The Ripple Effect: Interprofessional Collaborative Leadership
Purpose: In a healthcare system where a more collaborative approach to care is increasingly being deemed as important, it has been suggested that different models of leadership be employed.1 Collaborative leadership models (e.g. transformational leadership)2 are thought to support interprofessional education and collaborative practice,1,3 thus helping to change the healthcare system to one that better reflects the Quadruple Aim.4 In fact, the Canadian Interprofessional Health Collaborative identified collaborative leadership as one of six competency domains for effective interprofessional collaboration.5 As academic and clinical educators, our leadership approach can have a ripple effect on others, including learners. Effective interprofessional collaborative leadership should be role-modeled but also needs to be addressed in interprofessional didactic and clinical curricula for learners. Collaborative leadership underpins effective teamwork and helps to develop competence with collaborative practice.5,6 The teamwork competency for collaborative practice includes to “apply effective leadership practices that support collaborative practice and team effectiveness” as a sub-competency.6 Learners need to be equipped with interprofessional collaborative leadership skills to be effective agents of change upon entering practice and when working with interprofessional teams as physical therapy professionals. The purpose of this educational session is three-fold: 1) to discuss interprofessional collaborative leadership, 2) to engage attendees around effective leadership skills in an interprofessional context drawing from various sources (e.g. TeamSTEPPS®)7 and 3) to equip attendees with curricular strategies for engaging the essential topic of collaborative leadership in interprofessional education and practice for learners.Methods and/or Description of Project: This session has been designed to bring to the forefront the concept of interprofessional collaborative leadership. Attendees will be challenged to think about what this concept means, its relevance to interprofessional education and collaborative practice, and how to incorporate it into learner curricula.Results/Outcomes: We anticipate that attendees will leave the session with a better understanding of 1) what collaborative leadership entails and its importance for effective interprofessional education and collaborative practice, 2) how they can use collaborative leadership approaches in their own interprofessional contexts, and 3) strategies to incorporate collaborative leadership into interprofessional education and collaborative practice curricula for learners.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: With accreditation mandating interprofessional education and collaborative practice for physical therapy programs, effective leadership in these environments needs to be addressed. Faculty, clinical instructors and learners all play an important role in the future of our healthcare system that is shifting towards a more interprofessional approach to patient care. Collaborative leadership skills need to be practiced and taught to help move healthcare towards achieving the Quadruple Aim.References: 1. Foreman, Jones & Thistlethwait. (2014). Leadership Development For Interprofessional Education and Collaborative Practice. Basingstroke, United Kingdom: Palgrave McMillan. 2. Bass B. Transformational Leadership. Lawrence Erlbaum Associates, 1997. Boston, MA. 3. World Health Organization (WHO). (2010). Framework for Action on Interprofessional Education & Collaborative Practice. Geneva, Switzerland: World Health Organization. 4. Bodenheimer T and Sinsky C. (2014). From Triple to Quadruple Aim: Care of the Patient Requires Care of the Provider. Annals of Family Medicine, 12(6), 573-576. 5. Canadian Interprofessional Health Collaborative. (2010). National Interprofesional Competency Framework. College of Health Disciplines, University of British Columbia: Her Majesty the Queen in Right of Canada. 6. lnterprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: lnterprofessional Education Collaborative. 7. TeamSTEPPS Fundamentals Course: Module 4. Leading Teams. Content last reviewed March 2014. Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/teamstepps/instructor/fundamentals/module4/igleadership.htmlCourse Objectives: By the end of this workshop, participants will be able to: 1. Describe collaborative leadership and its relevance to interprofessional education and practice. 2. Describe skills necessary to lead more collaboratively in interprofessional environments. 3. Identify strategies for incorporating collaborative leadership into interprofessional education and collaborative practice curricula for physical therapy learners.Instructional Methods: Strategies to engage attendees will include theory bursts, small and large group brainstorming and discussion, guided discussion, and the Troika consulting activity, a liberating structure.Tentative Outline/Schedule: 5 minutes - Theory burst related to collaborative leadership in interprofessional education and collaborative practice 15 minutes - Small and large group discussion (1-2-4-All) around the theory burst topic 10 minutes - Theory burst on collaborative leadership skills 15 minutes - Guided Leadership Skills Exercise (drawing on attendees’ experience with collaborative leadership) 10 minutes - Theory burst with strategies for integrating collaborative leadership into interprofessional education and practice curricula (examples provided) 30 minutes - Troika Consulting (liberating structures activity) for curricular strategies + Debrief 5 minutes - Summary/Wrap-Up and Q & A