Busting out of the Silos:
Launch Participants split over two afternoons TotalNursing (Self selected) 54
Occupational Therapy 99
Physiotherapy 94
Pharmacy 131
Speech Language Pathology 57
Student Totals 435
Facilitators (Faculty, senior students, clinicians, patients, regulatory bodies)
54
Evaluation Statement Average Student Rating (5)
I increased my knowledge of interprofessional practice
4.13
I am motivated to learn more about interprofessional practice
4.37
The IP pathway launch was relevant to my education
4.40
Integrating interprofessional competencies early in health science programs
M Hall*1, T Hatch 2, S King 2, B Norton 1,L McFarlane 3, E Taylor 4, T Paswlaski 3, R Kahlke 2, L Guirguis 5, S Sommerfeldt 6, K Peterson 6, C Schmitz 4, A McLaughlin 7
1 Department of Physical Therapy; 2 Health Sciences Education and Research Commons; 3 Department of Speech Pathology and Audiology; 4 Department of Occupational Therapy; 5 Faculty of Pharmacy; 6 Faculty of Nursing; 7 Alberta Health Services
2011 2012 2013
Creation of VIPER Centre
Introduce VIPER Centre to Practice Educators
Integrate IP Resources into Classrooms
Integrate IP Resources into Classrooms
Workshop with Colleagues
Developing IP Resources for VIPER Centre
IP Pathway Launch Delivered to Students
IP Pathway Launch Delivered to Students
Evaluation of Launch
Evaluation of Launch
Present Final Results (Festival of Teaching)
Present Preliminary Findings (Festival of Teaching)
Revise IP Pathway Launch
Background and PurposeInterprofessional education (IPE) is an essential component of health science education. At the University of Alberta, 8 Health Science Faculties collaborate to develop and deliver IPE. The goal is that every student graduates with a core set of IP competencies: Communication, Collaboration, Role Clarification and Reflection.
The challenge facing educators is assessing the impact of IPE considering: 1) different assessment strategies across disciplines; 2) little understanding of detailed curricula across faculties (course-based and clinical); and 3) large student numbers (over 3000).
Therefore, the focus of this study is to develop a process to assess impact of IPE that is integrated across all years of programs in 8 faculties.
Methods• Cohortsof1styearstudentsfrom3/8faculties(five
disciplines) introduced to the philosophy, language and expectations of IP education at an IP Pathway Launch.
• Intent-tofacilitateaconsistentunderstandingofIPeducation and practice, while creating excitement and interest among students.
• Studentteamsbroughttogetherforanafternoontodiscuss case studies and navigate interactive stations hosted by patients, health care practitioners and professional regulatory bodies.
• ModifiedKirkpatrickusedasevaluationframework• Studentsfromall8facultiescompletedsurveyspre-
launch.• Measureswere: • UniversityWestEnglandIPQuestionnaire
(collaboration and teamwork subscale) • ReadinessforIPLearningScale • Self-efficacyScale(developedatUofA)• Post-launch,afeedbackquestionnairewascompleted
only by those students who participated in the launch event.
DiscussionPositive preliminary results, including high level of student satisfaction, were attributed to experiential nature of learning. Further evaluation is needed to determine how competencies will be integrated into future practice.
• Learners engaged when initial IPE is authentic and fun
• Multiple delivery methods arerequired to create engagement
• Assessment of IP competence can be challenging across disciplines and may not be realized during professional training
Challenge SolutionAssessment of competence across disciplines
Identify core outcome measures
Integration of IPE within programs across a large health science campus
Multiplesections,studentsgain IP competence through different paths
Different assessment and course content across disciplines
Common curriculum with a shared resource centre
IP competence may only be realized years after graduation
Assessconfidence,engagement,selfefficacy
Regulatory Body Stations
Case Study
Patient Station
Results