Oslo 27th

September 2011

Interprofessional Education at UEA

Overview of IPL delivery

&

Lessons learnt

Content of presentation

• Theories underpinning our IPL intervention

• Facilitator training

• Pre-registration IPL

• Complexity

• Lessons learnt

The Centre for Interprofessional Practice (CIPP)

Educational theories underpinning IPE at UEA

The educational theories underpinning IPE at UEA include:

• principles of adult education ( Knowles, 1975 & 1984)

• a modified version of the contact hypothesis (Brown & Hewstone, 1986)

The IPL programme aims

to develop

the knowledge,

skills, attitudes and behaviour

that facilitate effective interprofessional teamworking

We want the IPL programme to be:

• interactive

• appropriate for each stage of a health professional’s training and career

• available throughout their training and career - in some form

• encouraging interprofessional learning in such a way that team members will work together effectively to

provide the best patient care possible

Facilitator Training

• is developed and delivered by the Centre for Interprofessional Practice

• is 9 hours long and runs over three weeks (3 hours per week)

- the first 3 hours (session 1) are compulsory for facilitators involved in supporting IPL

groups whereas the final 6 (sessions 2 & 3) are optional

• presents the theories underpinning the IPL programme

• emphasises the need for all facilitators to understand the ethos, aims and objectives of the IPL programme

• ensures that all students achieve the same ‘core’ IPL experience

• gives facilitators a clear understanding of their role by giving them a chance to experience a condensed version of IPL1

The Facilitator Training Programme

(FTP) Freeman S, Wright A & Lindqvist S (JIC, available online).

FTP model

6. Resources

2. Context

5. Role & skills

8. Evaluation

3. Small groupwork

1.Objectives

4. Groupdynamics

7. SupportStudent

IPEintervention

6. Resources

2. Context

5. Role & skills

8. Evaluation

3. Small groupwork

1.Objectives

4. Groupdynamics

7. SupportStudent

IPEintervention

Pre-registration IPL

Is developed by the Centre for Interprofessional Practice

in close collaboration with students and staff

• describe why effective interprofessional teamworking is important to patient care

• explain your own role as a healthcare professional within an interprofessional team

• learn about the roles of other healthcare professions and how you would all collaborate to provide optimal

patient care

• evaluate the benefits and constraints associated with interprofessional teamworking

For students to:

Objectives of pre-reg IPL

• develop knowledge, skills, attitudes and behaviour that facilitate effective interprofessional teamworking

Pre-Registration IPL programme

IPL1

IPL2

IPL3

Classroom based – compulsory for students in year one

Integration into practice – compulsory for students in year two

Involvement of patients, carers and experienced professionals – voluntary for students in their final year/ year

three

IPL4Involvement of service users and experienced professionals –

voluntary for students in their final year

• In 2009 654 students completed IPL1: medicine (168),

midwifery (26), nursing (173), occupational therapy (85),

pharmacy (90), physiotherapy (70), speech and

language therapy (30) and operating department practice (12)

IPL1

• Small multiprofessional groups (6-8 students)

• Case-based learning

• Based on a pilot run during spring 2003 (Lindqvist et al., 2005a)

• 7-week programme

• Weekly meetings, both with and without facilitator

we use case scenarios in multiprofessional groups

to explore students’ understanding of

the roles of different health professionals

early on in their training

provide students with an opportunity

to meet a range of healthcare students face to face early on

In IPL1

Learning outcomes for IPL1

• describe why effective interprofessional teamworking is important to patient care

• explain their own role as a healthcare professional within an interprofessional team

• learn about the roles of other healthcare professions and how they would all collaborate to provide optimal

patient care

• evaluate the benefits and constraints associated with interprofessional teamworking

• develop knowledge, skills, attitudes and behaviour that facilitate effective interprofessional teamworking

After successful completion of IPL1, and associated independent learning, students will be able to:

IPL1 Assignments

• Group Report - 3,000 word report in relation to a case scenario and an assessment of how the group

worked together.

• Group presentation – 15 min group presentation in relation to key principles of effective teamworking

set by the group at the outset of IPL1.

• Self assessment of each student’s contribution to IPL1 and evaluation in relation to key principles of

effective of future learning needs. This assessment is optional, but will help students develop as

effective collaborative workers.

IPL2

• Developed with students and staff during autumn 2003

• In 2009 ~ 600 healthcare students completed IPL2

• Small multiprofessional groups (6-8 students)

• Case-based learning, with the focus on communication

• Integration into practice

• Students meet 3 times over the year to share experiences in practice

we use case scenarios in multiprofessional groups

to stimulate students to reflect, whilst on placements,

on how members of a multiprofessional team collaborate

to provide the best patient care.

provide students with an opportunity

to share placement experiences face to face

In IPL2

Learning outcomes for IPL2

• understanding of the importance of effective interprofessional teamworking to patient care;

• knowledge and understanding of how different styles of communication between professionals and with patients affect collaboration

and quality of care;

• knowledge of the benefits and constraints associated with interprofessional teamworking, and ability to constructively discuss

different approaches to best collaborative practice together with you peers;

• reflective skills in relation to their own role and the ability to communicate to others what they have learnt so far and their future

learning needs as a collaborative practitioner.

After successful completion of IPL2, and associated independent learning, students will be able to

demonstrate:

• Task 1: discussions with two other healthcare students/patients

• Task 2: ½ day shadowing visit with a qualified healthcare professional (from a different profession to their own)

• Task 3: 1,000-word reflective statement

IPL2 assignments

• Developed with students and staff during autumn 2005

• A one-day conference to discuss and debate interprofessional issues

• Small multiprofessional groups (10 students)

• Case-based learning, with the focus on patient and carer experiences of healthcare

• 3rd

year student volunteers, keynote speakers, FoH & Pharmacy Head of Schools, experienced

professionals, patients, carers staff and facilitators from the Centre

• 120 students can take part

IPL3

we use real case scenarios in multiprofessional groups

thus providing students with an opportunity

to work together with

experienced professionals, patients and carers.

In IPL3

• Developed with students and staff during spring 2008

• A half-day workshop

• Small cross-professional groups (5-6 students) including also service users and experienced professionals

• Case-based learning, with the focus on issues in health and social care related to a specific topic (e.g.

alcohol abuse, domestic abuse, eating disorders)

• Final year student volunteers from health and social care

• ~ 30 students can take part

IPL4

we use real service users

sharing their experiences multiprofessional groups

thus providing students with an opportunity

to work together with

service users & experienced professionals

In IPL4

CIPP MED

MIDNUR

PTOT

PHA

SLT

ODP

IPL PROGRAMME COMMITTEE

DEANS OF FOUR SCHOOLS

PROFESSIONAL BODIES

FUNDING

Students Staff

Feedback Feedback

Facilitators

Networking Research

Development

Complexity…

1. nurture and ensure that there is support “from the top”

2. have a team responsible for IPL delivery, development and evaluation

3. have regular meetings with a IPL programme committee

4. pay careful attention to the preparation of learning intervention(s)

5. remember to link the content of the learning intervention & its assignments to the set learning outcomes

6. train facilitators

7. provide ongoing support & engagement of students and staff

8. complete early evaluation of feedback & regular development

9. be open to new ideas – foster innovation

10. be mindful of the importance of sustainability

11. pilot new interventions

12. stay strong… keep faith in what you do and why…

Lessons learnt - one needs to…

It is an ongoing process…

Remember to…