maria Tassone (UHN), Belinda Vilhena (CACHE), Sabrina Bartlett (CACHE), Sasha Bagnall (CACHE), and Sacha Agrawal (CAMH & CACHE), at the CACHE Exhibitor Booth.

Promote and Reinforce Effective Positioning (PREP): To Prevent Worsening of Pressure injuries Using Repositioning Clocks

Yasmin Amersi, RN, BScN, MHM (in progress from McMasterUniversity)

Quality Improvement (QI) initiatives align with the Canadian Interprofessional Health Collaborative (CIHC) Competency Framework, specifically with the domain of Relationship-Focused Care/Services. This domain is integral in the nursing context as it emphasizes providing patient-centered care, and ensures a cooperative and supportive environment for both healthcare providers and patients.

As a part of my Practice-Based Research & Innovation (PBRI) Fellowship (2024-2025), I led a QI project at the nephrology and general internal medicine (GIM) acute care unit at Sunnybrook Hospital. The project aimed to reduce hospitalacquired pressure injury (HAPI) incidence rates from 45% to 20% for high-risk patients, measured on the Braden skin assessment tool, within six months. The intervention involved the use of repositioning clock signs, designed to serve as visual reminders to reinforce repositioning and prevent HAPI. The signs were also intended as communication tools for healthcare providers treating patients requiring repositioning schedules due to a high risk of skin breakdown. Physicians, nurses, allied health professionals, wound care teams, and family members were all encouraged to integrate the use of clock signs into routine care.

Preventive measures like repositioning may sometimes be overlooked due to workload pressures or limited resources. As a registered nurse, I manage patients with pressure injuries (PI) on almost every shift and reflect on areas of improving care. A need to enhance repositioning practice was identified among patients at high risk for skin breakdown or with an existing PI. A needs assessment was conducted with a fishbone diagram and process map. Project measures included a survey and patient chart review, both pre- and post-implementation. One-on-one

interactions with staff were also conducted to understand their perceptions. These conversations revealed that while some staff found it challenging to incorporate repositioning during busy shifts, many felt that the clock signs supported them in planning repositioning schedules. Additionally, the icons on the signs (supine, right lateral, and left positions) helped nurses prepare patients for their next scheduled position.

The project ran from September 2024 to March 2025, with frontline staff actively participating in its implementation. Findings showed that healthcare providers require support to maintain consistent repositioning practices, and the clock sign proved to be an effective tool. While survey data did not reflect significant change, the incidence rate of HAPI decreased to 27%. Moreover, frequent communication among nurses and other staff about the importance of repositioning became part of everyday practice.

Adapting to change is a challenging process, but teamwork is essential to sustaining it. Effective repositioning requires coordination and collaboration. The use of clock signs helped shift this responsibility from being solely on nurses to becoming a shared effort across the care team. When all staff are aware of a patient’s repositioning schedule, they are better equipped to assist. The reduction in incidence rate demonstrated that active engagement with a problem—through a targeted QI intervention—can result in meaningful improvements in patient care.

COMING TOGETHER: EVENTS & ANNOUNCEMENTS

16th Annual Hybrid Interprofessional Collaboration (IPC) Showcase 2025 Elevating Care Through Purposeful Relationships

Wednesday June 4, 2025 | 1:00-5:00pm EDT

Virtual on Zoom & In Person at the Li Ka Shing Knowledge Institute Unity Health Toronto – 209 Victoria Street, Toronto, Ontario

Register Now: https://www.surveymonkey.com/r/IPCshowcase2025

The Interprofessional Collaboration (IPC) Showcase celebrates excellence in team-based learning, collaborative care and leadership, interprofessional research, and quality improvement across our healthcare system. Offered jointly by Sunnybrook Health Sciences Centre, the University of Toronto’s Centre for Advancing Collaborative Healthcare & Education (CACHE), and Unity Health Toronto, this hybrid forum will provide a variety of speakers, presentations, and opportunities to connect. The IPC Showcase brings together people in diverse professions and roles to network with like-minded colleagues, share ideas, and create new opportunities for collaboration.

Keynote Speaker

Dr. Kateryna Metersky, PhD, RN is a patient partner with the Centre for Advancing Collaborative Healthcare & Education and an Assistant Professor of Nursing at the Daphne Cockwell School of Nursing at Toronto Metropolitan University (TMU). She still continues to maintain her nursing practice in General Internal Medicine at the Toronto Western Hospital and is an Affiliate Scientist with the Centre of Immigration and Settlement at TMU and The Institute for Education Research (TIER) at UHN. Dr. Metersky is also on the board of directors of the Canadian Interprofessional Health Collaborative (CIHC) and the co-chair of the Registered Nurses’ Association of Ontario’s Best Practice Guideline redevelopment on patient and family-centred care. Components of her program of research are focused on 1) persons with social, economic, and health challenges 2) interprofessional practice and education and 3) intersectionality and positionality in populationcentred care.

Full agenda can be found HERE . We are pleased to offer this event at no charge.

Select in person seats will be available at the Li Ka Shing Knowledge Institute. Zoom (virtual) attendance is unlimited.

Light refreshments will be served for those who attend in-person.

If you have any questions please contact Fatima.Mimoso@uhn.ca

Best Practices in Education Rounds (BPER)

Navigating the Emerging Patient Journey to Build a New Innovation Playbook for Health Professions Education

June 10, 2025 | 12:00 - 1:00 PM EDT | Virtual

Drawing from his diverse background in frontline medicine, public education, and his work at Apple, Dr. Mike Evans will explore and untangle the evolving landscape of patient engagement and its implications for health professions education.

The presentation will delve into several key challenges and opportunities:

• How your patients (not all!) are solving their health questions is changing. Starting with where that is going and how traditional healthcare is losing.

• How wearable technology is transforming from simple tracking devices to sophisticated health management tools and how you can pick the high ROI items. Getting a handle on AI as a patient coach.

• What does this mean for how we train future providers? And how do we prepare learners to make evidence informed choices in this space?

• Starting to think about a framework for innovation with the above.

Join us for this thought-provoking session that bridges clinical expertise, technological innovation, and human-centered design - equipping educators to better prepare the next generation of health professionals for the future of care.

To register for this BPER Round visit the website here .

Best Practice in Education Rounds (BPER) are co-hosted by the Centre for Faculty Development, The Wilson Centre and the Centre for Advancing Collaborative Healthcare & Education.

Centre for Faculty for Faculty Development Upcoming Workshops

Generative AI: Revisiting Learning Outcomes and Assessments

June 10, 2025 | 1:00 - 4:00 PM | Virtual

The rapid advancement of generative AI is poised to fundamentally transform the landscape of health professions education and practice. In this workshop, we will explore the potentially profound implications of generative AI on the evolution of human expertise, and how this may impact educational priorities.

To register for this workshop & to learn more visit the website here .

Reimagining Learning with Universal Design for Learning

June 12-13, 2025

Blackburn Room, Robarts Library, 4th Floor

This two-day Course Design Institute (CDI), offered jointly by the Centre for Teaching Support & Innovation (CTSI) and the Centre for Faculty Development (CFD) in the Temerty Faculty of Medicine, introduces frameworks and practical strategies to offer more inclusive, accessible, and flexible learning opportunities to your students using the principles of Universal Design for Learning (UDL).

Please visit the Course Design Institute for more information and to see eligibility for registration.

EHPIC™ 2025

Educating Health Professionals in Interprofessional Care: Advancing the Future of Healthcare through Interprofessional Learning

November 24-26, 2025 | Vantage Venues, 150 King St. W, Toronto, ON

Early Bird Application Deadline : August 25, 2025 - Save $100 per person!

Applications Due: September 30, 2025

Apply Now: https://events.myconferencesuite.com/EHPIC2025/page/ Application

EHPIC™ is aimed at leaders/educators/professionals in health and/or health education interested in interprofessional education and collaborative practice. The paradigms and practices for facilitating IPE and IPC/IPP will be explored using global interprofessional competency frameworks including the refreshed 2024 Canadian Interprofessional Health Collaborative (CIHC) Competency Framework.

By the end of this program, participants will be able to achieve the following objectives:

• Understand the rationale for advancing interprofessional education (IPE) and interprofessional collaborative practice (ICP), including the Canadian Interprofessional Health Collaborative (CIHC) Competency Framework;

• Apply the CIHC competencies for IPE/ICP into learning activities for both students and/or clinicians;

• Develop strategies to enable increased faculty/staff capacity and interest in IPE/ICP;

• Outline a specific organizational interprofessional project/initiative/activity.

Participants are encouraged to apply as a team of two or more to deepen the learning and application. Participants are selected through a call for application process whereby they submit a 250 word description/outline of an interprofessional initiative/project/activity that they hope to undertake.

For more information visit the program website, or contact Conference Services at conferences@uhn.ca

Teaching for Transformation: Annual Conference+ (TforT:AC+) 2026 March 9-11, 2026

TforT:AC+ is a three-day immersion in the education paradigms and practices needed for today’s health care work. TforT:AC+ involves paired dialogic keynote sessions, workshops, short talks (submitted abstracts), dialogic roundtables, and space for open dialogue.

This conference is relevant to health and social care providers, educators, researchers, health/education policy and decision makers, patients/family partners, caregivers, students, and all individuals who share an interest in advancing the theories and practices of humanistic and transformative education and critical pedagogies and practices.

Teaching for Transformation (TforT) is jointly offered by Centre for Faculty Development and Centre for Advancing Collaborative Healthcare & Education

Looking Back: Teaching for Transformation 2024

In our Spring 2024 issue, Together spotlighted the Teaching for Transformation: Annual Conference+ (TforT: AC+), where over 100 educators, learners, and collaborators gathered to explore teaching toward collaborative approaches to care.

We reflected on what it means to centre love, inclusion, and pluralism in health professions education, and how transformation becomes possible through community. Short Talks from participants shared bold, hopeful visions for the future of care, sparking ideas that continue to ripple through our work.

As we look ahead to the next TforT:AC+ conference, we invite revisit the 2024 story HERE.

What Story Will You Tell Next?

Each page of Together is shaped by real people who believe in the power of collaboration.

Take a moment to reflect:

• What does collaboration look like in your work or learning?

• Where have you seen interprofessional care make a difference?

• How can creativity, conversation, or community shape better systems?