inter-professional learning for non-clinical health science students ipl symposium 31 st oct 2014...
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Inter-Professional Learning forNon-Clinical Health Science
Students
IPL Symposium
31st Oct 2014
Indu Singh
Griffith Health Group Vision
Griffith Health will, through leadership and innovation in teaching, research and
community engagement, create sustained improvements in all aspects of health and
health care for the local, national and international communities
Inter-professional Collaboration
Health Group recognises for the vision to be achieved and for human health to continue to
improve in the 21st Century, it will be essential for health care workers to develop and utilize high
level competencies in inter-professional collaboration
Both the Griffith Health Strategic and Operational plans emphasize the Group's commitment to this area through identifying it as one of the priority
programs areas within Health IDEAS
What Could We Do To Include Generic Health Program Students?
Griffith Health schools needed to review curricula to incorporate and/or build upon existing IPL activities
For the programs that do not lead directly to qualification as a clinical health professional, a modified range of inter-professional learning
activities had to be investigated
Role of IPL in Non-Clinical Health Professional training
Increased access to health care Improved outcomes for people with chronic
diseases Less tension and conflict among caregivers Better use of clinical resources Easier recruitment of caregivers Lower rates of staff turnover
Lemieux-Charles L, et al. What do we know about health care team effectiveness? Med Care Res Rev 2006;63(3):263–300
Why MSC generic health programs require IPL?
IPP is defined as, “participation of all members of the team involved in direct and indirect health service delivery to accomplish common goals of improving health care”
Graduates of generic and allied health science programs tend to administer and manage projects in health care industry and research
Prevention and management of chronic disease in individuals has become health care priority
Clinical service professional students experience with a real life, work integrated, learning experience of
practice in an inter-professional team, under supervision
This is an issue for generic degrees, Med Lab Science students will meet this requirement while on clinical placement, but what can we do with
Health Science and Biomed Science???
IPL – Phase 1 Foundation Year
Course: Health Challenges in 21st Century
A core course for the first year students from all MSC programs
IPL – Phase 11
Courses: Molecular Medicine & Haematology II
Core courses for all 3rd and 4th year Biomedical Science and Medical Laboratory Science
students and elective for many other programs across the school
IPL ActivitiesCommunication skills & Workshops
Communications Lecture
» Delivered by Linda Humphries
Communications Work Shops
» Coordinated by Pit Chan, Heather de Watteville-Doe, Linda Humphries and Simulated Persons/Patients
IPL Workshops
» Designed and coordinated by academics of MSC and Pit Chan under guidance of Gary Rogers
Learning Outcomes: IPL Exercises Work effectively in a team, both as team member & leader
Describe the potential barriers to effective teamwork & strategies through which they may be overcome
Express professional opinions competently, confidently & respectfully to colleagues in any health related profession
Listen to the opinions of other health professionals (directly or indirectly involved in patient care) effectively & respectfully, valuing each contribution in relation to its usefulness for the patient, client or community concerned rather than on the basis of the professional background of its contributorAdapted from The Framework for Interprofessional Learning at Griffith Health 2011-2014
IPL – Students and facilitators Teams
» 109 students divided into about 18 teams of 6 students each
Student cohorts» Biomedical Science 3rd year, Med Lab Sc 3rd & 4th year,
Nursing PG & Med Sc
Facilitators» Health IDEAS staff involved in IPL» Simulated patients » MSC academics » Demonstrators and other volunteers
Communication Lecture & Workshop
Students spent 20 minutes to discuss material presented at the communication skills lecture before the start of the first simulation
Each student worked for about 10 minutes with a SP who enacted a case scenario created to try communication skills provided in the lecture
» Rest of the students from the group observed the interaction through a one way glass window.
Following the simulation, the student who was in the simulation received feedback from all the observers and SP
IPL – Scenarios for workshop4 scenarios discussed and presented by 4 groups each of 6
students formed from different disciplines and programsStudent groups did not change between communication and IPL
workshops
Group A – Leadership, Teamwork, Efficiency and CommunicationGroup B – Serious Hazard of Transfusion (SHOT) and Transfusion PolicyGroup C – Ethics, Teamwork, Communication and Working with communityGroup D – Case management of chronic disease
IPL – Scenarios for workshop Group A – Leadership, Teamwork, Efficiency and
Communication» Due to the global financial downturn, each department of a major
biomedical corporation must increase efficiency by 5%» The departments in the organisation include laboratory testing,
research unit, drug development, quality improvement & assurance, occupational health and safety, biotechnology (engineering), IT, administration, management, finance, and marketing.
Team Challenge:» Role play as each department manager» Device a strategy to meet the above scenario» What sort of things can they do as individual department to improve
efficiency or increase sales? » Should they try to understand the needs and different users point of
view with patient care as primary focus before making any cuts?
IPL – Scenarios for workshop Group B – Serious Hazard of Transfusion (SHOT) and
Transfusion Policy» Emergency blood transfusion required for an elderly patient, with
multiple lapses in judgement from ordering of blood, collection and transport of sample, testing and administration of blood
» Due to time constraint certain guidelines were also overlooked, as a result the patient had a transfusion reaction
Team Challenge: » Knowing that 50% of transfusion reaction events are attributed to
multiple errors, students to discuss all possible sources of errors in the above scenario
» What sort of things can they do as a Blood Transfusion Committee to improve safety for the patients and reduce the inefficient use of blood products donated by public?
IPL – Scenarios for workshop Group C – Ethics, Teamwork, Communication and Working
with community» A group of junior scientists assigned to the team involved in the
recruitment of participants after obtaining Human Research Ethics Committee’s (HREC) approval
» The research proposes to explore the relationship between health professionals and people with mental health issues in a small, socially closed rural community with a lot of social problems. A “dual relationship” exists in this community because patients are likely to know their health professionals both socially and professionally
Team Challenge: » Are the team leaders concerned these dual relationships may
cause a conflict of interest, or affect the treatment of the participants they are trying to recruit? How will they proceed?
IPL – Scenarios for workshop Group D – Case management of chronic disease
» An elderly lady with NIDDM prescribed medication and asked to change her life style and see the diabetes care plan professionals without lot of guidelines or support
» She made appointments with a dietician, exercise physiologist , podiatrist and ophthalmologist
» She went to pharmacy and was asked about her condition, other medications, treatment plan.
» She felt conflicting suggestions were made by pharmacist who did not have any information from her GP
Teams challenge: » How to support the patient and deal with the lack of communication
between care providers?
Facilitators Checklist & Debriefing Group GroupTeam workCollaborationDivision of tasks
Leadership
CommunicationActive listeningNon-verbal communicationParaphrasingEmpathy
Valuing self and others contributions
Respect
Ethical issues
Reflections and Assessment Students submitted reflections (draft for a feedback) followed by final
reflections for grading as part of Molecular Medicine assignment Students were given reflection writing guidelines (questions to guide
reflections based on learning objectives and facilitators feedback) and Following marking rubric was used by students as guideline as well
(modified to fit the purpose from Griffith University Affective Learning Scale (GUALS provided by Gary Rogers)
1No Evidence of affective learning
2Evidence of noticing some aspects of experience
3Evidence of some reflection of the personal experience
4Evidence of some value of the experience to the student
5Evidence of significant impact on the student’s value
Team work Leadership Communication Valuing self & others contributions
Ethical issues
Student Feedback: Communication skills lecture & workshop
Most free comments reflected:
strongly disagree disagree neutral agree
strongly agree
1.The workshop was well organized 1 8 8
2.I received helpful feedback on my performance 3 14
3.The workshop engaged me in learning 6 11
4.The lecture prepared me for the workshop 5 9 3
5.Overall I am satisfied with the quality of this workshop 1 7 9
• Benefit of personal feedback on how they can improve & understanding the way different SPs communicate and thinking about what I would do if I were interviewing
• Listening skills- being able to listen and give back sympathetic and empathetic • Difference between open and closed questions
Student Feedback: IPL Workshop A survey with 19 questions was completed voluntarily by students
(questionnaires are yet to be analyzed)
Overall Qualitative feedback (open end questions ands reflections)
was positive (well received and appreciated)
» Reflections indicate students understood how other health professionals
perform in the real world and provided them with the sense of
comradeship
» They felt they could identify people’s real strengths and enjoyed learning
with and from each other
» They could view a situation from different angles and realized
students/professionals from different backgrounds need to contribute
effectively and efficiently to patient & community care by understanding
each others role and perspective
MSC Facilitators Feedback
The preparation the students had was good and from speaking with them they all enjoyed the role playing/acting sessions
Really impressed with the mature way the students approached to scenarios and the way they self facilitated their groups
Very valuable learning experience for our students, enjoyed being involved, it was an excellent addition
Learning to interact or making then aware of just how many different categories of people they are actually going to encounter in their careers, is rather crucial
I was lucky enough to be able to sit in on the first session with PC and I found it was so informative and useful for following IPL workshop
I think it is a positive step forward in the students training Watching the students interact with a wider group and having to come up
with a set of common goals is in fact a reality in the “real world” IPL activities were a great learning exercise for students to analyze,
troubleshoot and find ways to work-around the scenarios that they would face in the workforce.
Acknowledgements & ThanksSchool of Medical ScienceDr Roselyn Rose’Meyer
Dr Dean Pountney
Dr Jessica Vanderlelie
Dr Helen Massa
Dr Helen Irving-Rodgers
Mrt Abishek Santhakumar
Mr Stephen Smith
Ms Pam Taylor
Ms Yun Mi Nguy
Health IDEAS & IPL teamLeon Christopher
Helen Bodell
Niki Edwards
Leisa Petersen
Karen Lynch
NursingMs Julie Shaw
All SPs
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