The conference was hosted by La Source Institut et Haute Ecole de la Santé, and supported by HES-SO (Haute Ecole Suisse Spécialiseé de la Suisse Occidentale) and GEPI (Groupe Interinstitutionnel d'Education et de Pratique Interprofessionnelles).
More than 100 persons have participated. Interested in participating in the next conference? You can save money by registering early. EIPEN members also have the opportunity to pre-register at very low rate. Queries? Contact the secretariat.
- Early-bird registration before March 20th: 360€ for members and 440€ for non-members.
- Normal registration before May 20th: 459,80€ for members and 544,50€ for non-members.
- Late registration before June 20th: 496,10€ for members and 580,80€ for non-members.
- Last-minute registrations after June 20th: 556,60€ for members and 617,10€ for non-members.
The registration fee includes: access to all conference events, a welcome package, the welcome walking cocktail dinner on the first day, catering and lunches on the second and third day, and evening dinner on a boat trip on the second evening.
The conference started on Wednesday Sep 6th 4pm and closed on Friday Sep 8th at 2pm.
Opening keynote of Prof. Phillip Clark: Why Values and Voices in Interprofessional Collaboration are Important: Understanding How Narratives Can Improve Patient-Centered Teamwork. Phillip G. Clark is Professor and Director of both the Program in Gerontology and the Rhode Island Geriatric Education Center at the University of Rhode Island in the US. He holds a Doctorate in Public Health (Harvard University), and has served as a Visiting Professor at several universities in Canada, Norway, and the UK. His experience includes teaching healthcare teamwork, developing interprofessional health-related research and demonstration projects, and consulting on interprofessional educational development and evaluation in the US, Canada, and Europe. He is co-author of Healthcare Teamwork: Interprofessional Practice and Education (2nd Edition, Praeger, 2016), and his work has been published in many journals. Dr. Clark recently received Rhode Island’s “Making a Difference” Award in recognition of his work in promoting quality care for older adults.
Shannon Loris Golding (Australia): Coordinating an interprofessional student led health service: A juggling act in meeting the learning needs of the university students and the health needs of the local community, Anne-Claude Allin-Pfister & Serge Gallant (Switzerland): Interprofessional Lausanne's model: Why and how?, Tiina Tervaskanto-Mäentausta (Finland): Interprofessional emergency care training in simulation settings,
Emmanuelle Careau (Canada): The Continuum of Interprofessional Collaborative Practice in Health and Social Care: A useful tool to enhance knowledge translation and interprofessional learning, Jerôme van Dongen & Hester Smeets (Netherlands): Development of a customizable programme for improving interprofessional team meetings: An action research approach, Jerôme van Dongen & Albine Moser (Netherlands): "They are talking about me, but not with me": Patient perspective on interprofessional team meetings in primary care, Gurdas Singh (England): How can effective interprofessional teamwork reduce medication errors?, Liliana Staffoni & David Pichonnaz (Switzerland): “Learning from each other”: The transmission of knowledge as a form of high-level collaboration, Heloise F. Agreli (Brazil): Team climate and collaboration: Framework for interprofessional collaboration in primary care, Amélia Didier (Switzerland): Patients' perspective about interprofessional collaboration: Preliminary results, Andre Vyt (Belgium): A typology of interprofessional teamwork in acute geriatric care: A study in 55 units in Belgium, Andre Vyt (Belgium): Self-assessment of the quality of interprofessional team meetings in primary and community health care: Validation of a questionnaire and results of a regional application over two years, Farai Makoni (UK): Health in justice, education and social care, learning from interdisciplinary perspectives: Battling with different parts of the same problem, Monica Bianchi (Italy): Practicing contextual models of interprofessional care: A grounded theory study, Kirsty Hyndes (UK): The use of simulated case studies to facilitate development of teamwork and understanding of multidisciplinary team management, Sarah Berger & Katja Krug (Germany): Facilitating collaborative competence in undergraduate health care students with interprofessional journal clubs, Christopher R. Watts (USA): Factors influencing the sustainability of an interprofessional education program, Flemming Jakobsen (Denmark): The nexus between emotions and clinical learning in an interprofessional setting, Mira Mette & Maud Partecke (Germany): Dealing with professional cultures in the development and implementation of IPE – the German perspective, Anne Mairesse & Joan Campbell (Switzerland): Training students as facilitators of interprofessional education, Anne Mairesse & Nicole Baudat (Switzerland): Training the health care professionals of tomorrow in an interprofessional environment, Laura Chalmers (Scotland): Interprofessional learning using live drama to explore professional values
Workshops and roundtable discussions:
Majda Pahor, Tiina Tervaskanto-Maentausta & Andre Vyt (Finland, Slovenia & Belgium): Consensus building on interprofessional education competences in Europe, Anita Stevens, Albine Moser & Richard Pitt (Netherlands & UK): Facilitating interprofessional learning of students: The role of the teacher, Michiel Schokking & Marjon Breteler (Netherlands): Pole position and beyond: Formula 1 racing and interprofessional education, Corinne Borloz & Andre Vyt (Switzerland & Belgium): Getting out of the comfort zone: beyond the thresholds for effective interprofessional education, Loes van Amsterdam (Netherlands): Development of a National Network for Interprofessional Education and Collaboration, Michael Palapal Sy & Nobuo Ohshima (Japan): Creating a service model of interprofessional collaboration in substance use and addiction settings in the Philippines, Beat Sottas (Switzerland): Getting prepared for interprofessional primary care in Switzerland, Richard Pitt & Liz Anderson (UK): The contribution of theory to the design and delivery of interprofessional education: Findings of a Best Evidence medical education review
Poster presentations and showcases
Laurent Marjollet (Switzerland): Interprofessional training for home nurses: First results, Aline Forestier (Switzerland): Prevention of suicide for young people: An educational challenge to reinforce a citizen and interprofessional security net, Minna Manninen & Petri Roivainen (Finland): Interprofessional team-teaching in prehospital emergency nursing of obstetric and pediatric patients, Valerie Santschi (Switzerland): Interprofessional education in hypertension: Foundation for a team-based care culture in the management of chronic diseases, Nobuo Oshima (Japan): A study on changes in consciousness of regional health care professionals before and after an interprofessional collaboration training, Dominique Truchot-Cardot (Switzerland): I had a dream : Eradicating the malnutrition of hospitalized patients through interprofessional training. Feedback from an interprofessional course of clinical practices in nutrition, Camille Bécherraz & David Pichonnaz (Switzerland): The interactional structure of interprofessional meetings: Processes of information exchange, knowledge sharing and decision-making, Leen Van Landschoot (Belgium): Interdisciplinary care as facilitator for integrated care: An exploratory study among general practitioners, nurses and social workers in 3 community health centers, Andre Vyt (Belgium): Validation and factor analysis of a quickscan based on the Interprofessional Practice and Education Quality Scales (IPEQS) in more than 50 interprofessional teams of geriatric care in hospitals, Anja Kohlhaas (Germany): Serious games in interprofessional education: Evaluation of knowledge transfer in a business management module for undergraduate health care students, Siew Tiang Lau (Singapore): Developing Interprofessional Education in community setting: A Singapore experience, Pierre Bellemare (Switzerland): Using Serious Game as a complement in interprofessional simulation in health bachelor training, Anika Mitzkat & Katja Krug (Germany): Research-based learning in interprofessional setting – challenges and opportunities, Bianka Vandaele & Andre Vyt (Belgium): Let's start with an interprofessional intake: A pilot of holistic diagnosis and follow-up training in a real-life simulation context, Kirsty Hyndes (UK): "Flipping" the simulations in IPE, Soumana Nasser & Anna Farra (Lebanon): Interprofessional education in a teaching hospital setting: Clinical activities, Anna Farra & Soumana Nasser (Lebanon): Interprofessional education for health and social care students in Lebanon: The LAU steps, Hester Smeets & Anita Stevens (Netherlands): An overview of our interprofessional education curriculum for students and lecturers at Zuyd University of Applied Sciences, Jos Verweij (Netherlands): The implementation of interprofessional cooperation in a diversity of healthcare studies: Working together at an interprofessional assignment, Petra Meche (Switzerland): An interprofessional education event: Joining undergraduate health care and medical & pharmacy students.