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- 1University of Calgary - Qatar Al Rayyan Campus, Al Forousiya Road P.O. Box 23133 Doha, Qatar [1]
- 1Zayed University, Abu Dhabi, UAE [1]
- 2Sidra Medical and Research Center P.O. Box 26999 Doha, Qatar [1]
- 2University of Calgary, Doha, Qatar [1]
- 3College of the North Atlantic – Qatar School of Health Sciences P.O. Box 24449 Doha, Qatar [1]
- 3Qatar University, School of Pharmacy, Doha, Qatar [1]
- 4Qatar University College of Pharmacy P.O. Box 2713 Doha, Qatar [1]
- 4University of Calgary, Calgary, Qatar [1]
- 5Hamad Medical Corporation P.O. Box 3050 Doha, Qatar [1]
- 5Medical Education, Hamad Medical Corporation, Doha, Qatar [1]
- 6Medical Education, Weill Cornell Medical College in Qatar, Doha, Qatar [1]
- 6Weill-Cornel Medical College in Qatar P.O. Box 24144 Doha, Qatar [1]
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Qatar Interprofessional Health Council: IPE for Qatar
Qatar has grown rapidly over the past 10 years particularly in the areas of healthcare needs and provisioning. The population has grown from 617000 in 2000 to over 1.7 million in 2010. The number of hospitals both private and public has nearly doubled with the number of healthcare workers surpassing 11000 in 2011. To help meet the demand for trained healthcare professionals there are now 4 educational institutions in Qatar addressing medicine nursing pharmacy and allied healthcare (School of Health Sciences at the College of the North Atlantic – Qatar College of Pharmacy at Qatar University University of Calgary – Qatar and Weill-Cornell Medical College in Qatar).
The World Health Organization (WHO) has identified a need to integrate all areas of healthcare and to foster team-based collaborative models to help improve healthcare service delivery. Interprofessional Education (IPE) provides a framework to facilitate such a model. A truly comprehensive and inclusive IPE program would include agreement on IPE competencies (shared competencies) amongst and between all healthcare educational providers (pre- and post-licensure) accompanied by collaborative models that promote and facilitate working together as teams. Measures of success include meeting the shared IPE competencies.
This paper describes the formation of the Qatar Interprofessional Health Council (QIHC) to help address healthcare needs in Qatar and their efforts to move IPE forward in the state and in the region. The QIHC consists of members from the 4 healthcare educational institutions in Qatar as well as members from Sidra Medical and Research Center and Hamad Medical Corporation (HMC). A discussion of barriers and solutions is included as well as the efforts of the member institutions to provide IPE support and integration into their programs. The QIHC has recently been awarded a National Priorities Research Program (NPRP) research grant to help provide a solid and contextually appropriate framework for IPE in Qatar.
Core Interprofessional Education (IPE) health competencies: The process of adaptation and implementation for a local environment
IPE: Interprofessional Healthcare Education (IPE) competencies provide the criteria against which to measure the capacity and capability of fully collaborative healthcare teams to learn and work together. Significant work already exists in the determination of IPE competencies across all disciplines. Although there is still a lack of agreement on a single set of shared core competencies successive competency iterations enhance its development. IPE competencies need to take into account local and cultural contexts as recommended by WHO (2010). Here we present a collaborative process that builds on existing competency development assessing additional academic IPE needs. Core competencies: After the development of a set of shared core IPE competencies a two-day workshop was delivered to healthcare students from four professions. The results and feedback from students showed the value of the competencies. We discuss the evolving process through two major stages: (1) development of a model determining four shared core IPE domains (2) the development and delivery of a set of IPE workshops explicitly and intentionally based on the model. This process is an example for the future development of IPE and IPP in any local setting. Results: Testing the developed IPE in specific workshops revealed that most clinical scenarios were on a similar standard but also showed a deficit in collaborative patient centered care an aspect suggestive of deficient interprofessional contact and prioritization.