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Interprofessional Learning ObjectiveDevelopment Framework

OverviewThe Interprofessional Learning Objective Development Framework is a guide designed to help you develop interprofessional learning objectives based on the Canadian Interprofessional Health Collaborative (CIHC) National Interprofessional Competency Framework (www.cihc.ca). The learning objective framework is flexible and can be used by educators in a wide range of contexts. It outlines a user-friendly process to help educators develop learning objectives for the variety of learning environments and practice settings where interprofessional education takes place and is assessed. The framework is relevant whether you have a particular learning activity in mind or want to set learning objectives in order to guide curriculum development.

Why a ‘framework’ for interprofessional learning objectives?Interprofessional education occurs throughout a continuum of learning which starts with pre-licensure, university-based education; includes practice-based education; and is maintained through continuing professional development. A single ‘one-size-fits-all’ list of interprofessional learning objectives would not meet the diverse needs of all educators, learners, practice environments, and professional programs. Educators need to be able to develop learning objectives that reflect the category of learning, the context in which it takes place, and the complexity with which learners will need to perform. The Interprofessional Learning Objective Development Framework helps educators in a wide range of learning contexts to articulate explicitly interprofessional learning objectives.

The FrameworkThe Interprofessional Learning Objective Development Framework assists educators to create interprofessional learning objectives that are learner-centred; represent a specific interprofessional competency and domain of learning (knowledge, attitude, or behavior); consider the context of learning; degree of expected performance; value patient-centred care; and focus on communication skills.

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http://www.cihc.ca/


THE PROCESSThis process will guide you through the development of interprofessional learning objectives that will meet your unique requirements.

A. Identify your audience/learnerLearners may be students, practitioners, faculty, facilitators, champions, or patients - anyone who participates in an interprofessional learning experience. Knowing who your target audience is will help you determine what type of learning experience is most appropriate, if you do not already have one in mind. For example, a junior learner might need to review a case rather than engage with a patient. Identifying your learner up front will also help you determine the complexity with which they will need to be able to demonstrate a particular behaviour. For example, a first-year pre-licensure student might only need to ‘define’ a particular concept, while a licensed practitioner might need to be able to ‘evaluate’ it.

B. Determine the behavior/desired learning goalWhat you would like your learner to be able to do as a result of a particular learning experience? The goal of learning will most likely be related to the learner’s future practice. Identify how the learning experience will change the learner’s knowledge, attitudes or behaviour. The “behavior” can include demonstration of knowledge or skills in any of the domains of learning: cognitive, psychomotor, affective, or interpersonal.

C. Identify an interprofessional competency domain and choose an interprofessional competency statementThe competency statement articulates the knowledge, attitude or behaviour that demonstrates a learner has attained a particular competency. This tool will help you choose a competency descriptor based on the objective of learning, the associated competency, and category of learning you identified. The tool is designed for the following competency domains:

Role Clarification - Learners/practitioners understand their own role and the roles of those in other professions, and use this knowledge appropriately to establish and achieve patient/client/family and community goals.

Team Functioning - Learners/practitioners understand the principles of team work dynamics and group/team processes to enable effective interprofessional collaboration.

Collaborative Leadership - Learners/practitioners understand and can apply leadership principles that support a collaborative practice model. This domain supports shared decision-making as well as leadership but it also implies continued individual accountability for one’s own actions, responsibilities and roles as explicitly defined within one’s professional/disciplinary scope of practice.

Interprofessional Conflict Resolution - Learners/practitioners actively engage self and others, including the client/patient/family, in positively and constructively addressing disagreements as they arise.

Patient/Client/Family/Community-Centred Care - Learners/practitioners seek out, integrate and value, as a partner, the input, and the engagement of the patient/client/family/community in designing and implementing care/services.

Interprofessional Communication - Learners/practitioners from different professions communicate with each other in a collaborative, responsive and responsible manner.

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D. Consider the context and conditions of learning Interprofessional education occurs in a variety of contexts throughout the continuum of learning. It may take place in a classroom setting during pre-licensure, university-based education. It quite often occurs in the practice setting during a placement or continuing professional development. Some contexts/activities in which interprofessional learning takes place include:

Shadowing Joint projectsObservation Cross-disciplinary placementsVolunteering Reflective essays Co-teaching among disciplines Service learningStudent networks Problem-based learning Social events Appreciate inquirySimulation Rural team placementsCase-based team discussions Case roundsRole plays Research projectsDebates Team meetingsClassroom based Community

E. Consider the degree or complexityYou may also want to consider at what level you want your learner to demonstrate a particular behaviour. You might want to consider how much, how often, how effectively, how accurately, or how well the learner should demonstrate it and how you will measure it. This may not be appropriate for all learning contexts and learners; however, it may be useful once you turn to the issue of assessment.

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BUILDING THE LEARNING OBJECTIVE

After considering the above, identify which category of learning your learners will be engaged in and the appropriate verb to determine the behavior that learners will be required to demonstrate using the guide below.

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Bloom’s taxonomy, which is commonly used to inform the development of learning objectives, identifies three categories of learning:

Knowledge – demonstrated by knowledge recall and intellectual skills such as comprehending information, organizing ideas, analyzing and synthesizing data, applying knowledge, choosing among alternatives in problem solving, and evaluating ideas or actions.

Attitudes – demonstrated by behaviours indicating attitudes of awareness, interest, attention, concern, responsibility, ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values as appropriate.

Behaviours – demonstrated by physical skills such as coordination, dexterity, manipulation, strength, and speed, which all demonstrate fine motor skills.

While all learning objectives are articulated in behavioural terms, it is important to determine the category of learning in order to understand what that behaviour will look like. For example, when a learner demonstrates knowledge, they might be asked to ‘explain’ or ‘describe’ a particular concept. However, when a learner demonstrates an attitude, they may be asked to ‘judge’ or ‘value’ that concept.

Choose a verb from the list provided in the tool to transform the competency descriptor into an assessable behaviour. Combining the descriptor with an appropriate verb will create a statement of what the learner will be able to do as a result of a particular interprofessional learning experience. Bloom’s taxonomy identifies specific verbs suitable for each learning category. The interprofessional learning objective development tool further classifies verbs according to competency domain and descriptor.


THE GUIDE

Role Clarification - Learners/practitioners understand their own role and the roles of those in other professions, and use this knowledge appropriately to establish and achieve patient/client/family and community goals.

Knowledge Attitude BehaviourBehaviour

(verb)Competency Descriptor Behaviour


(verb)Competency Descriptor

CommunicateDescribeRecognizeDistinguishGive examples SummarizeExplainIdentify DefineDiscussDifferentiateShareArticulate

Own role Other’s role

RecognizeTrustRespectCommunicateAcceptDefendReevaluate ValueJudgeEncourageQuestionShare

Confidence in self as a practitioner

Confidence own profession has something to bring to the table

Trust/Respect/Value others’ roles

Own professional culture and values

Others’ professional culture and values

Diversity roles, responsibilities, competences, culture, values, ethics

CommunicateIntegrate Seeks outSharesMakesConsults ConsidersReorganizesPlans RearrangesAdvisesEvaluatesNegotiate

Appropriate referrals Negotiation roles Information from others

regarding their role Role integration into

models of service delivery Consultation with others Knowledge of other’s roles Own role in relation to

others

Examples:Clearly articulate the role of own health discipline in a two minute elevator speech.Demonstrate an appreciation for the role and value of other health care disciplines in a reflective essay of your experience in placement at PGRH pediatric ward.

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Team Functioning - Learners/practitioners understand the principles of team work dynamics and group/team processes to enable effective interprofessional collaboration.


(verb)Competency Indicator Behaviour

(verb)Competency Descriptor Behaviour (verb) Competency Descriptor

DifferentiateRecognizeDiscussIdentifyDescribeAnalyzeQuestionExplainDefineAppraiseIllustrateContrastCritiqueDistinguishEvaluate

Dynamic nature of teams Principles of team

functioning Team structures (formal vs.

informal) Stages of team

development Team culture Team

members/collaborators Care processes Conditions that promote

collaboration Group dynamics

Comply withAcceptAttemptDefendVolunteerObserveValueEncourageSupportCommit to praiseJoinAssistShareApplyEmployPropose

Non-judgmental Inclusive Respectful Patient-centred

approach Flexible Adaptable Professional Interprofessional

approach Egalitarianism Interdependence Cohesion Trust

NegotiateReflectAnalyzeReevaluateRecognizeDevelopDefineEnsureDesignDemonstrateAppraiseUtilizeDiscussExplainImplementCollaborate withIntegrateWork with FacilitateEstablish

Ground rules Team functioning Dysfunctional processes Decisions based on new

information from others Interdependent relationships Healthy partnerships Joint decisions Appropriate others into the

team Team members Facilitates equal

participation/shared responsibility

Regular team communication Principles for working together Common goals Continuity of care Conducive environment Collaborative decision-making

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Examples:Examine the potential impact that differing professional & personal values and codes of ethics have on team functioning within an interprofessional group poster project.

Analyze a fictional health care team’s strengths and weaknesses and prepare a list of recommendations.


Collaborative Leadership - Learners/practitioners understand and can apply leadership principles that support a collaborative practice model. This domain supports shared decision-making as well as leadership but it also implies continued individual accountability for one’s own actions, responsibilities and roles as explicitly defined within one’s professional/disciplinary scope of practice.





RecognizeFacilitateDistinguishDescribeDemonstrateAnalyzeDefinesIdentifyDetermineExplainEvaluateReflectExamineUse

How to facilitate meetings

Balance between process and task

Motivate others Consensus building

strategies When to lead and when

to follow/step back

DefendChallengeAcceptValueSupportEmpoweringEncourageDemonstrateCommitSharePraise

Trust Respect Cohesion Contributions of others Others Collaboration Confidence to lead Confidence in other’s

leadership Equality Participation Interdependence Change

IdentifySetEnsureImplementShareUtilizeFocusMediateDesignAdjustCreateEstablish

Appropriate leader/facilitator based on context and patient needs

Team Ground rules for

collaboration Communication across

settings and over time Patient-centred goals Conflicts Conditions for

collaboration Collaborative decision-

making

Example: Demonstrate the skills to effectively facilitate team meetings.

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Interprofessional Conflict Resolution - Learners/practitioners actively engage self and others, including the client/patient/family, in positively and constructively addressing disagreements as they arise.

Knowledge Attitude BehaviourBehaviour (verb) Competency Indicator Behaviour



AnalyzeDefineRecognizeDiscussDistinguishCompare/contrastDemonstrateIdentifyUnderstandExplainDescribeEvaluateExerciseDifferentiateReflect

Different frames of reference

Need for compromise Mechanisms of conflict

resolution How conflict can be

productive Conditions that contribute

to conflict How others (diversity)

perspective/approach/values affect conflict

Conditions that contribute to harmony

How change contributes to conflict

DemonstrateValueViewEndorseEmploySupportEncourageCommitPraiseDefendAttemptDefinePromoteAccept

Non-blaming Conflict as a part of teamwork Flexible Open Conflict as an opportunity Own

perspectives/approaches/values affect conflict

Others perspectives/approaches/values

Constrictive criticism

ReflectCommunicateIdentifyFacilitateIncorporateEnsureCreateDemonstrateImplementManageNegotiateDifferentiateMediateDeliverInquire (about)Seek out

On team functioning Dysfunctional processes Functional processes CQ1 approach Conflict does not affect

patient care Conflicts addressed

before it becomes counter-productive

Confidence to address/discuss conflict

Strategies to address conflict

Timely and appropriate interventions

Construct criticism of own values/approaches

Conflicting perspectives goals

Others’ perspectives/goals

Safe environment Consensus based on

patient-centred care

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Example:Differentiate between healthy and unhealthy health care team functioning in areas of conflict management.


Patient/Client/Family/Community-Centred Care - Learners/practitioners seek out, integrate and value, as a partner, the input, and the engagement of the patient/client/family/community in designing and implementing care/services.



(verb)Competency Descriptor Behaviour (verb) Competency Descriptor

PredictAnalyzeIdentifyPrepareRecognizeArgue forAppraiseQuestionChooseRateDiscussExplainDistinguishIllustrateDescribeContrast EvaluateCritiqueExamineDemonstrateInterpretDesignSelectDefineDifferentiate

Social determinants of health

Systems that affect patient care

Resources for/available to patients (including care providers, family, etc.)

Patient needs/goals Changing needs Care priorities

RespectAcceptValueDefendIncludeEncourageShareSupportAnticipateCommunicateCommit to EvaluatePromoteFosterAdvocate forComply

Patient participation in the team

Patient as the centre of team care

Patient as partner in care

Patient culture Patient-centred goals

CritiquePlan/plan forInterpretEnsureShowUtilizeOrganizeSetup/implementTestDemonstrateTranslateInstruct/explainAppraiseAdjustContrastEmployApplyQuestionChoosePredictProposeCalculateEvaluateNegotiateExamine

Patients’ changing needs Patient-centred goals Options based on available

resources The patient into the team Information with the patient

based on team discussions Strategies to provide optimal

care based on available resources

CQ1 Joint decision-making,

education, information, options, support with patients and family

Collaboration based on patient needs

Patient and families to express needs

Information about patient SDH Care priorities Patient involved in joint-

decision making

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Examples:Identify barriers and strategies to increase greater patient and family participation in their care at Pacific Spirit Ridge Health Center.

Students will determine and apply our health resources as effectively and robustly as possible in ways that produce better oral health care.


Interprofessional Communication - Learners/practitioners from different professions communicate with each other in a collaborative, responsive and responsible manner.

Knowledge Attitude BehaviourBehaviour (verb) Competency Indicator Behaviour



RecognizeIdentifyInterpretDistinguishDescribeTranslateUseSelectEvaluate/AnalyzePrepareFormulateOrganizePredictSet upLabelPlanCritique

Documentation Non-verbal communication Discipline-specific language Appropriate communication

styles/patterns/approaches/levels

Appropriate language Information technology

AcceptAttemptDefendVolunteerObserveAdoptValueEncourageCommitSupportPraise

Respectful Clear Sensitive Non-blaming Non-discriminatory Written word Spoken word Body language Constructive criticism Verbal/non-verbal

communication

ModifyDemonstrateExplainAlterSet upAdjustHandleEnsureEvaluate for use(s)UtilizeExpressEstablish

Language understood by all team members, including the patient

Discipline-specific terminology

Interaction with different communication styles

Effective communication

Active listening Genuine interest Communication

process Explain rationale Express knowledge Ensure understanding

Example:Use appropriate communication styles for patients and families dealing with the stresses of negotiating the acute care setting.

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