A conceptual model for interprofessional education: The international classification of functioning, disability and health (ICF)

Abstract

A shared language and conceptual framework is essential to successful interprofessional collaboration. The World Health Organization's International Classification of Functioning, Disability and Health (ICF) provides a shared language and conceptual framework that transcends traditional disciplinary boundaries. This paper will familiarize readers with the ICF and describe the biopsychosocial perspective that is adopted in its conceptual framework and language. The presentation of a case study will illustrate how the ICF can enhance interprofessional learning by promoting a multidimensional perspective of an individual's health concerns. The case study will also highlight the value of the shared language and conceptual framework of the ICF for interprofessional collaboration. It is argued that a strong foundation in the principles exemplified by the ICF may serve to enhance interprofessional communication, and in so doing, encourage involvement in interprofessional collaboration and healthcare.

Keywords:

• ICF
• conceptual framework
• language
• biopsychosocial
• interprofessional
• education

Notes

1. A health professional is defined broadly and inclusively as “any person who has completed a course of study in a field of health, such as a registered nurse, physical therapist, or physician. The person is usually licensed by a government agency or certified by a professional organization” (Mosby's Medical, Nursing, & Allied Health Dictionary: Anderson et al., [1994], p. 712).

2. The team included professionals from medicine, neuropsychology, nursing, physiotherapy, occupational therapy, speech-language pathology, and social work.