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Collaborative Learning & Practice IPE in Clinical Placement at a
Community Teaching Hospital
Daphne Flatt Collaborative Practice Leader – Rehabilitation Sciences
Provide health care students at NYGH with a structured experience
to learn with, from & about one another
COLLABORATIVE LEARNING & PRACTICE
• Adult Learning Principles (Knowles,1975)
• Experiential Learning Theory (Kolb,1984)
• Reflective Practice (Schon,1987)
• Contact Hypothesis (Allport,1954)
Experiential Learning Cycle
Ice Breaker Didactic teaching Interactive activities Case scenario Audio-visual material Story telling
SCHEDULE
STUDENTS
SEATING
SELECTION
0
5
10
15
20
25
WINTERSPRINGFALL
STU
DEN
T N
UM
BERS
STUDENT PROGRAMS:
• Clinical Nutrition • Genetic Counselling • Medical Radiation Technology • Medicine* • Nursing (RPN/RN/NP) • Occupational Therapy • Pharmacy • Physiotherapy • Psychology • Recreation Therapy • Respiratory Therapy • Social Work • Speech-Language Pathology • Spiritual Care
N=106
4.6 4.5
4.6 4.5
4.1 4.7
4.5
Recommend program to othersComfortable environment
Atmosphere of trust & safetyCases encouraged interest & thinking
Perceptions of another HCP alteredNew learning about a profession
Gained awareness of IPE
Average Rating
“It was a safe, open & equitable learning
environment.”
“Assigned seating facilitated meeting
students from other professions.”
.
“Many different mediums used kept sessions interesting.”
“Discussing cases & sharing different perspectives was really valuable!”
“Ethical implications of clinical scenario
was thought provoking.”
“ I learned things we don’t normally learn
in practice.”
“I have a better understanding of the perspective of
patient & families.”
CONSIDER WHAT YOU CAN DO STARTING FROM WHERE YOU ARE
S. Woollard, R. Penciner, V. Christofilos, D. Baldaro, J. Chiu, G. Kirsh, A. Cepler, N. Lelless.
REFERENCES • Centre for Interprofessional Education, University of Toronto ipe.utoronto.ca • Facilitating Interprofessional Clinical Learning: IPE Placements & Other Opportunities (2007)
http://www.ipe.utoronto.ca/initiatives/ipc/implc/preceptorship.html • Canadian Interprofessional Health Collaborative cihc.ca • Interprofessional Collaborator Assessment Rubric med.mun.ca • Health Force Ontario: Blueprint for Action healthforceontatio.ca • Patient Safety Institute patientsafetyinstitute.ca • Baycrest Toolkit for Interprofessional Education & Care (2012) baycrest.org • Carpenter, J. & Dickinson, C. (2016). Understanding IPE as an intergroup encounter: The use of contact theory in
programme planning. JIPC: 30, 1. • Crosby, J. (1996). AMEE Medical Education Guide No. 8: Learning in Small Groups. Medical Teacher: 8(3). • D’Eon, M. (2004). A blueprint for interprofessional learning. Medical Teacher: 26,7. • Oandasan, I. & Reeves, S. (2005). Key elements for interprofessional education. Part 1: The learner, the educator and the
learning context. JIPC: Supplement 1: 21-38. • Knowles, M.S. (1975). Self-Directed Learning: A Guide for Learners and Teachers. Follett Publishing Company, Chicago, IL. • Schön, D. A. (1987). Jossey-Bass higher education series. Educating the reflective practitioner: Toward a new design for
teaching and learning in the professions. San Francisco: Jossey-Bass. • Steinart, Y. (1996). Twelve Tips for Effective Small-Group Teaching. Medical Teacher: 13(3). • Tiberius, R. (1990). Small Group Teaching – A Trouble-Shooting Guide. OISE Press: Toronto.
