IPE Annual report 2012 - Health Sciences - Curtin University

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Image 1. Facilitators at the Working in Partnership with Indigenous Australians to Achieve Better Health Outcomes workshop. 3.3 Health Interprofessional Education Conference (HIPE) The Faculty’s Health Interprofessional Education Conference ran for the fourth consecutive year. Two hundred and fifty five participants registered to attend the conference with representation from Curtin students and staff, industry staff as well as interstate (Victoria University) and international (Auckland University of Technology) staff. The conference theme, Innovation and Quality in Interprofessional Education, showcased some of the excellent interprofessional initiatives happening in our state. The morning plenary session Quality Lens of Interprofessional Practice by Professor Phill Della, Head of the School of Nursing and Midwifery at Curtin outlined the strong link between the need for interprofessional practice and the provision of safe health care. The afternoon plenary Cultural Safety: What is it? by Dr Marion Kickett, Lecturer in the faculty’s Indigenous Culture and Health unit, presented a number of useful strategies on how to partner effectively with Aboriginal people to improve their health outcomes. These sessions were supplemented by 13 paper presentations. A formal evaluation which required them to rate key elements of the conference on a 5 point Likert scale from 1 Strongly Disagree to 5 Strongly Agree was completed by 43 participants. Qualitative feedback was also sought. The results, as shown in Table 4, indicate that the vast majority found the conference program stimulating, the paper sessions relevant to them, the conference was well organised and their understanding of interprofessional practice improved. ATTRIBUTE MEDIAN 25 th % 75 th % IQR I found the conference program stimulating 4 4 4 0 The keynote address on Quality Lens of Interprofessional Practice was relevant 4 4 4 0 The keynote address on Cultural Safety was relevant 4 4 5 1 The paper sessions were relevant 4 4 5 1 The conference was well organised 4 4 5 1 Overall, my understanding of interprofessional education and/or practice has improved 4 4 5 1 Table 4. 2012 HIPE Participants Quantitative Evaluation Results. This was supported by the participants’ qualitative comments including their feedback on the value of IPE: “Interprofessional collaboration is needed to ensure a holistic approach to healthcare.” “IPE programs really do make a difference within the community & are not only of benefit to the clients but also to the students involved.” 3.4 Medical Curriculum The development of the Faculty’s medical curriculum is well underway. This incorporates the Interprofessional First Year curriculum along with interprofessional content in two key areas: (1) discipline units, and (2) “problems” in Year 2 and 3. An overview of this is provided in Table 5.
Foundations of Medical Science 191 (Discipline unit) Foundations of Medical Practice 192 (Discipline unit) PBL Development Practical IPE Collaboration Planned manual handling practice with physiotherapy students. Tutorial role play utilising IPE videos about hazards for the elderly living at home. Partnership to Heal case study (IPE online where students choose-their-own ending scenarios). IPE placement with pharmacy students. Emergency department placement examining the roles of various professions (nursing, paramedics) Syllabus includes the “role of communication in interprofessional practice/ effective collaborative practice” Learning outcomes include “Demonstrate effective communication skills with clients and health professionals in an interprofessional clinical setting Problem 1, Year 2 – vehicle crash theme that highlights handover from ambulance staff to an interprofessional health care team in the hospital. Also, IPE implications at conclusion of problem, relating to ongoing rehabilitation, counselling, etc. Year 2 & 3 – co-locate medical students with other students on placement (e.g. –Year 2 Semester 1 students with pharmacy/laboratory medicine students; Year 2 Semester 2 with various health professional students). Further case based learning in the online Stilwell virtual community Table 5. Medical curriculum IPE overview. 3.5 Staff Professional Development Professional development for both university and industry staff was once again an important undertaking for the IPE team in 2012. Workshops on facilitating interprofessional education in education settings (classroom and online) and workshops specific to practice settings were delivered to staff in both semesters one and two. A three-hour workshop in February was attended by 26 staff new to teaching in Y1 core units. This session provided an overview of the curriculum and information on interprofessional facilitation and team teaching. Participants were asked to rate their Motivation, Knowledge, and Confidence related to interprofessional team teaching on a 5 point Likert scale from ‘very low’ to ‘very high’. A positive trend in all ratings was found from pre- to post- workshop (Table 6). Participants highlighted that the modelling of team teaching by the facilitators was very helpful, as was the opportunity to learn from other people’s experiences and network with colleagues and being motivated by others’ enthusiasm. Participants also indicated that the practical activities and strategies discussed were helpful and indicated that they would like more information on practical strategies, particularly strategies to use to help engage and motivate students. There appears to be a need for strategies to provide ongoing support for facilitators, such as follow up workshops and debriefing sessions as well as possibly a more formalised peer-feedback process. PRE POST Very High High Av Low Very Low Very High High Av Low Very Low Motivation to engage in team teaching 45% 50% 5% - - 44% 50% 6% - - Confidence to engage in team teaching 50% 40% 35% - - 33% 56% 11% - - Knowledge of strategies to facilitate good team teaching Confidence in ability to model collaborative practice (Interprofessional practice)* 11% 30% 55% 10% - 22% 67% 11% - - 15% 50% 30% 5% - 28% 67% 6% - - Table 6. 2012 Interprofessional First Year Staff Workshop Quantitative Evaluation Results (N = 20 pre & 18 post). Staff from across the state involved in the various IPE placement activities participated in the semester 1 workshops. The three workshops held in semester two consisted of two different target audiences – staff involved in Curtin’s IPE placement activities and then staff from WA Country Health Service. Staff were asked to rate their own levels of motivation and confidence to facilitate IPE as well as their knowledge of strategies to do this. Finally, they were asked to rate their ability to model effective interprofessional practice (IPP). The results shown in Table 7 demonstrate the effectiveness of the workshop in increasing staff self-ratings. PRE POST Very High High Av Low Very Low Very High Table 7. 2012 Practice based IPE staff workshop Quantitative Evaluation Results (N=15) High Av Low Very Low Motivation to engage in team teaching 10 3 1 1 - 9 5 1 - - Confidence to engage in team teaching 4 8 2 1 - 7 6 2 - - Knowledge of strategies to facilitate good 2 5 5 5 1 8 5 2 - - team teaching Confidence in ability to model collaborative practice (Interprofessional practice)* 5 7 2 1 - 7 7 1 - -
Page 1: 2012 ANNUAL REPORT INTERPROFESSIONA
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Page 10 and 11: COUNTRY Dietetics Health Promotion
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Page 14: A number of international presentat

IPE Annual report 2012 - Health Sciences - Curtin University

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