They hope that this will come to pass, in time, but feel this is not what is happen- ing at the moment, for chiropractic and other health-care students alike. “Educational training in the respective SubScribe TODAY ! 8 Issues only $2400 (GST $25.20; QST/HST $27.12) • US $35.00 (USD) • Foreign $50.00 (USD) Name: ___________________________ Clinic Name: ______________________ Address: _________________________ City: ____________________________ Prov: ____________________________ P.Code: ___________________________ Tel: _____________________________ Fax: _____________________________ e-mail: ___________________________ PLeASe cHecK ONe: Doctor of chiropractic Other Practitioner Graduate Student chiropractic Assistants Other ______________________ Please Specify TYPe OF PrAcTice Solo Group chiropractic integrated Disciplines Other ______________________ Please Specify Not in Practice - Student Are YOu? 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P.O. box 530 Simcoe, Ontario N3Y 4N5 e-mail: [email protected] www.canadianchiropractor.ca GST#867172652RT0001 42 • CANADIAN CHIROPRACTOR | MAY 2010 0510CC ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ fields is still a relatively silo-oriented pro- cess, and the issue of feasibility is often a barrier to incorporating more interdis- ciplinary collaborative training into the programs,” Wong says. “Among other things, this makes it more difficult for other health-care students to learn about chiropractic and understand how chiro- practors can play an important role in the health-care team.” Di Loreto adds, “In my opinion, inter- disciplinary education and collaboration curricula should be incorporated in all health and service programs. For this to occur, stakeholders must decide on a com- mon vision for interdisciplinary education.” Wong feels that the profession, and especially its students, should be lead- ers in proactively seeking opportunities for dialogue as this will do two things: it will ensure that health-care professionals will be well aware of what chiropractic is and the benefits it offers to patients prior to entering practice and, in turn, this will facilitate a more seamless refer- ral network and/or more patient-centred collaboration in health-care. Furthermore, Wong feels that in or- der for a DC to successfully participate in any interdisciplinary collaborative ef- fort, confidence in one’s role within that process, as a practitioner of a distinct specialty that is an integral part of the health-care system, is key. “Chiropractors should feel comfort- able learning about the different health- care professions – also, they should not take a defensive approach when in a collaborative situation, but should in- stead proactively assume the role of an educator when speaking to other health- care professionals, helping them to gain knowledge of what chiropractors do.” Di Loreto adds to these insights: “When you dialogue with various health professionals you gain knowledge about their profession. This enables you to make appropriate decisions as to when and how health-care providers may be incorporated as a part of the plan of management.” “Interdisciplinary dialogue, and the many extracurricular interdisciplinary educational sessions that I have partici- pated in at the student level, have pro- vided me with knowledge, tools, and resources necessary to collaborate and communicate with other health profes- sionals,” concludes Di Loreto, “I have come to the realization that interdisci- plinary care is inescapable. Patients uti- lize care from various health providers and will continue to do so.” CLOSING THOUGHTS It is clear that the time has come for health- care specialties to foster an environment of communication – amongst one another and with patients – and respectful collabo- ration that addresses each patient’s needs and our society’s wellness in general. But just because it’s clear, does not mean it’s easy. Let’s face it – older paradigms can stand in everyone’s way, fracturing the “roundtable” into a group of soap boxes that all face away from one another. Often, the root of the problem is lack of commu- nication and knowledge amongst the prac- titioners in each field, with respect to the scope and potential of each other’s disci- plines, but also lacking, the author specu- lates, is direction regarding how to proceed with effective dialogue and collaboration. Both of these problems can be solved with education and/or community initiatives amongst chiropractors and other practitio- ners but the first dot in the learning curve must be drawn as early as possible. The understanding that is necessary amongst members of an interdisciplinary collabora- tive relationship, in order for it to be effec- tive, sustainable and patient-centred, takes time and learning to achieve, as does a knowledge base of the required dynamics for this sort of team initiative. However, collaboration also requires that each member must have confidence in his/her own distinct approach in or- der for the group to fully learn about its potential, and for patients to benefit from its proper inclusion into their treat- ment plans. Each time a DC enters into a patient-care effort with a practitioner of another discipline, two things are un- questionably at stake: first, and foremost, the patient’s well-being; and next, but still very important, the profession’s role, as a distinct specialization requiring specific training, in patient care. If a DC is not trained and prepared to take on collab- orative work effectively, both of these ele- ments could be irretrievably sacrificed.• For the article with references, visit www.canadianchiropractor.ca. www.canadianchiropractor.ca
Chiropractic + Naturopathic Doctor May 2010: Page 42
