Engaging students to co-design and deliver a program to support the development of interprofessional practice
Abstract
Preparedness of health graduates to engage in interprofessional practice (IPP), is essential to a patient-responsive, effective and efficient healthcare system. Whilst interprofessional education (IPE) is seen as foundational to IPP, best practice in its development and implementation in undergraduate programs remains ambiguous1. Collaboration between medicine and paramedicine undergraduates are uncommon2. The reasons are many but are centred around curriculum, time and space constraints. Blended learning may present a solution to these constraints and provide a neutral ground for students to engage with learning without the overlay of hierarchical power dynamics that may be present in work-based settings3. Our project investigates the impact of a co-designed, blended IPE learning activity on the attitudes of medicine and paramedicine students towards interprofessional practice. Twelve volunteer students partnered with faculty members to create and deliver a weeklong blended learning experience. This presentation describes the first part of a University of Notre Dame (School of Medicine) and University of Tasmania’s (Faculty of Paramedicine) collaboration and engaging students as co-designers and facilitators to deliver a quality, research-informed blended IPE learning activity. Data is currently being collected and analysed to measure whether there is a shift in attitudes using validated scales and focus groups. As essential stakeholders in IPE, students can be engaged as co-creators in planning and facilitation of IPE, developing skills in in peer- teaching, building future capacity for skilled facilitator workforce and providing opportunity to experience collaborative leadership practises in action.
Recording
References
1Abu-Rish E., et al. (2012). Current trends in interprofessional education of health sciences students: A literature review. Journal of interprofessional care, 26(6):444-451.
2Hallikainen, J., et al. (2007). Interprofessional education of medical students and paramedics in emergency medicine. Acta Anaesthesiologica Scandinavica, 51(3), 372-377.
3Reeves S., et al. (2016). A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical teacher, 38(7):656-668.
Theme
Developing purposeful partnerships, Tools and strategies for creating sustainable partnerships
Presenter Bio
Aishah Moore
Dr Aishah Moore is the Co-Head of Curriculum in the School of Medicine at the University of Notre Dame, Sydney Campus. She has a special interest in Interprofessional Education and is an experienced facilitator in the medical curriculum. Aishah competed her medical degree at University of Newcastle and works as a General Practitioner in the Southern Highlands.
Claudia Ng
Dr Claudia Ng is the Medical Education Development Officer in the School of Medicine at the University of Notre Dame, Sydney Campus. She also works as a tutor of Year 1 Medical students in the facilitation of Problem-Based Learning and teaching of Communication and Clinical Skills. Her special interest is in interprofessional education and equipping health professionals to work with people with disabilities. She is currently undertaking her Masters in Health Professional Education.
Giselle Gallego
Dr. Gisselle Gallego PhD is a Senior Research Fellow, Translational Research at the School of Medicine. She is a clinical and health services researcher with skills and experience in the evaluation of health policy, knowledge translation and the use of mixed methods in research. Her research and teaching focus on the experiences of marginalised populations. This includes the experiences of culturally and linguistically diverse people, those living with disability, ageing populations as well as the intersection of these.
Samuel Bulford
Dr Samuel Bulford is a final year ED Registrar at Liverpool Hospital, having initially completed his undergraduate degree at University College London. He is a sessional academic in the School of Medicine at the University of Notre Dame, Sydney Campus. His special interest is to improve inter-professional education, specifically between medical and paramedical students.
Presentation Type
Event
Location
Zoom session commences 10am AWST/12 noon AEST
Start Date
21-9-2022 11:09 AM
End Date
21-9-2022 11:16 AM
Engaging students to co-design and deliver a program to support the development of interprofessional practice
Zoom session commences 10am AWST/12 noon AEST
Preparedness of health graduates to engage in interprofessional practice (IPP), is essential to a patient-responsive, effective and efficient healthcare system. Whilst interprofessional education (IPE) is seen as foundational to IPP, best practice in its development and implementation in undergraduate programs remains ambiguous1. Collaboration between medicine and paramedicine undergraduates are uncommon2. The reasons are many but are centred around curriculum, time and space constraints. Blended learning may present a solution to these constraints and provide a neutral ground for students to engage with learning without the overlay of hierarchical power dynamics that may be present in work-based settings3. Our project investigates the impact of a co-designed, blended IPE learning activity on the attitudes of medicine and paramedicine students towards interprofessional practice. Twelve volunteer students partnered with faculty members to create and deliver a weeklong blended learning experience. This presentation describes the first part of a University of Notre Dame (School of Medicine) and University of Tasmania’s (Faculty of Paramedicine) collaboration and engaging students as co-designers and facilitators to deliver a quality, research-informed blended IPE learning activity. Data is currently being collected and analysed to measure whether there is a shift in attitudes using validated scales and focus groups. As essential stakeholders in IPE, students can be engaged as co-creators in planning and facilitation of IPE, developing skills in in peer- teaching, building future capacity for skilled facilitator workforce and providing opportunity to experience collaborative leadership practises in action.
Recording
References
1Abu-Rish E., et al. (2012). Current trends in interprofessional education of health sciences students: A literature review. Journal of interprofessional care, 26(6):444-451.
2Hallikainen, J., et al. (2007). Interprofessional education of medical students and paramedics in emergency medicine. Acta Anaesthesiologica Scandinavica, 51(3), 372-377.
3Reeves S., et al. (2016). A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical teacher, 38(7):656-668.