International Classification of Functioning, Disability and Health: Catalyst for interprofessional education and collaborative practice

Abstract

Patient-centred and community-based care is required for promotion of health equity. To enhance patient-centred interprofessional care, the World Health Organization recommends using the framework of the International Classification of Functioning, Disability and Health (ICF). Stellenbosch University’s Interprofessional Education and Collaborative Practice (IPECP) strategy has promoted using ICF since 2010. Undergraduate medical students on rural clinical placements are expected to use ICF in approaching and managing patients. Students’ ability to develop interprofessional care plans using ICF is assessed by a team of preceptors representing various health professions. This study explored the experiences of medical students and their preceptors using ICF in IPECP, and how patients perceived care received. Associative Group Analysis methodology was used to collect data for this study. In total, 68 study participants were enrolled of which 37 were medical students, 16 preceptors and 15 patients. Students found ICF enabled a patient-centred approach and reinforce the importance of context. Patients felt listened to and cared for. Preceptors, obliged to use ICF, came to appreciate the advantages of interprofessional care, promoting mutually beneficial teamwork and job satisfaction. The value of integrating IPECP as an authentic learning experience was demonstrated as was ICF as a catalyst in pushing boundaries for change.

• Associative group analysis (AGA)
• health professions education
• International Classification of Functioning, Disability and Health (ICF)
• interprofessional collaborative practice
• interprofessional education

Acknowledgements

The authors acknowledge Prof. Susan van Schalkwyk, Hoffie Conradie, and De Wet Schutte for their support, as well as the students, preceptors and patients who participated in the study. The authors appreciate the encouragement of the Institute of Medicine’s Global Forum for the Innovation in Health Professions Education and the Functioning and Disability Reference Group of the WHO’s Family of International Classifications Network.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the writing and contents of this article.