Inter-Professional Learning forNon-Clinical Health Science

Students

IPL Symposium

31st Oct 2014

Indu Singh

Griffith Health Group Vision

Griffith Health will, through leadership and innovation in teaching, research and

community engagement, create sustained improvements in all aspects of health and

health care for the local, national and international communities

Inter-professional Collaboration

Health Group recognises for the vision to be achieved and for human health to continue to

improve in the 21st Century, it will be essential for health care workers to develop and utilize high

level competencies in inter-professional collaboration

Both the Griffith Health Strategic and Operational plans emphasize the Group's commitment to this area through identifying it as one of the priority

programs areas within Health IDEAS

What Could We Do To Include Generic Health Program Students?

Griffith Health schools needed to review curricula to incorporate and/or build upon existing IPL activities

For the programs that do not lead directly to qualification as a clinical health professional, a modified range of inter-professional learning

activities had to be investigated

Role of IPL in Non-Clinical Health Professional training

Increased access to health care Improved outcomes for people with chronic

diseases Less tension and conflict among caregivers Better use of clinical resources Easier recruitment of caregivers Lower rates of staff turnover

Lemieux-Charles L, et al. What do we know about health care team effectiveness? Med Care Res Rev 2006;63(3):263–300

Why MSC generic health programs require IPL?

IPP is defined as, “participation of all members of the team involved in direct and indirect health service delivery to accomplish common goals of improving health care”

Graduates of generic and allied health science programs tend to administer and manage projects in health care industry and research

Prevention and management of chronic disease in individuals has become health care priority

Clinical service professional students experience with a real life, work integrated, learning experience of

practice in an inter-professional team, under supervision

This is an issue for generic degrees, Med Lab Science students will meet this requirement while on clinical placement, but what can we do with

Health Science and Biomed Science???

IPL – Phase 1 Foundation Year

Course: Health Challenges in 21st Century

A core course for the first year students from all MSC programs

IPL – Phase 11

Courses: Molecular Medicine & Haematology II

Core courses for all 3rd and 4th year Biomedical Science and Medical Laboratory Science

students and elective for many other programs across the school

IPL ActivitiesCommunication skills & Workshops

Communications Lecture

» Delivered by Linda Humphries

Communications Work Shops

» Coordinated by Pit Chan, Heather  de Watteville-Doe, Linda Humphries and Simulated Persons/Patients

IPL Workshops

» Designed and coordinated by academics of MSC and Pit Chan under guidance of Gary Rogers

Learning Outcomes: IPL Exercises Work effectively in a team, both as team member & leader

Describe the potential barriers to effective teamwork & strategies through which they may be overcome

Express professional opinions competently, confidently & respectfully to colleagues in any health related profession

Listen to the opinions of other health professionals (directly or indirectly involved in patient care) effectively & respectfully, valuing each contribution in relation to its usefulness for the patient, client or community concerned rather than on the basis of the professional background of its contributorAdapted from The Framework for Interprofessional Learning at Griffith Health 2011-2014

IPL – Students and facilitators Teams

» 109 students divided into about 18 teams of 6 students each

Student cohorts» Biomedical Science 3rd year, Med Lab Sc 3rd & 4th year,

Nursing PG & Med Sc

Facilitators» Health IDEAS staff involved in IPL» Simulated patients » MSC academics » Demonstrators and other volunteers

Communication Lecture & Workshop

Students spent 20 minutes to discuss material presented at the communication skills lecture before the start of the first simulation

Each student worked for about 10 minutes with a SP who enacted a case scenario created to try communication skills provided in the lecture

» Rest of the students from the group observed the interaction through a one way glass window.

Following the simulation, the student who was in the simulation received feedback from all the observers and SP

IPL – Scenarios for workshop4 scenarios discussed and presented by 4 groups each of 6

students formed from different disciplines and programsStudent groups did not change between communication and IPL

workshops

Group A – Leadership, Teamwork, Efficiency and CommunicationGroup B – Serious Hazard of Transfusion (SHOT) and Transfusion PolicyGroup C – Ethics, Teamwork, Communication and Working with communityGroup D – Case management of chronic disease

IPL – Scenarios for workshop Group A – Leadership, Teamwork, Efficiency and

Communication» Due to the global financial downturn, each department of a major

biomedical corporation must increase efficiency by 5%» The departments in the organisation include laboratory testing,

research unit, drug development, quality improvement & assurance, occupational health and safety, biotechnology (engineering), IT, administration, management, finance, and marketing.

Team Challenge:» Role play as each department manager» Device a strategy to meet the above scenario» What sort of things can they do as individual department to improve

efficiency or increase sales? » Should they try to understand the needs and different users point of

view with patient care as primary focus before making any cuts?

IPL – Scenarios for workshop Group B – Serious Hazard of Transfusion (SHOT) and

Transfusion Policy» Emergency blood transfusion required for an elderly patient, with

multiple lapses in judgement from ordering of blood, collection and transport of sample, testing and administration of blood

» Due to time constraint certain guidelines were also overlooked, as a result the patient had a transfusion reaction

Team Challenge: » Knowing that 50% of transfusion reaction events are attributed to

multiple errors, students to discuss all possible sources of errors in the above scenario

» What sort of things can they do as a Blood Transfusion Committee to improve safety for the patients and reduce the inefficient use of blood products donated by public?

IPL – Scenarios for workshop Group C – Ethics, Teamwork, Communication and Working

with community» A group of junior scientists assigned to the team involved in the

recruitment of participants after obtaining Human Research Ethics Committee’s (HREC) approval

» The research proposes to explore the relationship between health professionals and people with mental health issues in a small, socially closed rural community with a lot of social problems. A “dual relationship” exists in this community because patients are likely to know their health professionals both socially and professionally

Team Challenge: » Are the team leaders concerned these dual relationships may

cause a conflict of interest, or affect the treatment of the participants they are trying to recruit? How will they proceed?

IPL – Scenarios for workshop Group D – Case management of chronic disease

» An elderly lady with NIDDM prescribed medication and asked to change her life style and see the diabetes care plan professionals without lot of guidelines or support

» She made appointments with a dietician, exercise physiologist , podiatrist and ophthalmologist

» She went to pharmacy and was asked about her condition, other medications, treatment plan.

» She felt conflicting suggestions were made by pharmacist who did not have any information from her GP

Teams challenge: » How to support the patient and deal with the lack of communication

between care providers?

Facilitators Checklist & Debriefing  Group GroupTeam workCollaborationDivision of tasks

   

Leadership    

CommunicationActive listeningNon-verbal communicationParaphrasingEmpathy

   

Valuing self and others contributions

Respect

   

Ethical issues    

Reflections and Assessment Students submitted reflections (draft for a feedback) followed by final

reflections for grading as part of Molecular Medicine assignment Students were given reflection writing guidelines (questions to guide

reflections based on learning objectives and facilitators feedback) and Following marking rubric was used by students as guideline as well

(modified to fit the purpose from Griffith University Affective Learning Scale (GUALS provided by Gary Rogers)

  1No Evidence of affective learning

2Evidence of noticing some aspects of experience

3Evidence of some reflection of the personal experience

4Evidence of some value of the experience to the student

5Evidence of significant impact on the student’s value

Team work          Leadership          Communication          Valuing self & others contributions

         

Ethical issues          

Student Feedback: Communication skills lecture & workshop

Most free comments reflected:

                   strongly disagree disagree neutral agree

strongly agree

1.The workshop was well organized               1 8 8                             

2.I received helpful feedback on my performance           3 14             

3.The workshop engaged me in learning               6 11             

4.The lecture prepared me for the workshop           5 9 3             

5.Overall I am satisfied with the quality of this workshop       1 7 9                             

• Benefit of personal feedback on how they can improve & understanding the way different SPs communicate and thinking about what I would do if I were interviewing

• Listening skills- being able to listen and give back sympathetic and empathetic • Difference between open and closed questions

Student Feedback: IPL Workshop A survey with 19 questions was completed voluntarily by students

(questionnaires are yet to be analyzed)

Overall Qualitative feedback (open end questions ands reflections)

was positive (well received and appreciated)

» Reflections indicate students understood how other health professionals

perform in the real world and provided them with the sense of

comradeship

» They felt they could identify people’s real strengths and enjoyed learning

with and from each other

» They could view a situation from different angles and realized

students/professionals from different backgrounds need to contribute

effectively and efficiently to patient & community care by understanding

each others role and perspective

MSC Facilitators Feedback

The preparation the students had was  good and from speaking with them they all enjoyed the role playing/acting sessions

Really impressed with the mature way the students approached to scenarios and the way they self facilitated their groups

 Very valuable learning experience for our students, enjoyed being involved, it was an excellent addition

Learning to interact or making then aware of just how many different categories  of people they are actually going to encounter in their careers, is rather crucial

I was lucky enough to be able to sit in on the first session with PC and I found it was so informative and useful for following IPL workshop

I think it is a positive step forward in the students training Watching the students interact with a wider group and having to come up

with a set of common goals is in fact a reality in the “real world” IPL activities were a great learning exercise for students to analyze,

troubleshoot and find ways to work-around the scenarios that they would face in the workforce.

Acknowledgements & ThanksSchool of Medical ScienceDr Roselyn Rose’Meyer

Dr Dean Pountney

Dr Jessica Vanderlelie

Dr Helen Massa

Dr Helen Irving-Rodgers

Mrt Abishek Santhakumar

Mr Stephen Smith

Ms Pam Taylor

Ms Yun Mi Nguy

Health IDEAS & IPL teamLeon Christopher

Helen Bodell

Niki Edwards

Leisa Petersen

Karen Lynch

NursingMs Julie Shaw

All SPs