Canadian Interprofessional Health Collaborative (CIHC) framework

Canadian Interprofessional Health Collaborative (CIHC) framework

Educators in the professional programs within the Faculty of Medicine, McGill University have been working together over the past 10 years  to optimize the training and preparation of students for interprofessional and collaborative patient-centered care and practice. This working group was formalized as the Joint Curriculum Committee on Interprofessional Education (JCC). In 2016, the committee became the Office of Interprofessional Education (OIPE). The OIPE includes representatives from each of the following schools in the Faculty of Medicine(FoM):Communication Sciences & Disorders, Medicine, Nursing, Physical & Occupational Therapy, and the Director of Faculty Development for Interprofessional Education.  

The McGill IPE curriculum is based on the CIHC National Interprofessional Competency Framework established in 2010 by the Accreditation of Interprofessional Health Education initiative (AIPHE). The CIHC National Interprofessional Competency Framework comprises a set of competencies that require the development and integration of attitudes, behaviors, values, and judgments necessary for collaborative practice (CIHC, 2010). The six CIHC competency domains are:

  • Role clarification
  • Team functioning
  • Interprofessional communication
  • Patient/client/family/community-centered care
  • Interprofessional conflict resolution
  • Collaborative leadership

Collaboration is a developmental process and therefore, interprofessional learning is cumulative over one’s professional practice, reflecting a continuum of learning (CIHC, 2010).  With regards to curriculum design, the Framework has clear definitions of  the components of interprofessional practice and their interrelationships (see Figure x Framework) to inform educators of the relevant principles and content that should be included in an IPE program. The CIHC Framework can also be applied to research, social policy, and clinical practice.

The competency domains of the CIHC framework have been integrated into the McGill curriculum through a series of three required courses: IPEA 500, IPEA 501, IPEA 502 observing the following principles:

  • IPE curriculum addresses the competency framework  established by the Canadian Interprofessional  Health  Collborative (CIHC) and accrediting  bodies of the health professions (AIPHE)
  • The learning activities are introduced at the formative stages across the curriculum
  • The focus of the curriculum and instructional activities is on interaction and teamwork processes and includes all students within the FoM
  • IPE educators from the different health professions within McGill Faculty (FoM) and the clinical community are provided with formal workshops and materials to advance their knowledge and pedagogical skills in IPE.

 

                                   Canadian Interprofessional Health Collaborative Framework

 

 

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