busting out of the silos - integrating in ip competencies

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