Interprofessional Education and Practice:
Creating Leaders and Opportunities
for Clinical Learning
MODULE 5
Delivering and Implementing Interprofessional
Education and Interprofessional Practice
Funded by the Australian Government Office for Learning and Teaching
Learning outcomes
•
Identify the skills and abilities required to effectively
facilitate interprofessional education
Contexts in literature
Sample interprofessional
education placement schedule
Nov
Dec
Setting X
Jan
Feb
Social Work
Pharmacy
Psychology
Physio
RN
OT
Medicine
4-week interprofessional
education student
“placement”
(Brewer, 2014)
Key ingredients for interprofessional
education and practice
2+ professions
Significant interactivity between participants occurs
Opportunity to learn about, from and with each other
Teaching/learning moments are explored to highlight
• Contributions of team members
• How team members can better work together
• Strategies for interprofessional communication
The critical elements - reflection and debriefing
Students learn best when
• Motivated
• Environment is supportive and safe
• Clear goals are set
• Information is relevant to their learning objectives
• Learning reflects the real world practice experiences
• Information is pitched at appropriate level
• Actively involved
• Receive regular, constructive feedback
• Given time for reflection
Curtin’s student learning
outcomes
Students will be able to:
• Describe their professional knowledge, skills, attitudes & values &
limitations relevant to these.
• Describe the contribution of other professions to health
service/care.
• Demonstrate effective communication with clients, relatives,
students, health professionals & relevant staff to ensure safe, high
quality service/care.
• Work in partnership with the client & other professionals to plan,
implement & evaluate evidence-based service/care including
referring on as appropriate.
• Facilitate effective team interactions & provide leadership when
appropriate.
• Evaluate the outcomes of interprofessional team collaborations &
own contribution to these & suggest improvements.
Practice-based interprofessional
education model
• Students from different professions within their concurrent
uniprofessional placements e.g. capturing opportunities
for collaborative practice with clients – red flag cases,
team meetings
• Complementary students activities that are external to
concurrent uniprofessional placements - lunchtime
meetings, study days & events, shadowing & interviewing
other professions
• Dedicated interprofessional team-based placements
providing planned interprofessional interventions with
clients – training wards
(Barr & Brewer, 2012)
Multiprofessional to
interprofessional
Multiprofessional
Interprofessional
What does an effective
facilitator do well?
Effective group facilitator…
• Plans the learning experience
• Outlines the learning objectives
• Understands group dynamics & individual behaviour within the group
• Deals with difference & similarities of professions
• Acknowledges the influence of power & status
• Promotes thinking & problem solving
• Making language barriers explicit
• Dealing with emotion & conflict
• Unmasks assumptions
• Encourages interaction
• Highlights clinical relevance
• Uses cases well e.g. expands cases or generalises issues to other situations
• Summarises the discussion
The facilitator embraces…
• Difference
• Diversity
• Responsibility
• Risk taking
• Individuality
• Conflict
• Listening
An interprofessional facilitator
is…
“Someone who embraces the notion of dialogue, is self-
aware, learns with the group but is able to provide the
appropriate learning resources and creates an
environment for effective interprofessional education”.
(Howkins & Bray 2008)
Icebreakers &
interprofessional education
• Create a relaxing, safe learning environment – socialising
as a start to building relationships
• Build trust, respect & support
• Enhance professional identity
• Create inclusion & celebrate diversity
• Encourage leadership & self-direction
• Foster cooperation & teamwork
Team feedback considerations
•
•
•
•
•
What
Why
When
Who – facilitator, self and/or peer
How
Tip – check in, check up, check out
Ask team to self-assess
• How did we do today as a team?
• What enabled/supported our collaboration?
• Were team members heard & respected?
• Was there anything that happened today that interfered
with your ability to contribute?
• Is there anything that could improve our team’s
collaboration?
DVD scenario: medications
• Observe facilitator, how might you have intervened as an
interprofessional education facilitator?
• What did they do? How did this impact on the students?
Your impact on others
Visible
• Doing
Invisible
• Experience
• Knowledge
• Feelings
• Expectations
• Assumptions
• Attitudes
• Beliefs
• Values
(Wee & Goldsmith, 2008)
Role play facilitation
Objectives:
• Recognise & describe specific interprofessional group
dynamics that occur
• Practice (or describe) specific interprofessional facilitation
strategies
• Contribute to the debriefing
• Debrief led by observer – facilitator first, then team
members, finally observer
• Note where the interprofessional capabilities are
emerging so that you can name & explore them
Facilitation practice
•
•
•
•
•
•
Read case description
Choose character name – name tag
Choose one facilitator, one observer and a time keeper
Remaining select a professional role from handout
Role play for 10 minutes followed by 10 minute debrief
Respond to the facilitation
Key messages/tips
As an interprofessional facilitator:
• Plan your interprofessional education with your
objectives/outcomes in mind
• Know your group/team (be prepared)
• Consider co-facilitating
• Be mindful of your own verbal & nonverbal
communication
• Be an authentic role model of interprofessional practice
• Attend to group process
• Follow the 7 stages for providing team feedback
• Link effective team collaboration & client care (need to
balance task & process)
• Ensure team decision making
Strategies to develop interprofessional
education facilitation skills
• Shadow experienced interprofessional education facilitators - observe,
make the implicit explicit & debrief together
• Seek a mentor
• Co-facilitate - coordinated, purposeful, shared preparation & planning
• Provide graded support to novice facilitator
• Engage in formative & summative interprofessional education evaluation –
formal or informal
• Promote critical thinking re: process and effect of interprofessional education
• Establish a group of interprofessional education facilitators to pool resources
• Read literature
(Howkins & Bray, 2008)
Reflection: you as a
role model
• Reflect on your own collaboration
– What are your strengths in collaboration?
– What enables collaboration on your team?
• Students and colleagues will learn from what you do
much more so than what you say
– Consider how your actions role model collaboration
– What might a student infer from what is seen?
Think-pair-share
From what you have learned and experienced today, what
opportunities are emerging for you to advance
interprofessional education/interprofessional practice in
your setting?
Support for the production of this resource has been provided by the Australian
Government Office for Learning and Teaching. The views expressed in this Power
Point do not necessarily reflect the views of the Australian Government Office for
Learning and Teaching.
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