INTERPROFESSIONAL EDUCATION (IPE)
Dr Vimmi Passi, Course Director, Masters in Medical Education
Institute of Clinical Education, Warwick Medical School
LEARNING OUTCOMES
 Description
 Importance
 Principles of IPE
 WHO Framework for IPE
 IPE in Practice
 Designing Effective IPE
 Challenges of IPE
CAIPE
The Centre for Advancement of Interprofessional Education
DESCRIPTION
IPE occurs when two or more professions learn with,
from and about each other to improve collaboration
and the quality of care.
Multiprofessional
Interprofessional
Uniprofessional
Ct
 The education ensures that learning has taken place
 Requires active learning as there is exchange of ideas,
skills and knowledge
 Aims at collaboration
Interprofessional Education
Profession X
Profession Y
Profession Z
Multiprofessional Education
 One or more students or professionals learn alongside
one another.
 The learning may be around acquisition of a clinical
skill or knowledge, learners may occupy the same
physical space and use the same learning materials.
Uni Professional Learning
This is in which students learn together as a single
group e.g. doctors, nurses, dentists, midwives etc and
do not learn with or alongside other professional
groups.
Collaboration
An interprofessional process of communication and
decision making that enables the separate and shared
knowledge and skills of healthcare providers to
synergistically influence the ways client/patient care
and broader community health services are provided.
The Importance of IPE
Improved
Interprofessional
Education IPE
Improved
Interprofessional
Practice IPP
Thistlewaite J and Nisbet G. Interprofessional education
Clinical Teacher : 2007 (4) : 67-72
Improved Health
Outcomes
CAIPE
Seven Principles of Interprofessional Education
 Works to improve the quality of care
 Focuses on the needs of service users and carers
 Involves service uses and carers
 Encourages professions to learn with, from and about each
other
 Respects the integrity and contribution of each profession
 Enhances practice within professions
 Increases professional satisfaction
Communities of Practice
Teams can be seen as Communities of Practice
 Group who work together to achieve a common goal
 Trainees learn from each other
 Junior medical staff
 Nursing colleagues
Lave J, Wenger E ( 2003) Situated Learning : Legitimate
Peripheral Participation, Cambridge University Press.
Ct
 Community health workers
 Projects
 politicians
ORGANIZATIONAL STRUCTURE
HEALTH CENTRE IN
CHARGE
NURSING OFFICER
ENVIRONMENTAL
HEALTH OFFICER
CLINICAL OFFICER
NURSE IN CHARGE
HEALTH
SURVEILLANCE
ASSISTANT
NURSE
HSA
PATIENT
ATTENDANT
WARD ATTENDANT
VILLAGE HEALTH
COMMITTEE
GROUND
LABOURERS
MEDICAL
ASSISTANT
SCENARIO 1
 Mrs Z reports to the Labour ward in second stage of
labour and progressed to delivery of a live full term
baby with good apgar’s score. As you attempt to deliver
the placenta, she starts bleeding profusely and the
placenta appears to be stuck. Discuss the management
 Consider the following
 who are involved in the care (Active players)
 What are the activities to be done
 Who will do what (Sharing responsibilities)
 Reflection
SCENARIO 2
 15 year old mother is admitted in the postnatal ward
following uneventful 1st, 2nd , 3rd and 4th stages of
labour. She looks depressed and is mute. She is
refusing to eat and her breast are tender to touch.
 Consider the following
 who are involved in the care (Active players)
 What are the activities to be done
 Who will do what (Sharing responsibilities)
 Reflection
SCENARIO 3
 Mrs T has delivered a flat baby due to meconium
aspiration. Apgar score at 1 minute is 2/10. Manage
baby T
 Consider the following
 who are involved in the care (Active players)
 What are the activities to be done
 Who will do what (Sharing responsibilities)
 Reflection
SCENARIO 4
 Mimi a 19 year old girl reports to the antenatal clinic
with history of blurred vision and severe headache.
Her blood pressure is 170/120. On admission she starts
fitting. How would you manage Mimi
 Consider the following
 who are involved in the care (Active players)
 What are the activities to be done
 Who will do what (Sharing responsibilities)
 Reflection
Rationale for IPE
IMPORTANCE
Teamwork
Learning
Healthcare
IPE
Framework for Action on Interprofessional Education and
Collaborative Practice : WHO : 2010
‘ After almost 50 years of inquiry, there is now sufficient
evidence to indicate the IPE enables effective
collaborative practice which in turn optimizes health
services, strengthens health systems and improves
health outcomes.’
WHO : Collaborative Practice Can Improve
• Access to and coordination of health services
• Appropriate use of specialist clinical resources
• Health outcomes for people with chronic diseases
• Patient care and safety
WHO : Collaborative Practice Can Decrease:
 Total patient complications
 Length of hospital stay
 Tension and conflict among caregivers
 Staff turnover
 Hospital admissions
 Clinical error rates
 Mortality rates
IPE
in
Practice
Interprofessional Education in Practice
Interprofessional Education in Practice
Learning Outcomes for IPE
• Teamwork
• Roles/Responsibilities
• Communication
• Learning/Reflection
• The Patient
• Ethics/attitudes
Thistlethwaite et al 2010 : Learning outcomes for IPE :
Literature review and synthesis.
How to Design Effective IPE ?
Designing Effective IPE
Key Principles
• The perceived relevance of the learning opportunity
• The perceived demands of the learning context
• The relationship of current learning to prior learning
• The learners’ self concepts
How to Design Effective IPE
 Be aligned with anticipated participants’ current concerns,
priorities, knowledge and expertise.
 Respect participants’ self concepts as successful learners
and members of particular professions
 Restrict itself to a manageable level of diversity so that
everyone can contribute and gain from IPE
 Aim to challenge learners in a supportive way that guides
and scaffolds their learning, adjusting the level of challenge
as experience and confidence grows.
Management of Interprofessional Groups
 Encourage learning from one another
 Ensure adequate, diverse and equal mix
 Topic is of relevance to all participants
 Use knowledge, skills and expertise of all participants
 Do not let one group dominate ideas
 Challenge stereotyping and negative views
The Contact
The Contact Hypothesis
Hypothesis
The Contact Hypothesis
 Each group should have equal status.
 Interaction should be conducted in a co-operative atmosphere.
 Participants should be working towards common goals and experience
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successful joint working.
The Authorities should support the initiative.
Participants should be made aware of group similarities and group
differences.
Participants should have positive experiences.
Participants from different groups should perceive one another as typical
members of their group.
What Makes a Good Facilitator ?
 Self aware and open minded attitude
 Good communication skills, listening, use of diffusing

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language
Question
Challenge
Balance discussion
Learn within group
Appropriate learning resource
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 Build in diversity: Insensitivity and bias to be avoided
 Keep the group on track and manage dynamics
 Be mindful of power to ensure equality
 Creates a safe space
 Handles negative behavior immediately
 Promotes transformation as experience is used during
the teaching
 Has caring attitude
 Provides effective feedback
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 Personal emotional control
 Facilitates reflection
 Criticize ideas not people
 Has every one can learn spirit
MODELS TO EMBRACE DIVERSITY
 Recognize the situation
 Express yourself Speak up!
 Acknowledge underlying feelings of frustration
 Clarify reasons for the comment
 Talk meaningful interventions
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 Halt discussion and consider the comment, reflect on


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it
Engage with the issue, discuss, observe behaviour
Allow trade opinions people to express their thoughts
Learn: Listen and learn from other people’s
experiences
Synthesis: Why is this discussion matter, how did this
process of discussion work
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 Diversity should be included: Teaching resources and
modes of assessment
 Cultural humility crucial
Your own scenario
 In your teams develop a short scenario based on your
own clinical experience
 Who were are active player
 What were the tasks
 How was responsibility shared
 What were the leadership qualities you used in your
team?
What are Challenges of IPE ?
Challenges
of
IPE
The Challenges of IPE
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Differences in language and jargon
Differences in schedules and professional routines
Varying levels of preparation, qualifications and status
Differences in requirements, regulations and norms of
professional education
 Fears of diluted identity
 Concerns regarding clinical responsibility.
Headrick LA, Wilcock PM, Batalden PB (1998) Interprofessional Working
and Continuing Medical Education. BMJ 316((7133): 771-4.
Develop and IPE Session
QUESTIONS