Project Title

CIHC Evaluation Sub-Committee’s Report

Findings: Analysis of Proposals’ Evaluation Plans

Table 1 – Summary of Projects and Evaluation Instruments Used

Table 2 – Summary of Evaluation Instruments Used

Table 3 – Evaluation Instrument References

Table 4 – Summary of IECPCP Projects

Table 5 – Summary of Evaluation Frameworks

Table 1 – Summary of Projects and Evaluation Instruments Used

Summarizes the project titles, project locations, and the evaluation instruments proposed for use in each project. The table highlights the number of different evaluation instruments proposed for use in each project. Each instrument was assigned an identification number, which is included in parentheses following the name of the instrument.

Project Title

Location

Instrument Used (ID)

1. Creating an Interprofessional Learning Environment through Communities of Practice: An Alternative to Traditional Preceptorship

Esther Suter

Calgary Health Region

· Focus group (25)

· Individual interviews (26)

· Interim Interprofessional Questionnaire (IIQ) (18)

· Relational Coordination Evaluation tool (19)

· Document Review (24)

· Team Anomie Scale (58)

· Communities of Practice tool (59)

· TOSCE (60)

· Human Systems Dynamics (the following) (49):

Ø Same/Different

Ø Maturity Model of Change (adapted for the project)

Ø CDE Model

Ø Decision Map

Ø Landscape Diagram

2. Structuring Communication Relationship for Interprofessional Teamwork (SCRIPT)

Ivy Oandasan

University of Toronto

· Readmission and Length of Stay (6)

· Collaboration Survey (7)

· Patient Satisfaction (8)

· Quality of Communication (9)

3. Queen’s University Inter-Professional Patient-centered Education Direction (QUIPPED)

Jennifer Medves

Queen’s University

· Interdisciplinary Education Perception Scale (IEPS) (5)

· Readiness for Interprofessional Learning Scale (RIPLS) (14)

· Web-based Survey (61)

· E-Delphi (email surveys)(62)

4. Collaborating for Education and Practice: An Interprofessional Education Strategy for Newfoundland and Labrador

Dennis Sharpe

Vernon Curran

Memorial University of Newfoundland

· Interprofessional education learning block (1)

· Attitudes towards interprofessional health care teams (2)

· Attitudes towards interprofessional learning in the academic setting (3)

· Attitudes toward interprofessional education (RIPLS) (4)

· Focus Groups (25)

5. Interprofessional Education for Geriatric Care (IEGC)

Ruby Grymonpre

University of Manitoba, Faculty of Pharmacy

· Team Observation Scale (23)

· Client Interview Questions (26)

· Clinical Team Focus Group Questions (25)

· Clinical Team Evaluation Post Experiential Block (32)

· Clinical Team Evaluation Post IEGC Program (33)

· IEGC Diary Sheet (28)

· Faculty Evaluation Post IEGC Program (34)

· Faculty Reflective Exercise Post IEGC Program (35)

· GITT Entry and Exit Questionnaires (2)

· Key Informant Interview Questions (36)

· IEGC Knowledge Questionnaire (37)

· Personnel Audit (38)

· Steering Committee Standardized Questions (39)

· Student Evaluation Post IEGC Experiential Block (40)

· Student Focus Group Questions (25)

· Student Journal Exercise (28)

· Student Reflective Exercise IEGC Project 6 month Follow-Up (41)

6. Patient-Centered Interprofessional Team Experiences P-CITE

Liz Harrison

University of Saskatchewan

· Progress/Final Evaluation Template (20)

7. Patient-Centered Care: Better Training for Better Collaboration, Laval University

Andre Bilodeau

Laval University

· Multiprofessional Shared Learning (42)

· Questionnaire on skill acquisition (43)

· Interviews (26)

8. The McGill Educational Initiative on Interprofessional Collaboration: Partnerships for Patient and Family-Centered Practice

Margaret Purden

David Fleiszer

McGill University

· IPRQ: Interprofessional Reciprocity Pre-Questionnaire (5)

· St-Knowledge Questionnaire (12)

· Interprofessional Group Work Questionnaire (13)

· Semi-structured interviews (26)

· Observation (27)

· Journal (28)

9. Building Capacity and Fostering System Change, Interprofessional Network of BC (In-BC: Assess)

Grant Charles

College of Health Disciplines, UBC

· Key Features Case Study (44)

· Questionnaires (54)

· Focus Groups (25)

· Structured Interviews (26)

· Video Observation (55)

· Self Report (28)

· Discourse Analysis (56)

· Story telling (57)

10. Institute of Interprofessional Health Sciences Education, Council of Ontario Universities

Patty Solomon

Council of Ontario Universities

· Student feedback form (30)

· Focus Groups (25)

· Interdisciplinary Education Perception Scale (IEPS) (5)

· Attitudes Towards Healthcare Teams (2)

· Collaboration and Satisfaction about Care Decisions (21)

· Project Evaluation form (31)

· Performance Role Conflict Questionnaire (22)

· Structured Interviews (26)

11. Seamless Care: An Interprofessional Education Project for Innovative Team Based Transition Care

Judith McFetridge-Durdle

Dalhousie University

· Focus Groups (25)

· Semi- structured interviews (26)

· Non-participant observation (27)

· Online discussions (WebCT) (45)

· Readiness for Interprofessional Learning Scale (RIPLS) (14)

· Self Efficacy for Interprofessional Practice Competencies for Faculty/Preceptors/Students (15)

· Attitudes Towards Health Care Teams Scale (2)

· Group Reflective Exercise (25)

· Self Efficacy For Managing Chronic Disease Scale (16)

12. Cultivating Communities of Practice for Collaborative Care

Anne Murray

Cancer Care Nova Scotia

· Attitudes toward interprofessional learning scale (3)

· Attainment and use of competencies for facilitating IPE scale (46)

· Focus groups (25)

· Intended and reported changes to interprofessional practice questionnaire (47)

13. An Innovative National Distance Education Initiative for Interprofessional Practice in Psychosocial Oncology

Deborah McLeod

Capital Health District Authority

· Focus Groups (25)

· Key Informant interviews (26)

· Pre-post tests of IECPCP (64)

14. Projet ECIP: Éducation à la Collaboration Interprofessionnelle centrée sur le Patient

Hassan Soubhi

Robert Thivierge

Université de Montréal

· EPIC communities of practice questionnaire (48)

15. A Process Oriented Approach to Enhancing Interprofessional Education and Collaborative Relationship Centred Care (PIER)

Susan Baptiste

McMaster University, Faculty of Health Sciences

· IEPS – Interdisciplinary Education Perception Scale (5)

· Practice Genogram (10)

· Regenstrief Survey of Organizational Characteristics (11)

· Interviews (26)

· Discourse Analysis (Field notes) (56)

· Focus Groups (25)

16. Teaching Interprofessional Collaborative Patient-Centered Practice Through the Humanities: Partnership between SCO Health Service, the University of Ottawa and Saint Paul University

Dr. Pippa Hall

Dr. Susan Brajtman

Sisters of Charity Organization (SCO) Health Service

· Attitudes Towards Healthcare Teams (2)

· Pre- and Post-knowledge questionnaire (52)

· Post process questionnaires (53)

· Focus groups (25)

· Interviews (26)

17. A University of Manitoba Initiative: Interprofessional Education for Collaborative Patient-Centred Practice

Judy Anderson

University of Manitoba

· Pre- and Post-knowledge questionnaire (52)

· Focus groups (25)

· Video Observation (55)

· Team Skill Assessments (63)

18. Interprofessional Education using Simulations of Patient Centred Chronic Disease

Keith De’Bell

University of New Brunswick

· Pre- and Post-surveys for participants’ perspectives regarding the impact of the training (50)

· Student feedback form (30)

· Problem solving test situations (51)

19. Interprofessional Disaster/Emergency Action Studies (IDEAS)

Renee Kenny

Centennial College

· Interviews (26)

· Journals (28)

· Discourse Review (24)

· Video Observation (55)

· Questionnaires (52)

· RIPLS (14)

20. Consortium for Interprofessional Health Education & Research (CIPHER)

Evelyn Vingilis

Cheryl Forchuk

University of Western Ontario

· Interprofessional Education Perception Scale (IEPS) (5)

· Interprofessional Team Performance Scale (17)

Table 2 – Summary of Evaluation Instruments Used

Summarizes the evaluation instruments proposed for use in the projects and highlights whether the same instrument was being proposed in multiple projects. The purpose of the instrument was noted (when available), as well as the project location and whether the instruments were designed to collect quantitative or qualitative data or a combination of both. In some cases, the type of data the instrument was designed to collect was inferred from the description if it was not clearly stated in the template. A total of 64 instruments were identified: 49 from the templates and an additional 15 from the review of the proposals. Although considered to be a type of instrument, focus groups, structured interviews, participant observation etc. were each counted as a single instrument even though the content of these instruments might be different across projects. Conversely, each questionnaire was counted as a separate instrument, even though they may be considered the same type of instrument.

ID	Instrument	Research Methodology	Instrument Purpose and Keywords	Studies Using Instrument
1	Interprofessional education learning block	Mixed	Measures satisfaction with IP activity, perception of interprofessional small group activity, opinions of interprofessional teamwork	Memorial University
2	Attitudes towards interprofessional health care teams (incl. GITT Entry and Exit Questionnaires)	Quantitative	Attitudes towards interprofessional mental health care teams and interprofessional collaboration To measure bias against or in favor of health care teams	Memorial University SCO Health Service, Ottawa Council of Ontario Universities University of Manitoba Dalhousie University
3	Attitudes towards interprofessional learning in the academic setting	Mixed	Measure attitudes toward interprofessional learning prior to the clinical setting	Memorial University Cancer Care Nova Scotia
4	Attitudes toward interprofessional education	Mixed	Measure relevance of interprofessional education to students’ development as health care professionals	Memorial University
5	IPRQ: Interprofessional reciprocity questionnaire (pre-) (Combination of: AHPQ, IEPS, ELIQ)	Mixed	Measures how the participants perceive their own and other professional roles; (2) how their role is perceived by other health care professionals; (3) the perception of the way health care professionals relate to each other when they interact Specifically, the factors it considers are: professional competency and autonomy, perceived needs for professional cooperation, and perception of actual cooperation and resource sharing within and across professional/professions	McGill University McMaster University University of Western Ontario Queen’s University Council of Ontario Universities
6	Readmission and Length of Stay	Mixed	Readmission and Length of Stay: standardized and widely used, nationally or provincially	University of Toronto
7	Collaboration Survey	Mixed	Measures staff members’ perceptions of interprofessional collaboration	University of Toronto
8	Patient Satisfaction	Mixed	Data examine patients’ perceptions of their hospital experience with a focus on overall impressions, communication, consideration and responsiveness	University of Toronto
9	Quality of Communication	Mixed		University of Toronto
10	Practice Genogram		Visual representation of the strengths, vulnerabilities, behaviours and relationships within organizations	McMaster University
11	Regenstrief Survey of Organizational Characteristics		evaluate health care professionals’ perceptions of where their respective organization is and where it should be.	McMaster University
12	St-Knowledge Questionnaire			McGill University
13	Interprofessional Group Work Questionnaire			McGill University
14	Readiness for Interprofessional Learning Scale (RIPLS)	Quantitative	To measure readiness of health care students to undertake shared learning activities To measure readiness of health care faculty/preceptors to facilitate interprofessional learning. Its three subscales explore: (a) attitudes and values regarding interprofessional practice; (b) knowledge of theory of interprofessional education; and (c) perceptions of the benefits of the interprofessional learning	Dalhousie University Queen’s University Centennial College
15	Self Efficacy for Interprofessional Practice Competencies for Faculty/Preceptors/Students	Quantitative	To measure an individual’s confidence in their ability to facilitate interprofessional learning To measure student confidence in ability to perform in the role of interprofessional learner	Dalhousie University
16	Self Efficacy For Managing Chronic Disease Scale	Quantitative	To measure patients’ confidence in ability to manage their chronic disease	Dalhousie University
17	Interprofessional Team Performance Scale	Quantitative	To measure interdisciplinary team processes and perceived effectiveness	University of Western Ontario
18	Interim Interprofessional Questionnaire (IIQ)	Quantitative	To measure the attitudes, knowledge, skills and beliefs of health care professionals’ and students’ in four main components of interprofessional practice and education: communication and teamwork, interprofessional learning, interprofessional interaction and relationships	Calgary Health Region
19	Relational Coordination Evaluation tool	Quantitative	To investigate the communications and relationships among professionals that contribute to effective coordination. Relational Coordination covers seven dimensions, four in communication (frequent, timely, accurate and problem-solving communication), and three in relationship (shared goals, shared knowledge and mutual respect)	Calgary Health Region
20	Progress/Final Evaluation Template	Mixed	The evaluation template qualitatively and quantitatively measures “signs of success” including student record, task achievement, achievement of project goals and facilitating and challenging factors or conditions	University of Saskatchewan
21	Collaboration and Satisfaction about Care Decisions Scale	Quantitative		Council of Ontario Universities
22	Performance Role Conflict Questionnaire	Quantitative		Council of Ontario Universities
23	Team Observation Scale	Quantitative	Used as an observation tool with which to assess changes in teaming behaviour over time	University of Manitoba
24	Document Review	Qualitative	The document review will monitor how the Interprofessional Communities of Practice were implemented, including the successes and challenges therein. It will include readiness for interprofessional collaborative study.	Calgary Health Region Centennial College
25	Focus Groups Group Reflective Exercise	Qualitative Quantitative	To capture faculty, clinicians and students’ reactions and perceptions of the learning experience To assess group functioning, effectiveness of interprofessional learning, and team patient-centeredness	Memorial University Dalhousie University Calgary Health Region Council of Ontario Universities University of Manitoba Cancer Care Nova Scotia Capital Health District Authority SCO McMaster University Dalhousie University
26	Semi-structured/structured personal interviews	Qualitative	To gauge students’ reactions to the intervention and the educational experience To measure the patient’s satisfaction and learn about the patient self-care management abilities	McGill University Dalhousie University Calgary Health Region Council of Ontario Universities University of Manitoba Capital Health District Authority Laval University SCO McMaster University Centennial College
27	Non-participant Observation	Qualitative	Observe team functioning during student team meetings. Identify areas of concern	McGill University Dalhousie University
28	Journal (Diary Sheet) Self-report (Critical Reflection)	Qualitative	The Diary Sheet is intended to be used as an ongoing measure of individual behaviour change, as well as changes in organizational practice	McGill University University of Manitoba UBC Centennial College
29	E-Delphi (email surveys)	Qualitative		Queen’s University
30	Student feedback form			Council of Ontario Universities University of New Brunswick
31	Project Evaluation form			Council of Ontario Universities
32	Clinical Team Evaluation Post Experiential Block	Mixed	To assess the clinical team participants’ reaction to their IEGC experiential block experience and teaming skills, in general	University of Manitoba
33	Clinical Team Evaluation Post IEGC Program	Mixed	To assess the clinical team participants’ reaction to their overall IEGC experience and teaming skills, in general	University of Manitoba
34	Faculty Evaluation Post IEGC Program	Mixed	To assess the faculty participants’ reaction to their IEGC experience and teaming skills, in general	University of Manitoba
35	Faculty Reflective Exercise Post IEGC Program	Qualitative	To assess the faculty participants’ reactions, feelings, and perceived behaviours surrounding interprofessional teaming and their IEGC experience	University of Manitoba
36	Key Informant Interview Questions	Qualitative	To collect feedback from key informants (older individuals or their informal care givers) regarding the proposed educational module and study procedures	University of Manitoba
37	IEGC Knowledge Questionnaire	Quantitative	To assess if participants’ knowledge regarding the seven identified core competencies changes as a result of the IEGC educational interventions	University of Manitoba
38	Personnel Audit	Qualitative	Used as an ongoing measure of clinical team personnel changes within and across each of the participating day hospital sites	University of Manitoba
39	Steering Committee Standardized Questions	Qualitative	To assess students’, senior administrators’ and government attitudes, perceived behaviours and reactions to the IEGC program and teaming in general	University of Manitoba
40	Student Evaluation Post IEGC Experiential Block	Mixed	To assess the student participants’ reaction to their IEGC experience and teaming skills, in general	University of Manitoba
41	Student Reflective Exercise IEGC Project 6 month Follow-Up	Qualitative	To assess the student participants’ reactions, feelings, and perceived behaviours surrounding interprofessional teaming and their IEGC experience	University of Manitoba
42	Multiprofessional Shared Learning	Mixed	§ Skill acquisition § Change of attitude towards interprofessional patient-centred collaboration. § Benefits from : sound interprofessional practice; patients’ participation in collaborative interprofessional health care; interprofessional education/training.	Laval University
43	Questionnaire on skill acquisition	Mixed	§ Skill acquisition § Change of attitude towards interprofessional patient-centred collaboration. § Benefits from: sound interprofessional practice; patients’ participation in collaborative interprofessional health care; interprofessional education/training.	Laval University
44	Case Study		Measure changes in knowledge	UBC
45	Online Discussions	Qualitative	To identify areas of concern and provide an online mode of communication between students/preceptors	Dalhousie University
46	Attainment and use of competencies for facilitating IPE scale	Mixed	To determine whether the facilitators acquire, value and use the IFD competencies	Cancer Care Nova Scotia
47	Intended and reported changes to interprofessional practice questionnaire	Mixed	To determine whether the ICC workshops were effective in helping health professional to change their IP practice	Cancer Care Nova Scotia
48	EPIC communities of practice questionnaire	Quantitative	The overall purpose of the instrument will be to assess the development of interdisciplinary collaboration within the communities of practice (CoPs) that will be developed in two clinical sites.	University of Montreal
49	Human Systems Dynamics	Mixed		Calgary Health Region
50	Pre- and Post-training surveys	Mixed	To evaluate participants’ perspectives regarding the impact of the training and curriculum development sessions on enhancing their readiness to implement the proposed interprofessional educational program.	University of New Brunswick
51	Problem solving test situations	Qualitative	Incorporate scenarios relating to interprofessional health team efforts and delivery of patient-centred health care	University of New Brunswick
52	Pre- and Post-knowledge questionnaires	Mixed		SCO Centennial College
53	Post process questionnaires	Mixed	What worked, what did not work, and what should be changed?	SCO
54	Post process questionnaires	Mixed	What worked, what did not work, and what should be changed?	UBC
55	Video Observation	Qualitative		UBC Centennial College
56	Discourse Analysis	Qualitative		UBC McMaster University
57	Story telling	Qualitative		UBC
58	Team Anomie Scale	Qualitative	Measures the degree of team functioning	Calgary Health Region
59	Communities of Practice tool	Qualitative	Measures group functioning	Calgary Health Region
60	TOSCE	Qualitative	Modified from a tool measuring clinical competency	Calgary Health Region
61	Web-based Survey	Qualitative	Learners and Clinicians baseline, 6, 12, 24 months to gauge extent to which new knowledge was acquired and understood	Queens University
62	E-Delphi methodology	Mixed	Elicits information and judgments from participants to facilitate problem-solving, planning, and decision-making.	Queens University
63	Team Skill Assessments	Qualitative		University of Manitoba - Medicine
64	Pre-post tests of IECPCP	Mixed	Measure new knowledge, theory, models	Capital District Health Authority

Table 3 – Evaluation Instrument References

Provides references for instruments that were in existence prior to the project and/or had been previously published. Some of the proposals indicate the instruments will be used in their original form while others will be adapted to meet the specific needs of the project.

ID	Instrument	References
1	Interprofessional education learning block (questionnaire)	Satisfaction scale: Developed by Centre for Collaborative Health Professional Education Perception scale: Adapted from: 1972, The Small Group Tutorial, McMaster University Educ. Monograph 3. Jacques, D. (2000). Learning in Groups (3^rd ed.) (p. 246). London, UK: Kogan Page Ltd. Opinions: Adapted from Clark, P. G. (1994). Learning on interdisciplinary gerontological teams: Instructional concepts and methods. Educational Gerontology, 20, 349-364.
2	Attitudes towards interprofessional health care teams (incl. GITT Entry and Exit Questionnaires)	Heinemann, G.D., Schmitt, M.H. and Farrell, M.P. Attitudes toward health care teams. In Heinemann, G.D., and Zeiss, A.M. (Eds.) Team performance in health care: Assessment and development. (pp. 155-159). New York: Kluwer Academic/Plenum Publishers, 2002 Heinemann, G. D., Schmitt, M. H., Farrell, M. P., & Brallier, S. A. (1999). Development of an attitudes towards health care teams scale. Evaluation & the Health Professions, 22(1), 123-142 Hyer, K., Flaherty, E., Fairchild, S., Bottrell, M., Mezey, M., Fulmer, T., et al. (Eds). (2003). Geriatric Interdisciplinary Team Training: The GITT Kit, 2^nd Edition. New York: John A. Hartford Foundation, Inc.
3	Attitudes towards interprofessional learning in the academic setting	Adapted from an instrument developed by Dr. S. Gardner, Pharm.D., Ed.D., Department of Pharmacy Practice, University of Arkansas for Medical Sciences
4	Attitudes toward interprofessional education (RIPLS)	Parsell, G., and Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Medical Education 33(2), 95-100. McFadyen,A.K. Webster, V; Strachan, K.Figgins, E; Brown, H. & Mckechnie, J. The readiness for Interprofessional Learning Scale: A possible more stable sub scale model for the original version of RIPLS. Journal of Interprofessional Care, December 2005; 19(6): 595-603.
5	IPRQ: Interprofessional reciprocity questionnaire (pre-) (Includes: AHPQ, IEPS, ELIQ)	Luecht,RM; Madsen,MK; Taugher, MP; Petterson, BJ. (1990) Assessing professional perceptions: design and validation of an interdisciplinary education perception scale. Journal of Allied Health, (19); 181-91
20	Progress/Final Evaluation Template	Interprofessional Network of British Columbia (In-BC): Evaluation Framework. March 14, 2006. Prepared by Treena A. Chomik. PhD. Evaluation Framework Interprofessional Education for Collaborative Patient-Centred Practice (IECPCP). June 1, 2006. Prepared by Office of Nursing Policy. Health Canada.
21	Collaboration and Satisfaction about Care Decisions Scale	Baggs, J.G. (1994). Development of an instrument to measure collaboration and satisfaction about care decisions. Journal of Advanced Nursing, 20, 176-182.
22	Performance Role Conflict Questionnaire	House, R.J., Schuler, R.S. et Levanoni, E. (1983). Role conflict and ambiguity scales: Reality or artifacts? Journal of Applied Psychology, 68, 334-337.
23	Team Observation Scale	Cole, K. D., Waite, M. S., & Nichols, L. O. (2003). Organizational structure, team process and future direction of Interprofessional health care teams. Gerontology & Geriatrics Education 24(2), 35-49
42	Multiprofessional Shared Learning	Margaret Horsburgh, Rain Lamdin & Emma Williamson. « Multiprofessional learning: the attitudes of medical, nursing and pharmacy students to shared learning», Medical education, 2001; 35: 876-883
43	Questionnaire on skill acquisition	Rosanne M. Leipzig and all,. “Attitude Toward Working on Interdisciplinary Healthcare Teams: A Comparison by discipline.” J Am Geriatr Soc, 2002; 50: 1148-1148
48	EPIC communities of practice questionnaire	Sicotte C, D’Amour D, and Moreault MP. "Interdisciplinary collaboration within Quebec community health care centres." Social Science & Medicine 55 (2002): 991-1003. Temkin-Greener H, et al. "Measuring Interdisciplinary Team Performance in a Long-Term Care Setting." Medical Care 42 (2004): 472-81. Gittell JH, et al. "Impact of Relational Coordination on Quality of Care, Postoperative Pain and Functioning, and Length of Stay: A Nine-Hospital Study of Surgical Patients." Medical Care 38.8 (2000): 807-19.
49	Human Systems Dynamics: Same/Different Maturity Model of Change (adapted for the project) CDE Model Decision Map Landscape Diagram	Eoyang, G.H. (1997). Coping with chaos: Seven simple tools. Circle Pines: Lagumo

Table 4 – Summary of IECPCP Projects

Summarizes the purpose of the projects and highlights common words or phrases used in the statement of purpose for each project. This table allows common themes to be identified in terms of audience, content, and/or content being evaluated.

Project Lead(s)/ Organization

Project Title

Project Purpose Description

Keywords

Esther Suter

Calgary Health Region

The Creating an Interprofessional Learning Environment through Communities of Practice: An Alternative to Traditional Preceptorship

Project focuses on lateral mentoring within an interprofessional environment that includes developing, implementing and evaluating interprofessional “communities of practice” designed to foster interprofessional education and collaborative patient-centred care.

mentoring

communities of practice

collaborative

patient-centred

education and practice settings

Ivy Oandasan

University of Toronto

The Structuring Communication Relationship for Interprofessional Teamwork (SCRIPT)

Project targets changes at the organizational level to create a cultural shift in the way health professionals learn to collaborate by creating a professional development program to aid in the implementation and adaptation of SCRIPT communication tools.

collaborate

professional development program

promote cultural change

education settings

Jennifer Medves

Queen’s University

The Queen’s University Inter-Professional Patient-centred Education Direction (QUIPPED)

Project creates an inter-professional educational environment, or academy of interprofessionalism, that enhances the ability of learners and faculty to provide patient-centred care, while recognizing the contribution of the health care team within a respectful and collaborative framework.

inter-professional educational environment

patient-centred care

collaborative

education settings

teams

Dennis Sharpe

Vernon Curran

Memorial University of Newfoundland

The Collaborating for Education and Practice: An Interprofessional Education Strategy for Newfoundland and Labrador

Project aims to expand and promote interprofessional collaboration and teamwork in education and practice settings.

interprofessional collaboration

teams

education and practice settings

Ruby Grymonpre

University of Manitoba, Faculty of Pharmacy

The Interprofessional Education for Geriatric Care

Project works with current and future health care professionals in community-based geriatric settings to develop collaborative patient-centred practices with students during clinical blocks, day hospital clinical team members, and faculty.

community-based geriatric settings collaborative patient-centred

practice settings

teams

Liz Harrison

University of Saskatchewan

The Patient-Centred Interprofessional Team Experiences

(P-CITE) project promotes and enhances innovative interprofessional education programs; contributes to the knowledge base of best practice approaches; and supports the goals of enhancing patient care and improved quality of life through health professionals working in effective teams. The project is focusing on mental health and development in children and youth, chronic illness in middle age, transition from hospital to community for elders, and health in Aboriginal communities.

interprofessional education knowledge base of best practice effective teams.

children and youth

middle age

elders

Aboriginal communities

education settings

teams

Andre Bilodeau

Laval University

The Patient-Centred Care: Better Training for Better Collaboration

Project develops a collaborative patient-centred practice by establishing, conducting and assessing an integrated interprofessional education program, from University courses up to and including on-the-job skills training.

collaborative patient-centred

integrated interprofessional education

education and practice settings

Margaret Purden

David Fleiszer

McGill University

The McGill Educational Initiative on Interprofessional Collaboration: Partnerships for Patient-Family Centred Practice

Project enhances interprofessional collaborative patient- and family-centred practice by bringing together clinicians, educators, and students from four professional groups in a program delivered in academic and clinical environments.

collaborative patient- and family-centred

education and practice settings

Grant Charles

College of Health Disciplines, UBC

The Interprofessional Network of British Columbia (In-BC)

Project connects health and education partners around BC and networks many projects that provide interprofessional education opportunities for students and practitioners in health care fields in diverse rural and urban clinical settings.

connects health and education partners

networks many projects

rural and urban clinical settings

education settings

Patty Solomon

Council of Ontario Universities

The Institute of Interprofessional Health Sciences Education

Project uses Web- and team-based learning activities to facilitate interprofessional collaboration in educational and practice settings and build a network of expertise to develop knowledge, skills, and attitudes and promote cultural change in health sciences students and clinicians.

interprofessional collaboration

promote cultural change

education and practice settings

Judith McFetridge-Durdle

Dalhousie University

The Seamless Care (Interprofessional Education Project for Innovative Team Based Transition Care)

Project brings together student teams from medicine, nursing, pharmacy, and dentistry and dental hygiene to help patients to develop skills and knowledge necessary to manage their illness and work with their health care team and within the health care system.

teams

help patients to develop skills and knowledge necessary to manage their illness

practice settings

Anne Murray

Cancer Care Nova Scotia

Cultivating Communities of Practice for Collaborative Care

Project cultivates a community of practice of health professionals in Nova Scotia and Prince Edward Island to facilitate the education of community-based practitioners; and to improve collaborative patient centered practice in those who provide care to oncology patients and their families, including health professionals from First Nations Communities.

community of practice

collaborative patient centered

oncology patients

First Nations Communities

education and practice settings

Deborah McLeod

Capital Health District Authority

An Innovative National Distance Education Initiative for Interprofessional Practice in Psychosocial Oncology

Project addresses gaps in formal education in interprofessional psychosocial oncology by a distance course using blended learning strategies for graduate students that will also be adapted and provided as a web-based professional development course for practicing professionals; and establishing a Canadian network of psychosocial oncology educators and researchers committed to enhancing the health of Canadians affected by cancer through collaborative and interprofessional initiatives.

interprofessional psychosocial oncology

collaborative and interprofessional initiatives

education settings

Hassan Soubhi

Robert Thivierge

Université de Montréal

Projet ECIP: Éducation à la Collaboration Interprofessionnelle centrée sur le Patient

Creates model environments for training and practice in collaborative patient-centred care for patients affected by chronic diseases. The main focus is on developing communities of practice with groups of people having common interests in engaging in collaborative learning opportunities for interprofessional practice.

collaborative patient-centred care

chronic diseases

communities of practice

education and practice settings

Susan Baptiste

McMaster University, Faculty of Health Sciences

A Process Oriented Approach to Enhancing Interprofessional Education and Collaborative Relationship Centred Care

Project enhances interprofessional team function and education from pre-licensure curricula to collaborative practice settings by making foundational process-oriented changes including transformation in the organization’s expectations and attitudes, in daily conversations and discourses, and ultimately in personal identity.

promote cultural change

collaborative practice

education and practice settings

teams

Pippa Hall

Dr. Susan Brajtman

Sisters of Charity Organization (SCO) Health Service

Teaching Interprofessional Collaborative Patient-Centred Practice through the Humanities

Project provides health professional learners with planned interactions with an interprofessional team during their clinical rotations. As learners work with a chosen patient and family, they use a framework of the Humanities (human experience, historical perspectives, law and ethics, and professionalism) to reflect on the health care system, the impact of illness on the patient and family through the lens of interprofessional collaborative team practice.

interprofessional collaborative team practice

practice settings

teams

Judy Anderson

University of Manitoba

A University of Manitoba Initiative: Interprofessional Education for Collaborative Patient-Centred Practice

Project establishes interprofessional groups of faculty and students who value, understand, practice and promote collaborative patient-centred practices. The focus is on practice sites in northern and remote communities, particularly those with Inuit and Aboriginal populations as well as under-served populations in Winnipeg.

collaborative patient-centred practices

northern and remote communities

Inuit and Aboriginal populations

practice settings

teams

Keith De’Bell

University of New Brunswick

Interprofessional Education using Simulations of Patient Centred Chronic Disease

Project uses simulated care experiences in chronic disease to develop a model of health care education that will equip students to work in interprofessional, patient-centred teams.

simulated care experiences

chronic disease

interprofessional, patient-centred teams

education settings

teams

Renee Kenny

Centennial College

Interprofessional Disaster/Emergency Action Studies (IDEAS)

Project improves interprofessional team performance in patient-centred practice, and increases the perceived efficiency of health care systems in a disaster/emergency or pandemic situation.

practice settings

patient-centred practice

efficiency of health care systems

teams

Evelyn Vingilis

Cheryl Forchuk

University of Western Ontario

Creating Interprofessional Collaborative Teams for Comprehensive Mental Health Services

Project facilitates interprofessional collaborative mental health care in both education and practice settings, while augmenting the work toward provincial priorities such as mental health care reform, care of the homeless, and development of Local Health Integration Networks.

collaborative

education and practice settings

mental health care

Table 5 – Summary of Evaluation Frameworks

Summarizes the evaluation frameworks used in the 20 projects. Seven of the evaluation frameworks were based on one of Kirkpatrick’s models. Another 7 of the projects proposed a generic evaluation process following a results-based logic model combining input, activity, output, short-term outcomes, and long-term outcomes. Thirteen different models and evaluation processes were identified. The number of projects sharing the same model or reference is identified in parentheses. The models include:

1. Kirkpatrick’s (1998) model (2)

2. Utilization focused evaluation (Patton, 1997) (1)

3. Responsive evaluation (Stake, 2004) (1)

4. Theory-driven evaluation (Donaldson, 2003) (1)

5. Results-based logic models (7)

6. Kirkpatrick’s (1967) model, as modified by Freeth, Hammick, Koppel, Reeves and Barr (2002) (3)

7. Evaluation model consistent with D’Amour and Oandasan (2004) (2)

8. Kirkpatrick’s (1994) model (1)

9. Staged Innovation Design (Wagner, 1984) (1)

10. Stufflebeam’s (1983) CIPP model (1)

11. Solomon et al (2003) (1)

12. Kirkpatrick’s (1969) model (1)

13. Guskey’s (2001) model (1)

Project Organization	Project Title	Evaluation Framework
Calgary Health Region	The Creating an Interprofessional Learning Environment through Communities of Practice: An Alternative to Traditional Preceptorship	The evaluation is built on the approach outlined by Health Canada (2000) and the W.K. Kellogg Foundation (1998). Both approaches focus on a participatory approach. The evaluation framework designed for this project focuses on both processes and outcomes to ensure a comprehensive understanding of the project. Both qualitative and quantitative methods will be used. Outcome evaluation based on Kirkpatrick (1998) model.
University of Toronto	The Structuring Communication Relationship for Interprofessional Teamwork (SCRIPT)	Proposing to design and evaluate an intervention to improve the communication among professions in the delivery of healthcare in General Internal Medicine units. Evaluation framework is very general, and does not specify an evaluation model. It does indicate both formative and evaluation techniques.
Queen’s University