Oslo 27 th September 2011

1. Interprofessional Education at UEA Overview of IPL delivery & Lessons learnt Oslo 27th September 2011

2. Content of presentation • Theories underpinning our IPL intervention • Facilitator training • Pre-registration IPL • Complexity • Lessons learnt

3. The Centre for Interprofessional Practice (CIPP)

4. Educational theories underpinning IPE at UEA • The educational theories underpinning IPE at UEA include: • principles of adult education ( Knowles, 1975 & 1984) • a modified version of the contact hypothesis (Brown & Hewstone, 1986)

5. The IPL programme aims to develop the knowledge, skills, attitudes and behaviour that facilitate effective interprofessional teamworking • We want the IPL programme to be: • interactive • appropriate for each stage of a health professional’s training and career • available throughout their training and career - in some form • encouraging interprofessional learning in such a way that team members will work together effectively to provide the best patient care possible

6. Facilitator Training

7. The Facilitator Training Programme (FTP) Freeman S, Wright A & Lindqvist S (JIC, available online). • is developed and delivered by the Centre for Interprofessional Practice • is 9 hours long and runs over three weeks (3 hours per week) • - the first 3 hours (session 1) are compulsory for facilitators involved in supporting IPL groups whereas the final 6 (sessions 2 & 3) are optional • presents the theories underpinning the IPL programme • emphasises the need for all facilitators to understand the ethos, aims and objectives of the IPL programme • ensures that all students achieve the same ‘core’ IPL experience • gives facilitators a clear understanding of their role by giving them a chance to experience a condensed version of IPL1

8. FTP model

9. Pre-registration IPL Is developed by the Centre for Interprofessional Practice in close collaboration with students and staff

10. Objectives of pre-reg IPL For students to: • describe why effective interprofessional teamworking is important to patient care • explain your own role as a healthcare professional within an interprofessional team • learn about the roles of other healthcare professions and how you would all collaborate to provide optimal patient care • evaluate the benefits and constraints associated with interprofessional teamworking • develop knowledge, skills, attitudes and behaviour that facilitate effective interprofessional teamworking

11. Pre-Registration IPL programme IPL1 Classroom based – compulsory for students in year one IPL2 Integration into practice – compulsory for students in year two Involvement of patients, carers and experienced professionals – voluntary for students in their final year/ year three IPL3 Involvement of service users and experienced professionals – voluntary for students in their final year IPL4

12. IPL1 • Based on a pilot run during spring 2003 (Lindqvist et al., 2005a) • 7-week programme • Weekly meetings, both with and without facilitator • Small multiprofessional groups (6-8 students) • Case-based learning • In 2009 654 students completed IPL1: medicine (168), • midwifery (26), nursing (173), occupational therapy (85), • pharmacy (90), physiotherapy (70), speech and • language therapy (30) and operating department practice (12)

13. In IPL1 we use case scenarios in multiprofessional groups to explore students’ understanding of the roles of different health professionals early on in their training provide students with an opportunity to meet a range of healthcare students face to face early on

14. Learning outcomes for IPL1 After successful completion of IPL1, and associated independent learning, students will be able to: • describe why effective interprofessional teamworking is important to patient care • explain their own role as a healthcare professional within an interprofessional team • learn about the roles of other healthcare professions and how they would all collaborate to provide optimal patient care • evaluate the benefits and constraints associated with interprofessional teamworking • develop knowledge, skills, attitudes and behaviour that facilitate effective interprofessional teamworking

15. IPL1 Assignments • Group Report - 3,000 word report in relation to a case scenario and an assessment of how the group worked together. • Group presentation – 15 min group presentation in relation to key principles of effective teamworking set by the group at the outset of IPL1. • Self assessment of each student’s contribution to IPL1 and evaluation in relation to key principles of effective of future learning needs. This assessment is optional, but will help students develop as effective collaborative workers.

16. IPL2 • Developed with students and staff during autumn 2003 • Students meet 3 times over the year to share experiences in practice • Small multiprofessional groups (6-8 students) • Case-based learning, with the focus on communication • Integration into practice • In 2009 ~ 600 healthcare students completed IPL2

17. In IPL2 we use case scenarios in multiprofessional groups to stimulate students to reflect, whilst on placements, on how members of a multiprofessional team collaborate to provide the best patient care. provide students with an opportunity to share placement experiences face to face

18. Learning outcomes for IPL2 After successful completion of IPL2, and associated independent learning, students will be able to demonstrate: • understanding of the importance of effective interprofessional teamworking to patient care; • knowledge and understanding of how different styles of communication between professionals and with patients affect collaboration and quality of care; • knowledge of the benefits and constraints associated with interprofessional teamworking, and ability to constructively discuss different approaches to best collaborative practice together with you peers; • reflective skills in relation to their own role and the ability to communicate to others what they have learnt so far and their future learning needs as a collaborative practitioner.

19. IPL2 assignments • Task 1: discussions with two other healthcare students/patients • Task 2: ½ day shadowing visit with a qualified healthcare professional (from a different profession to their own) • Task 3: 1,000-word reflective statement

20. IPL3 • Developed with students and staff during autumn 2005 • A one-day conference to discuss and debate interprofessional issues • Small multiprofessional groups (10 students) • Case-based learning, with the focus on patient and carer experiences of healthcare • 3rd year student volunteers, keynote speakers, FoH & Pharmacy Head of Schools, experienced professionals, patients, carers staff and facilitators from the Centre • 120 students can take part

21. In IPL3 we use real case scenarios in multiprofessional groups thus providing students with an opportunity to work together with experienced professionals, patients and carers.

23. IPL4 • Developed with students and staff during spring 2008 • A half-day workshop • Small cross-professional groups (5-6 students) including also service users and experienced professionals • Case-based learning, with the focus on issues in health and social care related to a specific topic (e.g. alcohol abuse, domestic abuse, eating disorders) • Final year student volunteers from health and social care • ~ 30 students can take part

24. In IPL4 we use real service users sharing their experiences multiprofessional groups thus providing students with an opportunity to work together with service users & experienced professionals

25. Complexity… FUNDING PROFESSIONAL BODIES Research Networking Development Feedback Feedback DEANS OF FOUR SCHOOLS IPL PROGRAMME COMMITTEE OT MED PHA NUR CIPP MID SLT PT ODP Students Staff Facilitators

26. Lessons learnt - one needs to… nurture and ensure that there is support “from the top” have a team responsible for IPL delivery, development and evaluation have regular meetings with a IPL programme committee pay careful attention to the preparation of learning intervention(s) remember to link the content of the learning intervention & its assignments to the set learning outcomes train facilitators provide ongoing support & engagement of students and staff complete early evaluation of feedback & regular development be open to new ideas – foster innovation be mindful of the importance of sustainability pilot new interventions stay strong… keep faith in what you do and why… Remember to… It is an ongoing process…