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WELCOME

Welcome to the Summer Edition of the Health Sciences Huddle! The Huddle is an opportunity to bring our communities of educators, preceptors, students, and our clinical and community sites together to learn about the diversified models of knowledge transfer that is happening across NOSM’s wider campus of Northern Ontario!
 
As the seasons change so do many things in the Health Science and Interprofessional Education Unit at NOSM.  In this issue, we will reflect, celebrate, welcome, and wish fond farewells!
 
Thank you to everyone who has contributed to The Huddle! Your submissions allow for a glimpse into the unique and exciting opportunities taking place in the North. If you have a story that you would like to share about your educational, clinical, or community experience, we want to hear from you!
 
Please forward contributions to cdavismaille@nosm.ca or thehuddle@nosm.ca.
 
Editor
 
Cindy Davis Maille, MCl.Sc., SLP
Clinical Learning Liaison
Northern Ontario School of Medicine

Reflections as I Retire 45 Years Later… Reflections of an Outgoing Director

June, 1971. Finally, I am a physiotherapist and begin my career at the University of Alberta Hospitals in Edmonton where I will live and work for the next 27 years, then in 1998 (to my surprise!) will move to and work in Norfolk, Virginia (5 years), Hartford, Connecticut (2 years – I will work at the Eastern Virginia School of Medicine in Norfolk for all 7 years in the US), and then to Vancouver (7 years). In Vancouver, I will hold several positions – Practice Leader, Physiotherapy for Vancouver General, GF Strong Rehab Centre, and UBC Hospital; Operations Leader for a long term care centre and an assisted living facility; and Practice Consultant for Interprofessional Practice, Education, and Research – the latter two with Providence Health. I will complete everything but the dissertation for a Masters in Theological Studies at U of A (Relational Ethics), a Masters of Leadership (Health) at Royal Roads University (Victoria), and a Doctoral program (University of Hertfordshire, England, 2012) in complexity theory and collaborative practice. In 2012, I will move to Sudbury, and at the end of September 2016, I will retire as Director, Health Sciences and Interprofessional Education at the Northern Ontario School of Medicine.
 
So much has happened in those 45 years – to me, to medicine and health care, to the world.
 
It has been an extraordinary privilege to work with the Health Sciences and Interprofessional Education unit at the NOSM. It is a unique program doing extremely important and innovative work. I am so grateful to leaders who preceded me – in particular Sue Berry – whose vision shaped so much of the work we continue to do today. I am also grateful to our continuing leaders! Recognizing the talent and dedication of our Clinical Learning Liaisons, we have, with Heather Westaway’s leadership, reshaped their role to better align their talents with the priority of developing and supporting our preceptors and engaging with learners and preceptors in their communities. Our interprofessional learning approaches increasingly focus on intentional placement of students from different disciplines in ways that will support clinically-based interprofessional learning and connect with clinical communities to advance collaborative practice in support of our educational mission.
 
This year, we mourn the loss of the academic portion of the Northern Studies Stream – a key component of our ongoing partnership with McMaster University. We will continue to place McMaster students – half the PT class and half the OT class each year will have a least one placement in the North. That won’t change. And we are currently exploring a new partnership with McMaster to focus our work with their learners – at least some cohorts – on advancing Indigenous health competencies. I am so grateful to Chris Winn, Joyce Trysenaar, and so many clinical leaders in Thunder Bay (including NOSM’s Indigenous Affairs Unit) who have supported the NSS academic program and made it a wonderful experience for the learners.
 
With Lee Rysdale’s leadership, we have developed three Northern competency tools – Francophone Health, Indigenous Health, and Telepractice. With Erica Snippe-Jurraako’s leadership, we have developed unique ways of establishing and supporting role-emerging student placements. Justine Bertrand and Gayle Adams-Carpino developed an outstanding Interprofessional Learning Resource Guide that is receiving international attention. Chris Winn, Brock and others published their study demonstrating the benefit of the NSS program to Northern recruitment then the day after it was published, was featured in a presentation in Portugal that our Dean attended!
 
Jackie Hummelbrunner and Cindy Davis-Maille have done leading work in telepractice that has caught the attention of OTN as a best practice. Amy Forget has already demonstrated the effectiveness of our new staffing model by connecting learners and working with them when she visited one of communities for another purpose and added an IPL activity to her schedule. John Shea has led the development of the Physician Assistant program and managed an enormous transition in that program over the last two years with skill and good grace.  And Leslie Green – our newest recruit has capably managed innovative placements on Manitoulin Island that are now leading IP practice!
 
Denise Raftis – together with her team – have develop a dietetic internship program like no other in Canada! The Dietitians of Canada accreditation team could not find enough or sufficient superlatives to properly recognize the extraordinary leadership and exceptional quality of the program. As the first program to be accredited under the new standards, I suspect we may not be very popular among programs whose accreditation is coming – the bar was set pretty high!
 
We have had a full turnover of our Administrative Assistant staff – we said goodbye to Teena McLaren and Bev Voss (thank you so much – we thought we were not going to survive your loss, but of course, it turns out you left us in very good shape, and….) welcome to Sarah Grabau and Meggan Welch – wow – you have really stepped into your new roles quickly and with great skill – thank you!
 
Mostly I think, I stayed out of the way, so these leaders could shine – and shine you all have! I became more deeply involved in school-wide activities and through that, I think was influential in reminding NOSM that HS/IPE exists and is a force to be reckoned with! It was also my privilege to have a Fellowship with the AMS Phoenix organization which promotes compassionate, person-centred care. I am grateful to Dr. David Marsh for supporting that journey – it has been another way for me to bring awareness of NOSM and in particular the HS/IPE unit beyond Northern Ontario. Heather and I worked together on the NICHE conference and breathed some life into it – it is still kind of shaky, but the idea and ideal of NICHE remain strong and compelling.
 
As many of you will know, Heather Westaway is now the Manager for Faculty Affairs and Continuing Education and Professional Development at NOSM. John Shea has stepped in as Interim Manager. The Clinical Placement Unit – consisting of Housing and Electives – now reports to me, and will report to my successor. There will be further organizational changes that are not yet known. So, lots of changes! Despite and also because of these changes, I am incredibly optimistic about the future of our unit. I believe we are poised to have more influence in whole-school approaches to clinical education than we have ever been. I will watch with great interest to see how all this develops!
 
The last word is for our preceptors. To all of you, my thanks and deep gratitude. When I was a practicing clinician, I know that I was always at my best when I had a student. I love a story that Dr. Strasser tells. It is the story of a physician who often had NOSM medical students with him. One day, he saw a patient on his own. The patient asked, “Where is your medical student?” The physician replied he didn’t have one right now and when the patient seemed very disappointed, he inquired why it mattered so much. The patient replied “Because, you are a much better doctor when you have a student.”
 
It’s true – I hope you find that. That’s the quid pro quo of taking students – we become better versions of ourselves! I am so grateful that you, the members of our disciplines who choose to practice in the North and develop the amazing skills that you do because of that, also pass that knowledge along to and inspire students to take up our challenge – there is no greater reward for anyone – preceptor, student – now professional – and of course the health team and the patients they serve. Thank you, thank you, thank you. I will keep my faculty appointment and will likely be doing some work occasionally… I’ll be watching!
 
Please everyone – keep doing what you are doing – keep shaping and reshaping – work with the new leaders in ways that inspire them to be their best selves and you to be yours!
 
It’s been a great ride. And now…to the lake…below is a picture of my new “hydrobike” – I intend to do a lot of riding on the lake! Very stable, lots of fun, good exercise…I will soon look just like the girl in this photo – OK, maybe not…


 
Submitted by:
Marion Briggs, BScPT, MA, DMan
Director, Health Sciences and Interprofessional Education
AMS Phoenix Fellow
Northern Ontario School of Medicine

Meet John Shea, the Interim Manager of Health Sciences and Interprofessional Education

I would like to provide a brief introduce of myself in my new role as the Interim Manager of Health Sciences and Interprofessional Education at the end of May. This role, working in a multi-faceted and fast paced environment, oversees the clinical educational components of several professional programs: Occupational Therapy, Physiotherapy, Speech Language Pathology, and Interprofessional Education here at the Northern Ontario School of Medicine in Thunder Bay. I have been faculty and involved with NOSM Health Sciences since April 2010 as part of the Physician Assistant (PA) Program as the PA Clinical Coordinator for the Consortium of PA Education with the University of Toronto BScPA.
 
I graduated from the Canadian Forces Medical Services School in Borden, Ontario in the Physician Assistant program in 1991. I have served as a PA and in management roles in a number of locations including submarines, isolated posts, and overseas. I was a PA educator at Canadian Forces Medical Services School from 2001 – 2006, a Clinic PA and administrator from 2006 – 2008, returning to PA education at the Canadian Forces Medical Services School in Borden Ontario 2008.
 
My involvement in various initiatives includes: the PA representative for the Canadian Association of Physician Assistants as a committee member of the Ontario Ministry of Health and Long Term Care Physician Assistant Implantation Steering Committee from 2006 – 2011 as well as a member of the Education subcommittee from 2006 – 2009.
 
Presently, I am NOSM’s Physician Assistant Clinical Course Director and a facilitator for ePBL sessions.
 
Submitted by:
John Shea, MPAS, CCPA
(Interim) Manager, Health Sciences and Interprofessional Education
PA Clinical Course Director, BScPA Program, Consortium of PA Education

After 25 Years, The Academic Unit of the Northern Studies Stream Closes

For 25 years, PT and OT students from McMaster have come to Thunder Bay to complete an academic unit and before or after that to complete a clinical placement somewhere in the North. The program has contributed to the recruitment and retention of rehabilitation professionals in the North (particularly in the Northwest), it has been highly valued by learners as well as those who have been involved in classroom or clinical teaching, and it has meaningfully exposed over 600 learners to the health and practice realities of the North. There has been a very significant focus throughout on helping learners to appreciate Indigenous Health and to develop a life changing sensitivity to the issues that Indigenous people in Canada face.

The difficult decision to close the academic unit was not made lightly by our McMaster colleagues and they mourn this change with us. Yet, 25 years is a good run and we should all be very proud of this significant accomplishment. Few inter-institutional partnerships last for 25 years and fewer still come to the end of an era still passionate, still committed, still concerned with keeping alive the value and sensibilities of the early visionaries who made the program happen in the first place. Very few indeed seek to define a new partnership.

In fact, the visionary work will continue – the partnership will continue. Students will still have clinical placements in the North and we will seek ways to offer the “Northern” experiences to all McMaster students – not just the “chosen” 12 + 12! We will look for ways to enhance the existing emphasis on Northern and Indigenous Health in clinical placements and to increase interprofessional learning opportunities through connecting teams of learners intentionally placed in the same region. These discussions are in a very preliminary phase at the moment and will continue over the next year as we re-imagine a Northern Studies Stream of a different type.

I would like to acknowledge and thank Sue Berry and Patty Solomon for their early and continuing leadership of this extraordinary initiative. There have many academic faculty, tutors and facilitators over the years – and to all of them I extend my deep thanks.

Perhaps as a relative newcomer to the North, I will be forgiven for saving the last thanks for Joyce Trysenaar and Christopher Winn, whose dedication to the North, the program, the learners, and to scholarly inquiry has been nothing short of amazing. We are so grateful and blessed to have worked with you – to have witnessed and benefitted from your critical thinking skills, your imaginations, and your good humor. Joyce is firm in her retirement, but Chris, it is our hope that you will remain a part of “us” (NOSM) and hopefully of “us” (NOSM and McMaster together) as whatever is to come next is conceived and finally arrives.
 
Submitted by:
Marion Briggs, BScPT, MA, DMan
Director, Health Sciences and Interprofessional Education
AMS Phoenix Fellow
Northern Ontario School of Medicine
 

Celebrating NOSM’s Health Sciences Preceptors

A Preceptor Recognition Dinner was held on April 7, 2016 at the Valhalla Inn in Thunder Bay preceding NOSM’s Northern Constellations faculty development conference.
The purpose of the Preceptor Recognition Awards is to promote community engagement, consistent and timely preceptor recognition and to strengthen appreciation for contributions directly related to program mandates and values (ie. recruitment, retention, innovation, research, collaboration, dedication to excellence). Nominations will be invited every second year from northern preceptors, learners, and our University partners (ACCEs, DCEs) as well as NOSM coordinators, tutors and related faculty (NSS Faculty, IP Champions).
The six Recognition Categories are:

  • Innovative Preceptor Award: A preceptor who embraces innovation in providing clinical learning experiences.  This award will recognize an educator/therapist who is prepared to do things differently, ”innovatively,” in order to meet the learning needs of the learner.
    2016 Recipients: Susan Coulter, Justine Jecker, John Wright, and Pearl Giuliano
  • Interprofessional Collaborator: An individual who is recognized by their peers and learners for being a good collaborator or leader of Interprofessional Learning.
    2016 Recipients: Stephanie Dziengo, Lindsay Johnson, Susan Pienig
  • Commitment to Clinical Teaching: A preceptor who demonstrates commitment towards the clinical education of health science professional learners in the North as evidenced by being a frequent and willing participant, supporter and champion of clinical education.
    2016 Recipients: Bill Campbell, Mike Ivany, Julie Stachiw, Susanna Puiras, and Zoe Higgins
  • Northern Ambassador: A preceptor who learners/colleagues recognize for being a strong ambassador for their learners; making efforts to connect them to the community, and create a welcoming environment for learners.
    2016 Recipients: Lori Ivey, Kylie Knudson, Laurie Macdonald, Tanya Laewetz
  • Academic Excellence: An individual who consistently participates in or contributes to scholarly activities, including research, mentorship, academic instruction or other related works.
    2016 Recipient: Scott McBean
  • Rookie of the Year: A first time preceptor who is recognized for providing one or more outstanding clinical placements in their first year teaching.
    2016 Recipients: All first time preceptors were recognized this year!A Preceptor Recognition Dinner was held on April 7, 2016 at the Valhalla Inn in Thunder Bay preceding NOSM’s Northern Constellations faculty development conference.

Staff Update

Please note we have some exciting staffing changes occurring in the Rehabilitation Studies Stream and Northern Studies Stream at NOSM (again).
 
Lesley Green, Brock Chisholm, Jackie Hummelbrunner, Amy Forget, and Cindy Davis-Maille formally known as Clinical Education Coordinators have a new title—Clinical Learning Liaisons. This title better reflects the scope of their role, supporting clinical placement development, clinical sites, preceptors and learners, and aligns well with other similar roles in the school.
 
Erica Snippe-Juurakko has taken a new role within the HS and IPE Unit as Clinical Education Lead and is supporting some exciting upcoming clinical education initiatives. Stay tuned for more information. 
 
I would like to take this opportunity to welcome Hailey Masiero our new Clinical Placement Coordinator. Hailey is responsible for the scheduling and coordination of clinical placements from a logistical stand-point and is collaborating with the Clinical Learning Liaisons to ensure that the discipline-specific learning requirements of each learner is met.
 
Finally, John Shea has stepped into the role of Interim Manager, Health Sciences and Interprofessional Education. He brings a wealth of knowledge and experience in our Unit and will ensure these transitions are smooth.
 
Please feel free to contact any member of the team with questions or for more information.

Meet Hailey Masiero

Hello! My name is Hailey Masiero and I have taken on the role of Clinical Placement Coordinator. I am responsible for the scheduling and coordination of clinical placements from a logistical stand-point in collaboration with the Clinical Learning Liaisons to ensure that discipline specific learning requirements are met. I have been with NOSM for about two years and have held different roles across multiple portfolios within the School. In my spare time I enjoy running, baking, and traveling. Thank you to everyone for the warm welcome and I look forward to working with you.

From Toronto to Pikangikum... A NOSM Student’s Reflection

My experience in Pikangikum was one I will never forget. It was the third day of my very first placement and we flew an hour and a half to the small town from Kenora. It was a day full of firsts for me. It was my first time flying in a six-seater plane; my first time being at a reserve; and my first time working with the Indigenous population. I was there to observe Zoe Higgins (SLP) and Amanda Deslaurier (OT) assess a client inside one of the rooms of a rundown hotel – it had broken windows and dirty hallways. Despite the challenge of having to fly there and the limited facility, it was remarkable to see how these professionals provided needed services to the people of this remote small town.
           
I am an immigrant from a developing country and when people talked about Canada, I never imagined a town like Pikangikum. I have always imagined Canada, as a whole, a country with one of the best infrastructure, the latest technology and one of the best health care services in the world. Pikangikum was an exception and my experience there was definitely an eye-opener. There is a need for services, but unfortunately not enough professionals to provide these services especially on a regular basis. It was sad to see that side of Canada, but it is the reality. It was a bittersweet experience that I believe every student in the health-care field should take part in at least once.
 
Submitted by:
Gerard Jay B West
University of Toronto, Class of 2017
MHSc Speech Language Pathology

Reflections on Engaging in an Indigenous-Focused Clinical Placement on Manitoulin Island

I've been credited – somewhat generously, I think – for having spearheaded a collaboration between the University of Ottawa and the Northern Ontario School of Medicine, introducing a student physiotherapist to the Indigenous-focused clinical placement stream. The plainer truth of the matter is that I lucked into it.
 
I had always intended to do one of my six clinical placements outside of the Ottawa U catchment area, in an effort to broaden my understanding of physiotherapy in different milieu, geographic as well as practice-based. As I tossed around ideas with my clinical site coordinator, I was quickly drawn to the idea of doing a rural placement in Northern Ontario. Having grown up in Toronto and studied in Ottawa, I'm quite familiar with the delivery of health care in urban settings, and was curious about the unique challenges which arise in the North, where access to care is more limited, and providers much farther-flung.
 
NOSM was immediately on board, and extended the invitation for me to be their physiotherapy "guinea pig" in a unique project which saw students from a variety of health-care disciplines— medicine, nursing, pharmacy, occupational therapy, and speech pathology—placed in the context of delivery of health care in areas where a large percentage of the population is of Indigenous origin. In addition to the daily clinical practice related to our respective disciplines, we were also presented with multiple and varied opportunities to participate in interdisciplinary collaboration in the delivery of services, as well as culturally educational experiences designed to help us gain a deeper understanding of the culture, language, and history of our Indigenous clients. Throughout our placements, we were encouraged to follow a self-study module created by NOSM which gave us a historical overview of Indigenous Peoples in Canada, as well as some insight into the complex evolution of the laws, treaties, and initiatives which have influenced delivery of and access to health-care services for First Nations.
 
My placement was at Manitoulin Physiotherapy Centre, a busy, dynamic and varied private practice clinic located in M'Chigeeng First Nation on Manitoulin Island. The clinic challenged my skill set as a budding physiotherapist, as I saw a multitude of different musculoskeletal, vestibular, and neurological conditions. As an adjunct to delivery of physiotherapy services in the private clinic setting, I also assisted with several days of homecare in Wikwemikong, Manitoulin's largest reserve. Additionally, I was able to shadow an occupational therapist who provided both homecare services as well as pediatric consultation through the reserve schools.
 
Throughout the five weeks of placement, my preceptor facilitated my exposure to such varied cultural experiences as shadowing a treatment session with a traditional healer, participating in a children's drumming circle, touring a local school and learning about their language revival program, making handcrafts at the Ojibwa Cultural Foundation, and sweating it out - metaphorically and literally! - in a traditional sweat lodge. For my final day of placement, I was invited to NOSM in Sudbury for a day of interdisciplinary discussion panels and culturally relevant teachings. It was exciting to meet the other students and hear about their experiences as well!
 
Having come to the North with little more than rudimentary knowledge about either Indigenous culture or the challenges of health-care access, this placement was an eye-opener for me. I was touched by the openness with which people shared some of their cultural traditions, as well as their personal stories - in fact, at times I was outright surprised at how candidly people would speak to me about barriers, loss, and personal tragedy. Storytelling appears to be alive and well—and an important component of healing from a difficult past.
 
One of the more preeminent symbols I learned about—incidentally, one that figures in the logo of Manitoulin Physio Centre—is the Medicine Wheel. This simple circle, with its four colours and four directions, represents the balance of many elements in First Nations culture, but most salient to me as a future health-care practitioner, was the representation of the equilibrium between four complementary domains of health: physical, emotional, mental, and spiritual. Just as we learn in school, using the International Classification of Function and the bio-psycho-social model of health care, the Medicine Wheel reinforces the simple truth that we cannot address only one aspect of health in a vacuum. As students, our training funnels us into various specialities; it is important to remember that whatever our particular role, be it physiotherapy or any other, we must treat people within the holistic framework of their personal, cultural, and societal identities. Of everything I learned during this placement—and I learned in spades—this is the lesson that stood out for me among the rest, and will be a key element of my future clinical practice.
 
I'd like to thank NOSM for facilitating this opportunity for me. I hope it continues to flourish and that future students will enjoy it as much as I have!
 
Submitted by:
Olivia Garay, MSc(PT) candidate
University of Ottawa

Non-Indigenous Practitioners Share Learnings from Working with Indigenous Communities

An Indigenous cultural event was held on March 24 in Sudbury for nine learners from a variety of affiliated universities and programs including the following disciplines: occupational therapy, physiotheraphy, speech-language pathology, pharmacy, and dietetics. In the morning, the learners attended an interprofessional panel with N’Mninoeyaa Aboriginal Health Access Centre staff at the Shawenekezhik Health Centre at Atikameksheng Anishinawbek, just west of Sudbury. Our panel consisted of a physiotherapist, occupational therapist, nurse practitioner and registered dietitian. These non-indigenous practitioners shared their roles and what they have learned working with the Indigenous community. They also discussed what they needed to know to working with this population and how they demonstrate a commitment to Indigenous health through their work.
 
In the afternoon, Ghislaine Goudreau, Health Promoter with the Sudbury & District Health Unit facilitated a hand drumming session, discussed the role of history and health promotion in Indigenous culture and shared her Masters thesis work. Will Morin from Laurentian University closed the afternoon with a very meaningful group dream catcher activity on many different Indigenous teachings and symbols. For more information, see artofwillpower.ca.

The event was well received by the learners who completed both a pre- and post-event survey on the overall event as well as their perceived changes in awareness, knowledge, and skills related to Indigenous culture and health, their communication skills with Indigenous patients/clients, and interprofessional practice and collaboration. There was interest in future events as well as opportunities to participate in Indigenous focused placements/experiences in settings such as Indigenous Health Access Centres.
 
Submitted by:
Lee Rysdale, MEd, RD
Practice Education Research and Evaluation Lead,
Health Sciences and IPE Unit, NOSM

NOSM Health Science Learners Engage in Intentional Interprofessional Learning

All health professionals are now expected to demonstrate competence in interprofessional collaboration. Academic institutions as well as regulatory bodies, have made this mandatory. Students are graded on these skills on mid-term and final placement evaluations, and again for certification to practice.  NOSM has recognized that we continue to struggle to know what these skills look like in practice and therefore how to deepen our skills and knowledge in this area, especially as students. 

In January 2016, NOSM staff began to look at strategies to enhance Interprofessional Learning (IPL) while on clinical placement. Our solution? Resources and support to self-assess collaborative competence and develop a minimum of one learning goal to build collaborative skills and knowledge. 
With permission from the authors, the Interprofessional Learning team updated the Interprofessional Collaboration Assessment Rubric (ICAR) to an online self-assessment tool. We even tested it on our smart phones!  We have been educating Learners and Preceptors regarding the ICAR and the direction it can provide while on clinical placement since mid February. NOSM’s Interprofessional Learning Guide has also been a great support to this process.

We are currently in process of piloting the ICAR process (March – Sept, 2016). We look forward to any feedback or comments you have as we continue to strive for excellence in clinical teaching in Northern Ontario!

Submitted by:
Jackie Hummelbrunner, Kirsten Pavelich, and Erica Snippe-Juurrakko

SIM Lab Highlights the Importance of Teamwork and Effective Communication

On May 17 – 18 2016, Laurentian University’s Faculty of Health and Health Sciences North’s Simulation Lab held its first IPE Sim Days. Fifty-seven learners and 13 faculty members in Nursing, Social Work and Speech Language Pathology participated in a variety of activities aimed at developing clinical skills and interprofessionalism.

During the simulation, nursing students participated in the delivery of a baby born with a cleft lip and palate, while social work students completed an initial assessment and provided counseling to the baby’s mother. Finally, speech language pathology students provided training to the mother in feeding the new baby with a Haberman feeder. All simulations were recorded and debriefing occurred immediately after the simulation. Students were given the opportunity to review their performance on camera and reflect on their performance.
During interprofessional activities, students from all programs came together to learn about the importance of teamwork and effective communication.

Feedback was overwhelmingly positive: 91% of participants strongly agreed that the event met their learning needs regarding IPE and 88% of participants agreed that the IPE event had influenced their future practice. All faculty members felt that the event was a useful educational experience for the learners and would participate again.

Feedback from one student sums up the day: “I enjoyed practicing my skills in a real-life situation, hearing first-hand how the patient felt regarding the care received, and learning more about each discipline’s roles in health care.”

Laurentian University would like to thank faculty and students for volunteering their time and participating in this event, making it a huge success. A special thank you to Nicole Lafreniere for her role in organizing the IPE Sim Days.
 
Submitted by:
Roxanne Bélanger, Assistant Professor
Laurentian University
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