Download - Health Sciences - Curtin University

FacilitatorsWorkshop facilitators were primarily sessional stafffrom within various schools. A breakdown offacilitators for each discipline can be seen in Table 3,below. Note: A number of facilitators participated inmore than one workshop and in both semesters.Facilitators were offered a face-to-face session oronline training module to assist them in workshopfacilitation. Due to low facilitator numbers,additional facilitators from Public Health wererecruited in Semester Two.“Students were strongly influenced by the videos ofyoung stroke victims. This is a powerful tool toencourage patient empathy and to show the needfor interprofessional cooperation”.“Being my first experience with IPE workshops, I wasglad to have met the organisers and some otherfacilitators in the initial meeting. It gave me a goodidea of what to expect and boosted my confidence.Staff materials such as the facilitator’s handbookare also well presented”.“I did have a sense that the participation overall wasmore balanced this year and that there was betterTable 3. Semester 1 and 2 (Combined) Facilitator breakdown.DISCIPLINE TOTAL NUMBER OF STUDENTS NUMBER OF FACILITATORSPhysiotherapy 118 7Pharmacy 89 2Nursing 260 2Social Work 71 2Psychology 74 2Laboratory Medicine 32 1Occupational Therapy 158 6Health Information Management 39 1Medical Imaging Science 60 3Speech Pathology 108 2Dietetics 29 1Public Health - 5Indigenous Facilitators - 6TOTAL 1038 40Evaluation / FeedbackUnit Coordinators and Workshop Facilitators wereinvited to provide feedback on the workshops andworkshop processes either through a feedback formor by attending a workshop review meeting. Thesetwo sets of feedback are summarised below.Facilitator Feedback (via emailed form)What aspects of the workshop did you feel wentwell?“The students were very motivated to participate inthe workshop. Most students really engaged in theactivities without need to encourage them torespond. They all seemed very respective of otherprofessions and open to learn”.“The opportunity for students to come together tointeract and discuss the subject appeared to bebeneficial for student learning”.“Students began enthusiastically. The introductionseems to be motivating and well explained. Therewere very few questions regarding expectations orwhere to find components of the program”.representation across disciplines in the End of Lifecase study. Having said that, it would have beenreally valuable to have had Social Work studentsinvolved in the End of Life case study – but Iunderstand the reasons for why this wasn’t possiblethis year”.“Having facilitated the Dementia case studies overthe past few years I definitely think the face to facesession has improved the experience for students. Ithink that this was a really useful session for themand completion of the care plan was much morecollaborative, integrated and successful ascompared to this exercise in previous years (wherecompleted fully online). As such, I would recommendmaking all of these case studies blended and notoffering any in fully online mode”.What aspects of the workshop do you feel couldbe improved? How?“The way the students worked together on theassignments. Some assignments made it very easyfor the students to do their own thing, without