An Overview of IPL in Medicine
Tien K Khoo
MRCP(UK), PhD
Griffith University IPL framework
• 3-phase
implementation
– Phase 1 (Y1)
• Introduction to health
professions
– Phase 2 (Y2-Y4)
• Simulated professional
team experience
– Phase 3 (Y4)
• Real service professional
team experience
MBBS/ MD
Compulsory
activity (Yes/No)
Evaluation
Assessed
activity
(Yes/No)
No
YEAR
PHASE
ACTIVITY
2013
1
Health Professional Literacy
Advanced Communication
Skills
CLEIMS 3
CLEIMS 4
Chronic Disease Wellness
Program (Robina Health
Precinct)
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
151
Yes
Yes
146
153
No
Yes
Yes
4
Health Professional Literacy
Yes
Yes
No
151
Advanced Communication
Skills
Yes
Yes
No
151
Neuropsych Workshop
Yes
Yes
No
85
Mental Health Practice
Workshop
No
Yes
No
2
CLEIMS 3
CLEIMS 4
Yes
Yes
Yes
Yes
Yes
Yes
(151)
143
2
2
2
3
2014
1
2
2
2
2
2
PARTICIPANTS
159
Phase 1: PBL
• Y1-2 MBBS/ MD degree
• PBL: Learning objectives
A 70 year old widow, fractured neck of femur,
post-operative delirium with ongoing cognitive
decline.
“Describe the roles, practices and expertise
of effective members of each of the other
major health professions, in this case focusing
on psychologists”
 “Describe the support services available for
individuals with a dementing illness, and their
carers”
Phase 2 - CLEIMS
• Clinical Learning through Extended Immersion in
Medical Simulation (CLEIMS)
• Extended simulated patient care experience over
a week and are joined at realistic points in the
story by students from other professions.
• Narrative contrivances and guided reflection to
enhance fulfilment of interprofessional learning
outcomes
• Year 3: One patient
• Year 4: Eight patients
BMC Med Educ 2014; 14:90
Phase 2: CLEIMS
• Expectations & objectives
need to be outlined
• Guidance required;
combination of resource
sessions (didactic seminars
and skills workshops)
• Alignment of student
professions crucial (incl
level of study)
• Test-retest useful to
reinforce learning
Phase 3: Chronic Disease Wellness Program
• 2013 pilot project - Y4 elective/ selective
placements
• Robina Health Precinct; outpatient facility
primarily catering for chronic diseases (COPD,
diabetes, renal failure, heart failure) and
rehabilitation (stroke, MS, orthopaedic).
• 2 students per placement
embedded into specific
multidisciplinary teams
with a focus on
interprofessional practice
Phase 1-3: Reflective journals
• Reflective journals
• Modified Krathwohl scale
Phase 3: Chronic Disease Wellness Program
IPE through e-learning
• Health Challenges for the 21st Century (PBH1205), School of
Public Health/ Medicine
– 10 CP, part of Foundation Course
• 15% IPL Quiz based on e-learning module of half-interviews
on 18 health professions.
• Two sets of MCQ; 20 questions
• Formative MCQ completed prior videos & summative MCQ.
• 2nd assessment = marked component
• Also part of Communication Skills for Oral Health
(DOH1008) course, School of Dentistry
– 5 CP
IPE through e-learning
• Example MCQ:
There is a change in weather and Belinda’s asthma flares up. She has been using her current
medication but it is not helping. Which health professional listed below would be most
appropriate for Belinda to consult in order to get advice on her asthma situation and more
appropriate treatment?
A) A pharmacist to change Belinda’s regular prescription to a stronger prescribed medicine that
gives her better asthma relief
B) A radiographer to capture x-ray images of her lungs to rule out the changes are not related to
a lung infection and provide a referral to a medical specialist for treatment.
C) An asthma nurse practitioner, a specialist nurse trained to assess asthma and to prescribe
medication for asthma
D) A social worker to advise Belinda on available financial support for asthma treatment and
provide an asthma action plan.
E) An occupational therapist to advise Belinda how to change her home environment to reduce
stimuli that will exacerbate her asthma and prescribe an appropriate alternative medicine.
IPE through e-learning
• PBH(MED)1205: Data analysis in progress
– 336 students who participated in 2013
– 287 (85.4%) complete data sets
Survey of IPE e-learning package
POSITIVE
•What was good about the online package?
–
–
–
–
–
–
–
–
Able to access anywhere
Can do it on my own time
Really outlined well a lot of health professionals
Clear and easy to follow
Entertaining video-aided learning
Allowed me to go over what was said in lectures
Helped me learn about different roles
Concise
Survey of IPE e-learning package
NEGATIVE
•What was bad about the online package?
– Dependent on internet activity
– Didn’t always load properly
– Detail was a bit unclear
– Some questions were too broad and ambiguous
– A lot of information to take in
Survey of IPL lectures (PBH1205)
POSITIVES
•What was good about IPL lectures?
– Provided insight
– Professional lecturers
– Building knowledge and skills on health professionals;
more interesting then previous topics
– Multiple viewpoints
– Very interactive and personalised, much more
effective than normal
Survey of IPL lectures (PBH1205)
NEGATIVES
•What was bad about IPL lectures?
– Not too much, most what they taught was
common knowledge
– Didn’t attend
Financial optimisation
• Example: CLEIMS Y4 (School of Medicine) Cost
of hardware, consumables, academic staff,
facilitators, simulated patients; AUD$31,000/
run
• 4 runs per year = $124,000/ year
– cost per medical student/ year = ~$827
– Following IPE ‘buy-in’ from other schools;
dietetics, pharmacy, physiotherapy/ exercise
physiology;
• Cost per health school student/ year = ~$460*
45% cost impact
*based on per student participation
Challenges
• Readiness to change – Program level
• Readiness to engage – Individual level
• Resources
• Incentives for change
– “How do you raise the need for change within your
institution?”
– “What will you be saying to your head of school/ dean/
PVC/ director?
Acknowledgement
• ALL COLLEAGUES involved
at the School of Medicine,
especially;
–
–
–
–
–
CLEIMS team
Communication skills team
PBL team (incl facilitators)
Health IDEAS
Pit Chan, Fiona Ellem & Gary
Rogers