8/07/2016

1

CRICOS Provider code 00301JCurtin University is a trademark of Curtin University of Technology.

INTERPROFESSIONAL EDUCATION:

Practical tips on planning, implementation and

evaluationMargo Brewer Director Practice & Interprofessional Education

Inaugural Curtin Academy Fellow

CRICOS Provider code 00301JCurtin University is a trademark of Curtin University of Technology.

Curtin’s Faculty of Health Sciences

� Nursing, midwifery & paramedicine

� Pharmacy

� Physiotherapy & exercise science

� Occupational therapy & social work

� Psychology & speech pathology

� Biomedical sciences

� Public health

� Medicine

What is interprofessional education?

“when two or more professions learn

about, from and with each other to

enable effective collaboration and

improve health outcomes”

(World Health Organization, 2010)

8/07/2016

2

https://en.wikipedia.org/wiki/Medicine

Why change?

What examples of IPE have you:

• been involved in?

• heard about?

• think might be possible?

8/07/2016

3

Learning experiencesTYPE EXAMPLES

Exchanged based

Debates, games, case study, seminar or workshop

discussion

Observation based

Joint visits, work shadowing, joint patient

consultations

Action based Collaborative inquiry, joint research, joint project,

quality improvement initiative, PBL

Simulation based

Experiential group work, role play, clinical skills, drama

Added: Additional experience during placement

• Lunch meetings

• Journal club

• Workshops, seminars, grand rounds

• Event – challenge, debate, grand round

• …

Embedded: Collaborative practice during placement

• Interview another professions

• Shadow another professions

• Red flag cases

• Online collaboration

• Simulation

• …

8/07/2016

4

Dedicated: Interprofessional team placements

• Leicester model

• Student training wards

• University of Toronto IPE lead

• …

Curtin’s IPE Curriculum

• Placements in interprofessional teams• Case & studio based workshopsFinal Year

• Interprofessional simulations• Case based workshopsYear 2-3

• 75% units with two or more professions• 25% units specific to course First Year

https://au.pinterest.com/InnerVoice26s/proper-planning/

8/07/2016

5

Key planning considerations

Overall objective - professional & interprofessional

Opportunities – current, potential

Key stakeholders, partners

Potential obstacles & how overcome

Learning & teaching decisions e.g. participants, delivery, theory, approach

Staff development

Sustainability

Brewer & Jones (2013)

Brewer & Jones (2014)

8/07/2016

6

Common obstacle Possible solutions

Leadership Multiple levels of hierarchy, networks, collaborative, compelling vision

Funding Attractive (awards), diverse sources (e.g. philanthropy, crowd source)

Staff knowledge, attitudes & value Success, disseminate, link to selection/induction/promotion/awards, national & international collaborations

Rigid/packed curricula Curriculum mapping – commonalities, embedded not extra

Scheduling Administrative support, allocation systems, timing, venues, self-directed, online

Staff professional development Essential, flexible modes, ongoing, create more leaders

Lack of role models (practice +++) Multidisciplinary to interprofessional, develop & celebrate initiatives & leaders/champions, disseminate

Staff workloads Executive buy-in, dedicated leads with time allocation, link to scholarship of L&T projects (publications), use simulation

Organisational change

Kotter (2014) Accelerate Kouzes & Posner (2012) Practices

https://www.linkedin.com/pulse/time-foundation-repair-deb-stargardt

http://www.masterclass.co.uk/the-leadership-challenge-kouzes-and-posner/

8/07/2016

7

Level 1 Reaction Learner’s view on the learning experience

Level 2 (a) Modification of

attitudes/perceptions

Changes in attitudes/perceptions between participant groups;

Changes in attitude/perception towards the value of interprofessional education/interprofessional collaboration (practice)

Level 2 (b) Acquisition of

knowledge/skills

Includes knowledge and skills linked to interprofessional

collaboration

Level 3 Behavioural change Transfer of interprofessional learning to practice

Level 4 (a) Organisational

change

Changes in the organisational practices, culture;

Changes in the healthcare/service delivery

Level 4 (b) Benefits to clients Improvements in health or well-being of clients

Outcome Some measures

Reaction Learner’s view on the learning experience

Attitudes/perceptions Interprofessional Education Perception Scale, Revised (McFayden et al, 2007)

University of West England Interprofessional Scale (Pollard et al, 2004)

Interprofessional Socialization & Valuing Scale (King et al, 2010)

Knowledge/skills Team OSCE, simulation

Essay

Project, portfolio, presentation, poster

Behaviour Collaborative Practice Assessment Tool (Schroder et al, 2011)

Assessment of Interprofessional Team Collaboration Scale (Orchard et al, 2012)

Interprofessional Capability Assessment Tool (Curtin)

Organisation Bed days, medical errors/adverse event

+ University & partner organisation outcomes

Clients Client & carer satisfaction, client health

Commitment to …

https://au.pinterest.com/tamistyer/stuff-i-like/