AHC

Transcription

AHC

Facilitating
Interprofessional Clinical Learning:
Interprofessional Education Placements and other Opportunities
Authors
Lynne Sinclair, MA(Ad Ed), BScPT
Director of Education, Toronto Rehab
Mandy Lowe, MSc, BSc(OT)
Interprofessional Education Leader, Toronto Rehab
Tracy Paulenko, BScPT
Interprofessional Education Project Manager, Toronto Rehab
Aleksandra Walczak, MA, BA
Education Coordinator, Toronto Rehab
Corresponding Author
Interprofessional Education Leader
Toronto Rehabilitation Institute
[email protected]
This project was funded by:
The Ministry of Health and Long Term Care’s Interprofessional, Mentoring,
Preceptorship, Leadership and Coaching (IMPLC) Fund.
Suggested Citation
Sinclair, L., Lowe, M., Paulenko, T. & Walczak, A. (2007) Facilitating
interprofessional clinical learning: Interprofessional education placements
and other opportunities. University of Toronto, Office of Interprofessional
Education: Toronto.
Copyright © Office of Interprofessional Education, University of Toronto, 2007
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Facilitating Interprofessional Clinical Learning:
Interprofessional Education
Placements and
other Opportunities
Lynne Sinclair, MA(Ad Ed), BScPT
Director of Education, Toronto Rehab
IPE Leader, Toronto Rehab
IPE Project Manager, Toronto Rehab
Education Coordinator, Toronto Rehab
July 2007
Acknowledgements
We gratefully acknowledge The Ministry of Health and Long Term Care’s Interprofessional, Mentoring,
Preceptorship, Leadership and Coaching Fund (IMPLC) project “Catalyzing and Sustaining Communities
of Collaboration Around Interprofessional Care”, a University of Toronto and Toronto Academic Health
Sciences Network Partnership.
Preceptorship Arm Co-Leaders:
Lynne Sinclair, MA (Ad Ed), BScPT
Director of Education
Interprofessional Education Leader
IPE Project Manager:
Education Coordinator:
Overall Project Administrative Lead:
Ivy Oandasan, MD, MHSc, CCFP, FCFP
Director, Office of Interprofessional Education
University of Toronto
The Toronto Rehabilitation Institute established the first student clinically-based Interprofessional
Education (IPE) placement program in Toronto, Ontario in 2004. Since that time, the IPE student
placement program has evolved based largely on the experiences and feedback of the many students, clinical
faculty, program service managers, and IPE Facilitators who have participated in this innovative program to
date. We would like to both acknowledge and thank the many individuals and groups who have contributed
to the success of the IPE placement program. The development of this innovative educational program would
not have been possible without the strong support provided by the senior management team at Toronto
Rehab. We would also like to take this opportunity to thank our senior sponsors for both their initial and
ongoing support and mentorship, in particular, Dr. Karima Velji, VP Patient Care & Chief Nursing
Executive at the Toronto Rehabilitation Institute.
We would also like to acknowledge and thank our partners at Bloorview Kids Rehab. Through this grant,
we have been fortunate to pilot our processes and materials with Bloorview Kids Rehab in the development
and implementation of their own IPE Placement Program. We have learned much from our colleagues at
Bloorview Kids Rehab and look forward to our continued collaboration.
We hope you find this manual a helpful guide in your own interprofessional collaboration and education
journeys.
Lynne, Mandy, Tracy and Aleks
Toronto Rehab/University of Toronto
Contents
SECTION 1
Getting Ready for IPE Placements
SECTION 2
Leading and Coordinating IPE Placements: A Resource for Education Leaders and Coordinators
SECTION 3
Hosting IPE Placements: A Resource for IPE Facilitators
SECTION 4
Developing IPE Facilitator Skills: Workshop Resources
SECTION 5
Supporting Other Interprofessional (IP) Learning Opportunities: A Menu of Options for All Types of Placements
SECTION 6
IPE Websites and Key References
Contents
Introduction�� 1
Understanding IPE: Background and Context�� 1
Planning for an IPE Placement Program�� 2
Getting Ready
for IPE
Placements
Preparing Teams and Staff�� 3
Successes and Benefits �� 4
Lessons Learned �� 4
Enhancing Interprofessional Learning
Opportunities for all Leaners�� 5
Appendices
- References�� 7
- IPE Placement Program Description� �� 8
- IPE Placement Program Overview �� 10
- IPE Leader Business Case and Role Description � 11
Section 1
A
B
C
D
Section 1: Getting Ready for IPE Placements
Introduction
There are many factors to consider in preparing and planning for IPE clinical placements.
This section provides a brief overview of the main elements to consider and will guide the reader
to additional resources found in other sections of the toolkit: “Facilitating Interprofessional Clinical
Learning: Interprofessional Education Placements and Other Opportunities”.
Understanding IPE: Background
and Context
What is Interprofessional Education (IPE) and
Collaboration (IPC)?
Interprofessional Education:
“Members (or students) of two or more professions associated with
health or social care, engaged in learning with, from and about
each other” (CAIPE, 2002)
Interprofessional Collaboration:
“…an interprofessional process of communication and decisionmaking that enables the separate and shared knowledge and skills
of health care providers to synergistically influence the client/
patient care provided” (Way, Jones & Busing, 2000)
Is there a framework for planning interprofessional education
initiatives?


http://www.ipe.utoronto.ca/Educators/framework.htm

Health Canada Model (D’Amour & Oandasan, 2005):
Refer to  Section 6 “IPE Websites and Key References”
“ ...the separate
and shared
knowledge and
skills of health
care providers to
synergistically
influence the
client/patient care
provided.
”
(Way, Jones & Busing, 2000)
Why is IPE important now?
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Focus of, Policy Support for and Theoretical Foundations of IPE:
 http://www.ipe.utoronto.ca/tools/foundations.htm
International
B Growing number of IPE programs and research initiatives – e.g. UK, USA
National
B Romanow Report, 2002:
B  http://www.hc-sc.gc.ca/english/care/romanow/hcc0086.html
B Health Canada – Interprofessional Education for Collaborative Patient-Centred Care
(IECPCP )  http://www.hc-sc.gc.ca/hcs-sss/hhr-rhs/strateg/interprof/index_e.html
Provincial/Local
B Health Force Ontario’s Interprofessional Health Education Innovation Fund
B “Regulation of Health Professions in Ontario: New Directions” (HPRAC, 2006)
Section 1
University of Toronto (U of T) Office of IPE; research, practice, curricula
 http://www.ipe.utoronto.ca
Enhance patient care
B Collaborative practice improves patient outcomes in specific populations
B

What is the history of IPE? Where are the future directions for IPE?

Historical overview
B  http://www.ipe.utoronto.ca/tools/research.htm

Building on the Foundations of IPE in Toronto – An Agenda for the Future
B  http://ipe.utoronto.ca/about_us/mtcusub.pdf
What is the research evidence for IPE?

 http://www.ipe.utoronto.ca/Educators/research.htm
What are key references regarding IPE Clinical Learning Opportunities?
•
Refer to  Section 6 “IPE Websites and Key References”
Planning for an IPE Placement Program
What does a Student IPE Placement look like?

Refer to  Appendix B “IPE Placement Program Description” and
 Appendix C “IPE Placement Program Overview”
What are some key elements for a successful Student IPE placement program?
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Strong administrative and practice support
Ability to build upon strong interprofessional teams, education programs
Partners (Academic, leaders in other facilities)
Recognition, support and mentorship of local champions
Starting small and celebrating successes
Being prepared to creatively address challenges (e.g. scheduling)
Leadership that explicitly supports IPE and collaborative practice
Allocation of resources for leadership roles (e.g. IPE Leader)
How to build corporate support for an IPE Leader

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Allocate resources for leadership roles, e.g. funding for an IPE Leader
Refer to  Appendix D “IPE Leader Business Case and Role Description”
What is the role of an IPE leader?


Section 1
For details regarding IPE placements refer to
 Section 3 “Hosting IPE Placements: A Resource for IPE Facilitators”
For details regarding IPE Leader role refer to
Section 2 “Leading and Coordinating IPE Placements: A Resource for Education Leaders
and Coordinators”
What is the process for leading IPE placements?

Refer to Section 2 “Leading and Coordinating IPE Placements: A Resource for IPE Leaders
and Coordinators”
B For example: selecting students and health care teams, curricula and scheduling, and
academic contacts ([email protected])
How are IPE placements evaluated?
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A range of tools are available and are listed on the University of Toronto IPE Office website:
 http://www.ipe.utoronto.ca/Educators/evaluation.htm
Refer to  Section 3 “Hosting IPE Placements: A Resource for IPE Facilitators” for details of
evaluation
Preparing Teams and Staff
What are some resources to prepare staff for the role of student supervisor?

Many resources are available, for example:
B  http://www.preceptor.ca
B
 http://www.cfd.med.utoronto.ca/
B
connect with your own professional resources, e.g. academic partners
What are some resources that may assist teams to build their own interprofessional
collaboration competencies?

Team building resources are available at:
 http://www.ipe.utoronto.ca/tools/groups.htm

Orchard, C.A., Curran, V. & Kabene, S. (2005). Creating a culture for interdisciplinary
collaborative professional practice. Medical Education Online, 10:11. Available from
 http://www.med-ed-online.org
Teamwork in Healthcare: Promoting Effective Teamwork in Canada – a report funded by the
Canadian Health Services Research Foundation
 http://www.chsrf.ca/research_themes/pdf/teamwork-synthesis-report_e.pdf

What are some resources to help individuals develop IPE Small Group Facilitator skills?
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Refer to  Section 4 “Developing IPE Facilitator Skills: Workshop Resources”
For a series of Interprofessional Education DVDs on interprofessional collaborative care and
learning which includes “Facilitating Interprofessional Collaboration with Students”
(a companion tool to this guide), contact the U of T Office of IPE at
 http://ipe.utoronto.ca/tools/dvd.htm
5 Day Interprofesional Education Leadership Course – contact the Office of IPE
([email protected]) for additional information regarding course availability
Section 1
Successes and Benefits
What have been some of the successes of hosting IPE placements at Toronto Rehab?
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As of July 2007, 17 IPE placements with 99 students from 15 professions, including research,
have been hosted since 2004
Seventeen IPE trained small group Facilitators from 8 professions have participated in the IPE
placements
Improved recruitment and retention is seen with 36% of graduated IPE students currently
employed at Toronto Rehab (2006 data)
Emphasis on collaboration and teamwork seen as foundation of all clinical practice
Increased placement and teaching activity
Preparing for unique practice demands of the future (e.g. Local Health Integration Networks,
Primary Care, Family Health Centres)
Increased research dollars ($4.7 M)
Lessons Learned
What has Toronto Rehab learned in hosting IPE placements since 2004?

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
Section 1
Start small (e.g. pilot one IPE student clinical placement).
Work with teams that are interprofessional and collaborative (team members that work well
together on a unit or in a program of care and exhibit collaborative competencies or as
reported from staff and patient satisfaction scores).
Educate the IP team (managers, hosting team, clinical supervisors, Corporate Professional
Leaders, Clinical Educators, etc.) about IPE and IPC (e.g. definitions, objectives, benefits,
components of IPE Student Placements, roles and responsibilities of IP team members) at
in-services, Team Rounds, Business Meetings, Grand Rounds
Build excitement, enthusiasm and support across the organization
B recognize, support and mentor local IPE champions (e.g. meet and share information,
establish an interest/steering group)
B partner with Marketing and Public Affairs/Communication (e.g. add an IPE section on
the intranet)
B include IPE initiatives in the organization’s strategic plans

Celebrate and share your IPE successes
B Local newsletters/ invitations to presentations on IPE
B One student IPE group wrote an article re: their IPE placement experiences
B Lumague, M., Morgan, A., Mak, D., Hanna, M., Kwong, J., Cameron, C., Zener,
D. & Sinclair, L. (2006). Interprofessional education: The student perspective.
Journal of Interprofessional Care, 20 (3): 246-253.

The facilitation of interprofessional education and collaborative patient-centred practice
(IECPCP) with healthcare professional students provides meaningful learning opportunities
for students and allows the teams themselves to reflect on and work toward further
developing their own interprofessional collaborative competencies
Enhancing Interprofessional
Learning Opportunities for all Leaners
What other IPE clinical learning opportunities are there?


For a range of Interprofessional Learning Opportunities, please refer to
 Section 5 “Supporting Other IP Learning Opportunities: A Menu of Options for All Types
of Placements”
 http://www.ipe.utoronto.ca also has suggestions re: promotion of interprofessional
learning
We hope that you have found
this resource useful and that
you and your IP student teams
will benefit from it.
Lynne, Mandy, Tracy, Aleks
Section 1
Section 1
Appendix A: References
Freeth, D., Hammick, M., Koppel, I., Reeves, S. & Barr, H. (2002). A critical review of evaluations of
interprofessional education. Available from  http://www.health.ltsn.ac.uk/publications/occasionalpaper/occasionalpaper02.pdf
Way, D., Jones, L. & Busing, N. (2000). Implementation Strategies: “Collaboration in Primary Care
-Family Doctors and Nurse Practitioners Delivering Shared Care”: Discussion Paper written for
The Ontario College of Family Physician. Available from http://www.eicp-acis.ca/en/toolkit/management-leadership/ocfp-paper-handout.pdf
Section 1
Appendix B: IPE Placement
Program Description
Sample from Toronto Rehabilitation Institute
Students from Medicine, Nursing, Occupational Therapy, Physical Therapy, Social Work, Pharmacy,
Speech Language Pathology, Psychology, Therapeutic Recreation and other professions have the
opportunity to participate in interprofessional education (IPE) clinical placement experiences. The
IPE placements will run in January/February and May/June this year. Students with a keen interest in
interprofessionalism will be selected to participate in these student interprofessional teams.
Once selected, students will be placed as an interprofessional team within one clinical care unit at
Toronto Rehab. They will participate in one or two facilitated introductory tutorials and then
continue to meet as a group on a regular basis for patient-themed tutorials. At some point during the
later stages or on completion of their clinical experience, they will be asked to offer a group
presentation.
IPE Placement Program Goals
The goals for this interprofessional placement program include:
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opportunity for students from various health care disciplines to develop an increased
understanding of the expertise that each discipline brings to the solution of health problems
provision of opportunities for students to learn and develop clinical expertise together
opportunity to develop an understanding of team dynamics, communication skills within the
team, and conflict resolution within the context of a well-functioning team
Introductory Tutorials
One or two introductory tutorials will be held at the beginning of the IPE placement. These tutorials
will be held in the late afternoon to facilitate attendance. Students will have the opportunity to learn
about each other, explore common professional interests, knowledge, experiences, and individual
learning styles and needs. Students will have the opportunity to develop an understanding of team
roles and responsibilities, conflict resolution, and any specific information related to the clinical skills
required in the particular clinical placement.
Patient-Themed Tutorials
During the IPE placement, students will meet in facilitated tutorials on a regular basis. Students will
take leadership in exploring learning issues pertaining to their clinical experience, the health system,
and the delivery of health care services within the team. As well, students will have the opportunity
to discuss issues related to interprofessional roles and collaborative practice. Shadowing experiences
will be encouraged to supplement their clinical experiences.
Presentation
Throughout the IPE placement, students participate in the preparation of a joint interprofessional
student presentation, which they will deliver at the end of the IPE placement.
Section 1
Debriefing and Wrap-up
Following completion of their clinical experience, students will meet for a final tutorial to provide a
final evaluation, an opportunity for the synthesis of knowledge, and personal reflections.
Student Learning Outcomes
(adapted from McMaster University Health Sciences North Interprofessional Education Pilot Project.)
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increased knowledge and understanding of the roles, contributions and expertise of various
health professionals in the delivery of health care services to patients/clients (e.g. similarities,
differences and potential areas of role overlap and conflict)
increased understanding and respect for the values, beliefs and attitudes that differentiate the
various health professions.
increased knowledge and understanding of the importance of interprofessional collaboration
in the delivery of health care (e.g. team building, team functioning, communication, conflict
resolution)
enhanced skills in building interprofessional relationships and maximizing team function.
Evaluation of Student Learning Outcomes
The Interprofessional Education Perception Scale (Luecht, et al.1990) will be administered prior to and
upon completion of the clinical experience to determine what changes in attitudes, if any, occurred
throughout the placement.
If you have any further questions regarding this innovative and exciting learning opportunity, please
contact the Interprofessional Education Leader.
Section 1
Appendix C: IPE Placement
Program Overview
Welcome to the IPE placement program. We are delighted that you have opted to participate in this
innovative learning experience!
This learning experience requires your participation and leadership; it is a self-directed, collaborative
learning experience. The Facilitators are there to assist the group and facilitate your learning rather
than as content experts themselves.
This handout is a summary of the key elements of the placement program and expectations.
What does the IPE placement consist of?
IPE Placement Component
A team of students are placed in the
same clinical area (e.g. a common unit)
Weekly Patient-Themed Tutorials
Presentation
Details
Students from as many professions as possible;
students reflect make up of team
2 introductory tutorials (2 hours each)
Once per week
1.5 hours in length
Includes patient-themed discussion and feedback
Last week of the placement
Prepared and presented as a group
Refer to detailed handout regarding presentations
When do specific learning activities occur in the IPE placement?
Patient Discussion
Introductory
Tutorials
Review
patient for
week 1
tutorial
Presentation Review
details of
presentation
expectations
Section 1
10
Week 1
Week 2
Week 3
Discuss week
1 patient in
tutorial
Discuss week 2 Discuss week
patient in tutorial 3 patient in
tutorial
Prepare for
Prepare for
week 2
patient
discussion
Confirm
presentation
date and time
week 3 patient
discussion
Final date
and time of
presentation
- Discuss group confirmed
presentation - Presentation
topic
topic confirmed
Week 4
Discuss week
4 patient in
tutorial
Prepare for
Final placement
week 4 patient debriefing occurs
discussion
in last weekly
tutorial
Prepare for
Presentation
presentation occurs
Finalize
evaluation
Appendix D: IPE Leader Business Case
and Role Description
Business Case for Creation of an Interprofessional Education Leader
Background:
As a fully affiliated teaching hospital of the University of Toronto (U of T), there is a critical need to
have an Education Leadership position created with the mandate of enhancing, supporting, and
initiating the integration of student and professional education scholarship into practice across all
clinical disciplines. This position will lead in the development, coordination and evaluation of
innovative education models, programs and strategies including the Interprofessional Education placement program for students and the clinical faculty development program for professionals. Health
Canada, the Ministry of Health and Long-Term Care of Ontario and the U of T have moved to a
direction of IPE practice/learning with a focus on both academic and clinical curriculums. Toronto
Rehab requires an IPE Leader to be the corporate contact, liaison and coordinator of all IPE activities.
Implementation Plan:
There are at least three options available:
1. A Full-time IPE Leader (1.0 FTE) working with the Director of Education and other Education
positions across the organization. Toronto Rehab can be a leading provincial teaching organization
with a fully developed IPE Placement Program. In addition, all students on any type of placement
at Toronto Rehab will have opportunities to participate in IPE activities/learning. To fully support
these programs, this role includes the development, coordination, implementation and evaluation
of a Clinical Faculty Development program. With the Director of Education, the IPE Leader will
also provide educational leadership to other internal departments on corporate issues
(e.g. Conference Services, Human Resources, Infection Control, and Occupational Health/Safety
etc.) Please see attached job description for further details on this role.
2. A Part-time IPE Leader (0.5 FTE) working with the Director of Education and other Education
positions across the organization. Lead all aspects of the IPE Placement Program and the
Clinical Faculty Development programs.
3. A Part-time IPE Leader (0.2 FTE) reporting directly to the Director of Education to coordinate
the IPE Placement Program.
Measures of Success (for established Full-time IPE Leader):
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Develop and lead IPE student placement program (e.g. 8 IPE placements per academic year)
Clinical IPE learning opportunities for all students on any type of placement
Develop and lead Clinical Faculty Development program (e.g. 4 Clinical Faculty Development
sessions per academic year)
Presentations and publications on Toronto Rehab’s IPE initiatives
Funding for Educational Research from external granting agencies
Budget requirements:
Patient care professional practice portfolio will have the IPE Leader role fully funded in base budget
at a salary comparable to other Leadership positions within the organization.
11
Section 1
Role Description
Interprofessional Education Leader (1.0 FTE)
Reports to:
Director of Education
Primary Function:
To enhance interprofessional learning corporately
Requirements:
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Masters degree in related health field and/or education (PhD preferred in Adult Education)
Experience with development, implementation and evaluation of interprofessional education
programs
Excellent interpersonal and leadership skills
Demonstrated expertise in collaborative professional practice, including interprofessional
practice
Demonstrated advanced facilitation and coordination abilities
Able to foster and participate in research activities related to education and evaluation
Experience and expertise in clinical education, continuing professional education and
development
Able to develop partnerships and collaborative structures to enhance education
Eligibility for cross-appointment to the University of Toronto with preferred academic
experience
Key Responsibilities:
The Interprofessional Education Leader is a leadership position at the Toronto Rehabilitation
Institute, with the mandate of enhancing, supporting, and initiating the integration of student and
professional education scholarship into practice across all clinical disciplines. This position will
interact closely with other positions that have an education focus.
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Section 1
12
Lead in the development and evaluation of innovative education models, programs and
strategies including IPE placement program and clinical faculty development programs
Facilitate/provide expert consultation to others in the area of education scholarship and
methodology, e.g., conducting needs assessments, developing education philosophies and
approaches, program implementation and evaluation
With Director of Education, provides educational leadership to other internal departments
on corporate issues (e.g. Conference Services, Human Resources, Infection Control, etc.)
Provide leadership in the development of curricula with education institutions for
Interprofessional Education in Rehabilitation and Complex Continuing Care
Serve as an expert resource for fostering a best practice approach to all educational endeavors
Collaborate with others to develop a further research focus in education programs, including
research in knowledge translation and use of information in clinical management
Seek funding from agencies to support research in the evaluation of education programs
Contents
IPE Placement Planning �� 2
IPE Leader Role Once Placement Confirmed � �� 8
IPE Leader Role During Placement�� 9
Leading and Coordinating
IPE Placements:
IPE Leader Role After Placement�� 10
Appendices
- Sample Contacts for Student Clinical
Placements��
- IPE Placement Overview Presentation
Handout��
- Sample Agenda for IPE Facilitator Orientation
Meetings��
- IPE Leader Checklist��
- IPE Placement Program Evaluation for
Clinical Faculty��
- IPE Placement Program Description� ��
- IPE Placement Program Overview ��
- IPE Placement Presentation Overview ��
�� 11
�� 13
�� 15
�� 16
��
��
��
��
Section 2
A
B
C
D
E
F
G
H
A Resource for
Education
Leaders and
Coordinators
�17
� 19
� 21
� 22
Section 2: Leading and Coordinating IPE Placements
Introduction
This resource supports the Interprofessional (IPE) Leader/Coordinator in his/her role. It should be used
in conjunction with Section 3 “Hosting IPE Placements: A Resource for IPE Facilitators” as this
guide builds on the foundation established in that resource.
As the IPE Leader is responsible for the overall development and implementation of the IPE
placement program, additional resources have been included to assist in guiding the overall program.
In this document, we have shared what has worked well in our experiences at Toronto Rehab since
the implementation of our IPE student placement program in 2004. Central to this success has been
the establishment of the IPE Leader (role outline below):
IPE Leader:
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coordinates planning of IPE placement including determination of which placement
opportunities will be offered, liaises with appropriate academic faculties and provides relevant
information regarding IPE placement to academic institutions
orients clinical faculty to IPE placement philosophy, goals and processes
with Facilitators, orients students to IPE placement learning opportunities and expectations,
orients and supports IPE placement Facilitators, clinical faculty and students in each of their
respective roles
acts as a resource for interprofessional education
responsible for overall evaluation and ongoing development of program
This resource specifically addresses the following areas:


IPE Placement Planning
B Selecting the Timing of the Placement
B
Selecting the Clinical Team
B
Selecting Students
B
IPE Facilitators
IPE Leader Role throughout all IPE placement phases
This resource has been organized using frequently asked questions. Areas of key learning and
additional resources and tools have also been highlighted throughout.
Section 2
IPE Placement Planning
What is an IPE student placement?
Interprofessional education (IPE) has been defined as, “occasions when two or more professions learn
with, from and about one another to improve collaboration and the quality of care” (UK Centre of
Interprofessional Education, 1997). IPE placements provide students from a variety of professions,
who are presently involved in their own profession-specific clinical placement, with the opportunity
to participate in interprofessional placement experiences.
IPE placements are described in detail in  Section 3 “Hosting IPE Placements: A Resource for IPE
Facilitators”. In brief, an IPE placement consists of 4 main elements:

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a group of interprofessional students are placed together on the same unit
students participate in 2 introductory tutorials
students participate in weekly patient-themed tutorials
students prepare and deliver an interprofessional presentation
What are the roles of those involved in IPE student placements?
The various roles are outlined in detail in  Section 3 “Hosting IPE Placements: A Resource for IPE
Facilitators”. These roles include: IPE Leader, IPE Co-Facilitators, Clinical Faculty, Students,
Academic Faculty, Program Service Managers and Senior Sponsor.
Although IPE planning has been divided into 4 sections in this guide (selecting timing, clinical team,
students and IPE co-Facilitators), the planning often occurs concurrently. However, the timing of the
IPE placement should be selected first, since the Facilitator, clinical team and student availability will
depend on the establishment of the IPE placement timing.
IPE Placement Planning: Selecting the Timing of the Placement
How should the timing of an IPE placement be determined?
Students often participate in clinical placements at various times throughout their curricula. In
planning for the ideal time, it is important to be mindful of the range of professions, the length of
placements, the particular placement requirements (e.g. students from one profession may be
available in the spring, but only able to participate in an orthopedic placement), the schedule of the
placements (e.g. are students on placement full time? Part time? On shifts?), the type of placement
(e.g. whether students are on a group or individual placement), the level of the students participating
(e.g. first year, postgraduate, etc.) and other factors. Once you have developed a clinical placement
schedule for the professions with whom you regularly work, it has been our experience that this needs
to be updated as curriculum timing and contacts may change annually.
The IPE placement time is set when students from at least 3 professions are involved in their
profession-specific placements. For example, in looking at the table of student schedules below, the
ideal timing appears to be January.
Section 2
December
January
February
March
April
Social Work
Pharmacy
Registered Nursing
Physiotherapy
Medicine
As some professions schedule their clinical placements several months in advance, it is recommended
to start planning approximately 6 months or more prior to an IPE placement.
Who should I contact to learn more about the timing of clinical placements of the
various professions?
Developing partnerships with the professional leadership already in existence in our organization was
critical. In an effort to continue to foster critical professional linkages with our academic partners,
the IPE Leader collaborated with professional leaders and communicated primarily through them to
academic partners. In addition to your own professional leaders, you may wish to consult the
University of Toronto website (including the Office of IPE) for information regarding clinical
placement curricula ( http://www.ipe.utoronto.ca). A sample listing of select contacts for a variety
of professions (prepared for Toronto Rehab) has also been attached (refer to  Appendix A “Sample
Contacts for Student Clinical Placements”).
IPE Placement Planning: Selecting the Clinical Team
In planning for the first IPE placement, the choice of the pilot unit/team must be carefully
considered and recommendations have been outlined below. Partnering with senior leaders,
professional leaders and academic partners is critical.
How do we know if we are ‘ready’ to develop and implement an IPE placement
program pilot?
In considering the range of factors that are important in developing and implementing an IPE
placement program pilot, please refer to  Section 1 “Getting Ready for IPE Placements” in
addition to the points below.
Selecting the first IPE Placement Team/Unit
We recommend selecting a unit or clinical area that works well as an interprofessional and collaborative
team to further build on their successes. This will provide the opportunity to pilot an IPE placement
with a team that can role model interprofessional teamwork. You may also want to consider the
following factors in selecting the first student IPE placement team/unit:






teams that have high team patient satisfaction ratings
teams that have high staff satisfaction ratings
teams where the management and leaders are supportive of interprofessional learning
teams where staff are keen to supervise students during the same time period
teams widely felt to be leaders in collaboration in your organization
recommendations from senior leaders
Section 2
Helping clinical staff learn about the IPE placement program
It is critical for the clinical team to both understand and be supportive of hosting an IPE placement.
This often entails many strategies for helping the team to learn more about the IPE placement
program itself (for a sample IPE placement presentation, refer to  Appendix B “IPE Placement
Overview Presentation Handout”). The clinical team will likely have many questions about what the
IPE placement means for them and it is imperative that they have a very clear understanding about
what is involved. Their role as clinical faculty should be highlighted. It is also highly advisable to
invite the two IPE co-Facilitators (if confirmed) for that placement to the presentation.
What are the benefits of hosting an IPE student placement for teams?
Teams have reported benefiting in many ways. Clinical faculty report they have learned more about
the professions they work with through discussing their students’ learning. As IPE students may
develop an enhanced understanding of how the team works, clinical faculty have also reported that
students demonstrate greater ease and confidence, in interacting with team members. Clinical teams
have also benefited from students considering how to improve interprofessional collaboration for
better patient care in key areas. For example, two previous student IP teams at Toronto Rehab have
developed patient education materials and discharge safety checklists from an interprofessional
perspective. Further, teams have reported enhanced awareness of interprofessional collaboration
opportunities and challenges through working with the students. As part of the IPE placement
includes an expectation for students to work together to prepare and deliver an interprofessional
presentation, clinical teams may also offer various presentation topics for students to consider. Some
teams have invited the IPE Student Groups to prepare a presentation about a shared clinical issue
they would like to learn more about, and have therefore benefitted through receiving education
tailored to the needs of the clinical team.
IPE Placement Planning: Selecting the IPE Facilitators
Who can be an IPE Facilitator?
In our experience, clinical staff from across the organization and in various positions (e.g. clinician,
manager, advanced practice leader, educator, professional practice leader and others) have been
interested and successful in their IPE Facilitator roles. In facilitating IPE student small group
processes, we use an interprofessional co-facilitation model (two Facilitators from different
professions) to role model collaborative patient-centred practice. It is critical that the Facilitators
are able to role model interprofessional collaboration and it is advantageous if they have prior small
group facilitation experience.
What is the role of the IPE Leader with respect to IPE Facilitators?
The IPE Leader identifies potential IPE Facilitators, selects, orients, provides education, supports,
mentors, and coaches IPE Facilitators throughout the placement. The IPE Leader also integrates
feedback to inform future IPE placement development.
What are the benefits of participating as an IPE co-Facilitator?
In our experience, every person who has participated as an IPE co-Facilitator has enthusiastically and
consistently agreed to participate in future IPE placements as a co-Facilitator. Co-Facilitators report
many benefits to their involvement including:
Section 2

opportunity to further develop:
B small group facilitation skills
B interprofessional facilitator skills
B interprofessional knowledge and collaborator competencies


strengthened relationships with co-Facilitators from other professions
satisfaction and reward in being able to facilitate the development of their team and
collaborator skills in an interprofessional manner
How should IPE Facilitators be prepared?
IPE Facilitators can gather information from a range of sources to determine if s/he is interested in
enacting the role of IPE Facilitator (e.g. websites, articles, references listed in  Section 3 “Hosting
IPE Placements: A Resource for IPE Facilitators”), speak to previous IPE Facilitators, discuss with
IPE Leader, etc.). In preparation, IPE Facilitators will also participate in orientation (led by the IPE
Leader) and an IPE Facilitator Workshop (refer to  Section 4 “Developing IPE Facilitator Skills:
Workshop Resources”).
How much time is involved in being an IPE Facilitator?
In a 4 week IPE placement, Facilitators indicate that they have been able to integrate their roles as
IPE Facilitators into their work. Facilitators report that, after the initial time investment, the workload diminishes greatly throughout the placement (refer to chart below prepared for first time IPE
Facilitator). IPE Facilitators have reported spending approximately 25 hours over a total of 8 weeks
preparing for, implementing and planning. A sample breakdown of the time has been included below.
Experienced IPE Facilitators report progressively less preparation time as their experiences grows.
IPE Facilitator Workshop
Planning with co-Facilitator
IPE Facilitator Orientation Meetings
Pre IPE Placement
4 hours
3 hours
3 hours
IPE Placement
IPE Introductory Tutorials
3-4 hours
IPE Patient-Themed Tutorials
6 hours (4 x 1.5 hours)
IPE Presentation
1 hour (plus 1 hour for presentation rehearsal)
Debriefing with IPE co-Facilitator
2 hours
IPE Facilitator Mid and Post IPE placement
2 hours
meetings
How should the IPE co-Facilitators be paired?
It is recommended that experienced IPE co-Facilitators be paired with novice IPE co-Facilitators
wherever possible. Further, in an effort to role model interprofessional collaboration, partnering of
individuals from two different professions has been effective.
Section 2
Leading the IPE Facilitator Orientation Meetings
The IPE Leader may draw from a sample agenda to guide the discussion (refer to  Appendix C
“Sample Agenda for IPE Facilitator Orientation Meetings”).
IPE Placement Planning: Selecting Students
How do we link with academic partners to ensure they support their students in the IPE
placement program?
Many of the professions with whom Toronto Rehab has partnered are aware of the IPE placement
program as they have supported their students’ involvement in these learning opportunities. It is
critical that all academic institutions be provided information about the IPE Placement Program for
students to review. Using this process, students who select an IPE placement are then aware of the
information in advance and can use it to inform their decision as to whether they would like to
participate or not. It may also be helpful to connect with the academic partners and students in
person via a short meeting or deliver a presentation to the students outlining the IPE placement
program.
We have found it helpful to partner with the professional leadership already in existence in our
organization. In an effort to continue to foster critical professional linkages with our academic
partners, the IPE Leader has collaborated with professional leaders and primarily communicated via
these leaders to academic partners. Information about the IPE placement should be sent in advance
and often includes the documents outlining the program description, sample schedule and IPE
presentation (refer to  Appendix F “IPE Placement Program Description,  Appendix G “IPE
Placement Program Overview, and  Appendix H “IPE Placement Presentation Overview”).
Numbers of students participating in the IPE placement
Students from at least three professions are recommended as a minimum for creating an IPE tutorial
group. The maximum number of students recommended is 10-12; we have found that 6-7 is an ideal
group size.
What levels of learners should be involved in an IPE placement?
Any level of student can be involved as, although students may range widely in their academic
preparation, they have many common areas for learning from an interprofessional perspective.
As students in an IPE placement will be expected to speak to their roles, it is recommended that
students have a well-established understanding of their own professional role regardless of academic
level. For example, we recommend that IPE students have participated in at least one other clinical
placement prior to an IPE placement.
What if there are no clinical placement students from some professions available from
the University of Toronto at the time of our IPE placement?
We have partnered with many academic institutions in arranging our IPE placements. At this point,
we have not found a time in the year where all of the professions have clinical placements at the
same time. However, working with the professional leadership in our organization, we have secured
linkages with several other academic partners (as the clinical placement scheduling often varies across
academic institutions). For example, while we often host IPE placements in January to early
February, there are no student Occupational Therapists (OT) on placement in January from the
Section 2
University of Toronto. We have therefore invited student OTs from the University of Western
Ontario to participate in the IPE placements with great success.
What if there is more than one student from a profession who wants to be involved in an
IPE student placement group?
We have found that having two students from one profession has worked well in the IPE student
groups (as long as the total number of students in the group still allows for effective small group
functioning). Inclusion of more than two students from one profession appears to adversely affect
the function of the overall group in terms of equitable participation from each profession. If there are
more than two students who would like to be involved, students can be encouraged to join other IPE
placements occurring simultaneously. If there are no other IPE placements occurring, it is
recommended that each profession decides who will be able to participate. Some professions have
asked students to write a short paragraph about why they would like to be involved in the IPE
placement program and others have opted for the selection of students with higher academic or
clinical placement evaluation results.
What if a student is not on the IPE unit but is assigned to another area – is it possible for
him/her to participate in the IPE placement tutorials?
Including a student from another area is possible and should be carefully planned in order to
facilitate the most effective learning experience for all involved. The student will no doubt benefit
from a thorough orientation to the area/unit where the IPE placement is occurring. Partnering the
student with a professional from his/her same profession on the unit for this orientation and ongoing
clinical involvement is critical to student learning. The structure of the IPE placement provides the
students with a week’s notice prior to discussing a patient, thereby allowing the student to have
sufficient time to plan for and prepare for the discussion.
Key Learning:
It is ideal if only one or two students are outside of the core IPE unit/area in order to facilitate
maximal opportunity for working together in a common area with a shared group of patients.
What if a non-clinical student would like to be involved in an IPE placement?
We have had limited experience integrating research students into IPE placements. Success has been
facilitated through careful communication of the goals of the IPE placement and critical and creative
thinking around how to foster the participation of research students in IPE tutorial discussions.
For example, research students have been encouraged to shadow clinical professionals and bring
information back to the group. Research students have also assisted the clinical students to further
their understanding of the role of research in a clinical setting and how they may interact with
patients as well. Inclusion of administrative students may be another option to consider.
Section 2
IPE Leader Role Once Placement
Confirmed
As there are many aspects to the development, implementation, planning and monitoring of the IPE
placement, a checklist has been developed to assist IPE Leaders in coordinating activities (refer
to  Appendix D “IPE Leader Checklist”).
Evaluation
The IPE Leader should lead the analysis of the evaluation data (including pre/post student
evaluations, feedback from IPE Facilitators, students, and clinical faculty). This analysis should
inform recommendations and planning for subsequent IPE placements.
There are many options for evaluation. Please refer to  http://www.ipe.utoronto.ca for suggestions
regarding available approaches and tools as well as  Section 3 “Hosting IPE Placements: A Resource
for IPE Facilitators”.
What should be completed in preparation for the IPE Placement?
The IPE Leader should gather the contact information (particularly email addresses) for the clinical
faculty and the students. Once the student email addresses have been confirmed, they should be
forwarded to the IPE Facilitators who will then communicate directly with the students to establish
initial meeting times. IPE Facilitators should also provide the students and clinical faculty
(supervisors) with the IPE Placement Program documents (program description, sample schedule and
IPE presentation – refer to  Appendix F “IPE Placement Program Description,  Appendix G “IPE
Placement Program Overview, and  Appendix H “IPE Placement Presentation Overview”) in
advance of the IPE placement. It is critical for the IPE Leader to address IPE Facilitators’ learning
needs in preparation for the IPE placement. These learning needs can be addressed through sharing
of resources (refer to Section 3 “Hosting IPE Placements: A Resource for IPE Facilitators”), an IPE
Facilitator workshop (refer to Section 4 “Developing IPE Facilitator Skills: Workshop Resources”),
IPE Facilitator orientation meetings, etc.
What should the IPE Leader do just before the IPE placement commences?
The IPE Leader may consider confirming the date and time of the student IPE presentation just
before the placement starts. Although the date and time can be changed after the placement begins,
it is helpful for the IPE Facilitators to share the timing of the presentation with the students in their
first meeting. The IPE Leader may consider mechanisms for preserving IPE student presentations
(e.g. archived webcast) and make arrangements accordingly. Further, it is also helpful to establish the
midway planning meeting timing with the IPE Facilitators and IPE Leader prior to the start of the
IPE placement.
After the IPE Facilitators Orientation meeting prior to the IPE placement (refer to  Appendix C
“Sample Agenda for IPE Facilitator Orientation Meetings” for sample agenda), IPE Facilitators may
benefit from reminders about critical tasks before the placement commences. The IPE Leader may
consider providing IPE Facilitators with reminders about documents to send to students,
Section 2
pre-placement evaluations, confirmed dates and times of IPE presentations, etc. Refer to the IPE
Leaders Checklist ( Appendix D “IPE Leader Checklist”) for details.
IPE Leader: Meeting the IPE Students
In the first or second introductory tutorial, the IPE Leader should meet the students briefly and
provide some background information and acknowledgement for their contributions to the IPE
student placement program. At Toronto Rehab, this consists of a brief 10 minute meeting at the
beginning of the tutorial during which introductions are made. The IPE Leader also establishes
connections for potential future interactions with students (e.g. support, recruitment, corporate
opportunities, etc.). Feedback has indicated that both students and Facilitators appreciate this
opportunity as it reinforces the importance of the placement, provides an opportunity to ask
questions and engage in discussion, reinforces group members’ decisions to be involved and supports
the Facilitators in their roles.
IPE Leader Role During Placement
IPE Leader Role: First Week of Placement
In the first week, the IPE Leader may want to briefly connect with the IPE Facilitators to learn
how the placement is progressing and follow up regarding any concerns. Topics for discussion may
include: overview of introductory tutorials, student presentation topics suggested by clinical teams,
sharing of group norms and learning objectives, planning to address group process, co-facilitation,
discussion of challenges and successes, etc.
IPE Leader Role: Mid Placement
The IPE Leader should meet formally with the IPE Facilitators to learn about the progress of the
IPE placement to date. Topics for discussion may include: patient-themed tutorial overviews,
topics of discussion to date, group process observations and interventions, feedback for IPE
Facilitators from students, etc. At this time, students should have finalized IPE presentation topics
and the times and location of the IPE placement presentation. Once student presentation details
have been finalized, the IPE Leader can lead the invitation of others in the organization (e.g. open to
all staff) and academic faculty, thereby building capacity for future IPE placements.
What if a student is struggling to meet his/her profession specific objectives?
If a student is facing challenges in learning regarding his/her own professional role, it may be too
difficult for the student to meaningfully participate in an IPE placement. The IPE Leader should
draw on resources in the organization (e.g. practice leaders/educators) and from academic partners as
appropriate. Although this has rarely occurred in our experiences to date (1%), it may be necessary
for the student to leave the group to prioritize his/her own professional learning.
What if an IPE Facilitator cannot meet his/her responsibilities?
Unexpected events may preclude involvement of an IPE Facilitator at times. In this unlikely event,
a discussion with the two co-Facilitators to problem solve is key. Depending on the progress of the
placement, one Facilitator may continue alone to the end of the placement. Alternatively, the IPE
Leader may be required to join the group as the other IPE co-Facilitator.
Section 2
IPE Leader Role: End of Placement
The IPE Leader should consider how to recognize and thank the many who have been involved in
the student IPE placement program prior to the end of the placements (e.g. during the IPE student
placement presentation). We have provided certificates of recognition to students and IPE Facilitators
(or letters of thanks) and emails of thanks to clinical faculty and managers.
Students may need to be reminded to complete post IPE placement evaluations at the end of their
placement.
IPE Leader Role After Placement
The IPE Leader should coordinate a meeting of all the IPE Facilitators after the IPE placement
has finished. In this meeting, IPE Facilitators can reflect on the strengths of the program and
opportunities for further growth in subsequent IPE placements. We have found this critical to the
success of our program as we have made modifications based on this invaluable feedback.
The IPE Leader should also provide all staff involved with the IPE placement with the opportunity
to provide feedback regarding the student IPE placement. This may include focus groups or surveys
(sample survey provided in  Appendix E “IPE Placement Program Evaluation for Clinical Faculty”).
Sharing and Celebrating Successes
The IPE Leader, in conjunction with senior sponsors, should consider how to share student IPE
placement successes. Partnering with your organization’s marketing or public affairs departments will
enable the stories to be shared or hosting annual recognition/award events may be another option to
consider. Opportunities for celebrating successes should also be explicitly sought. It is critical for all
involved to be celebrated and for others to share in the successes.
We hope that you have found this
resource helpful and that your interprofessional
teams will benefit from this teaching and
learning opportunity. We wish you the best in
leading this exciting program.
Section 2
10
Appendix A: Sample Contacts for
Student Clinical Placements
In Alphabetical Order, Effective July 2007
Nursing
Prepared for Toronto Rehab
Chaplaincy
Kong Ng
University of Toronto (RN)
(416) 946-0279
[email protected]
Dr. Gray Hughes
Yorkville University
(506) 451-8844
[email protected]
Keri DeCiccio-Fernandes
Ryerson University (RN)
(416) 979-5000 Ext. 4252
[email protected]
Chiropody
Jennifer Cameron
York University (RN)
(416) 736-2100 Ext. 20172
[email protected]
Christine Burton
The Michener Institute
(416) 596-3103 Ext. 3065
[email protected]
Medicine
For 3rd and 4th year clinical elective:
Eva Lagan – for U of T
(416) 978-0416
[email protected]
Sheila Binns – for visiting electives
(non University of Toronto)
(416) 978-2691
[email protected]
Donna Penstone
Humber College (RN & RPN)
(416) 675-6622 Ext. 4387
[email protected]
Heather Blachford
George Brown College (RPN – Full Time)
(416) 415-5000 Ext. 3191
[email protected]
Gayle Bradley
George Brown College
(RPN – Continuing Education &
Internationally Educated)
(416) 415-5000 Ext. 2872
[email protected]
MaryBeth Hastings-Bedard
Seneca College (RPN – Full time)
(416) 491-5050 Ext. 5211
[email protected]
Linda Silver
Seneca College (RPN – Part time)
(416) 491-5050 Ext. 2879
[email protected]
11
Section 2
Occupational Therapy
Social Work
Rachel Stack or Donna Barker
Rachel: (416) 978-2679
[email protected]
Donna: (416) 946-8782
[email protected]
Barbara Muskat
[email protected]
Occupational Therapy Assistant/
Physiotherapy Assistant
Sonia Deleo
Humber College
(416) 675-3111
[email protected]
Pharmacy
Andrea Cameron
(416) 946-3623
[email protected]
Physical Therapy
Brenda Mori
[email protected]
Section 2
12
Speech Language Pathology
Lynn Ellwood
[email protected]
Therapeutic Recreation - Internship
Adrienne Gilbert
University of Waterloo
(519) 888-4567 Ext. 33015
[email protected]
Therapeutic Recreation - Co-op Placement
Colleen Phillips-Davis
Co-operative Education & Career Services
(416) 423-0660
[email protected]
Appendix B: IPE Placement Overview
Presentation Handout


Interprofessional Education Student Placement Program
Goals of IPE Placement





Key Elements of IPE Placement Program





Purposeful and coordinated planning of placement
Search for times of overlap in the curricula
B January/February and May/June
2. Two introductory tutorials







Interprofessional students placed together in a shared practice area at same time
One of two introductory tutorials
Four weekly, patient-themed group discussion tutorials
Shared preparation and delivery of a formal group presentation
1. Students in a shared practice area at the same time



Increased knowledge and understanding of the roles, contributions and expertise of various
health professionals in the delivery of health care services
Increased understanding and respect for the values, beliefs and attitudes that differentiate the
various health professions
Increased knowledge and understanding of the importance of interprofessional collaboration in
the delivery of health care
Enhanced skills in building interprofessional relationships and maximizing team function
Icebreakers
Pre-placement assessments
B Interdisciplinary Education Perception Scale (Luecht, 1990) and IPE Placement Survey
What is IPE?
Orientation to organization and program
Group functioning and norms
B What are the rules of conduct in this group?
Group learning objectives
B What do we as a group hope to learn together from this placement?
3. Four weekly, patient-themed group discussion tutorials



Weekly group tutorials (1.5 hours) with IPE Facilitators
Address student learning objectives in context of actual clinical cases
Content expert at each tutorial
13
Section 2

Sample IPE Weekly Patient-Themed Tutorial (11:30-1:00)
11:30 – Team and individual check-in
11:40 – Patient for that week (Mr. X) discussed by group
12:20 – Content expert briefly discusses learning objective topic (e.g. pain for 15 min)
followed by group discussion
12:50 – Wrap up (including determination of next week’s patient for discussion)
and feedback

4. Shared preparation and delivery of a formal group presentation




Topic of students’ choice
B Clinical team also makes suggestions of topics
Replaces required presentations where possible
Presentation to entire team (open to entire organization and academic faculty)
Roles in IPE Placement Program
IPE Leader
B Overall co-ordination and liaising with academic partners
B Site leadership with managers in choosing and preparing clinical teams
B Overall orientation, education and support to Facilitators
B Overall evaluation and ongoing development of program
IPE Co-Facilitators
B Orient to roles pre-placement
B Coordinate planning of student IPE group tutorials
B Co-facilitate IPE student group learning and function throughout placement
IPE Clinical Faculty
B Understands IPE placement philosophy, goals and processes
B Fulfill supervisory obligations for student placement per usual academic processes within
profession
B Orient student to team member roles and team processes
B Provide content expertise for group tutorials as appropriate

IPE Student Article
Lumague, M., Morgan, A., Mak, D., Hanna, M., Kwong, J., Cameron, C., Zener, D. & Sinclair, L. (2006).
Interprofessional education: The student perspective. Journal of Interprofessional Care, 20 (3): 246-253
Section 2
14
Appendix C: Sample Agenda for IPE
Facilitator Orientation Meetings
Chair: IPE Leader
Attendees: All IPE Facilitators for IPE Placement block
(e.g. with 3 placements, there will be 6 IPE co-Facilitators)
Duration: 2 hours approximately
Introductions and Welcome
 Review of who is involved, location and program/unit
 Share experiences as IPE Facilitators and with small group facilitation
IPE Placements
 History and background
 Goals and roles
 Structure including co-facilitation
 Evaluation
Review of roles – all (refer to Section 3 “Hosting IPE Placements: A Resource for IPE
Facilitators”)
Resource review – e.g. refer to Section 3 “Hosting IPE Placements: A Resource for IPE
Facilitators”, Section 4 “Developing IPE Facilitator Skills: Workshop Resources”, and
Section 6 “IPE Websites and Key References”, etc.
Planning:
 Meetings with teams
 Gathering presentation ideas
 Orienting staff to roles
 Gathering student contact info
 Planning for introductory tutorials (room bookings, content expert, refreshments, etc.)
Walking through each tutorial – what does it look like? (Refer to Section 3 “Hosting IPE
Placements: A Resource for IPE Facilitators”)
Forms and evaluations
 Pre- and post-evaluations
 Orientation material for students
 Content expert handout
 Clinical faculty evaluation
 IPE Facilitator evaluation and feedback form
Planning next steps
 With co-Facilitator
 Student info gathering
 Planning sessions and booking rooms
 First content expert
 Student presentation ideas
Next Meetings:
 Plan mid IPE placement meeting date and time
 Plan post IPE placement meeting date and time
15
Section 2
Appendix D: IPE Leader Checklist
Pre IPE Placement Planning – Confirming involvement
 Finalize clinical teams and supervisors
 Liaise with Professional Practice Leaders and Academic partners re: IPE student placement planning
– provide with general info (placement description, student schedule)
 Finalize IPE Facilitators (2 per placement)
Preparing IPE Facilitators
 Provide IPE Facilitators with initial resource materials – e.g. small group facilitation resources, IPE
readings, IPE facilitator resources, evaluation processes
 Plan and lead pre IPE placement meeting with IPE Facilitators (e.g. goals and roles, co-facilitation,
pre-placement to-do’s, detailed overview of each session and materials in resource)
 IPE Facilitator workshop – Plan, lead and invite Facilitators to attend
 Follow up with student coordinators/professional leaders in organization and then send student email
addresses to IPE Facilitators
Preparing IPE clinical team
 Meet with clinical team – provide overview and opportunities for discussion (with IPE Facilitators if
possible)
 Finalize clinical faculty (student supervisors) – send general information (e.g. placement description,
student schedule)
Logistical Planning
 Book presentation time and place, equipment and room setup
 Confirm budget (if any) for refreshments for introductory tutorials
First Week of Placement
 Meet each group of IPE placement students to provide brief overview of student IPE placement program
 Student pre-placement evaluation reminders
 Check in with IPE Facilitators at the end of week 1 – remind re: gathering feedback evaluation
End of week 2
 Mid IPE Facilitator meeting – check in, feedback, collective problem solving, and discussion
 Email invitations for IPE presentations
End of Placement (Week 4):





IPE Certificates for students
Post IPE placement evaluation reminders
Clinical faculty evaluation and thank you letters
Thank you email to manager, IPE Facilitators, others
IPE Facilitator post meeting – review entire student IPE placement program
Post Placement:
 Analysis of evaluation data
 Plan for the next placement
Section 2
16
Appendix E: IPE Placement Program
Evaluation for Clinical Faculty
Thank you for your assistance and support of the IPE placement program. Your supervision of a
student has been integral to the success of our IPE programs. As you know, the IPE portion of your
student’s placement has finished. The information gathered from this survey will help us to develop
the IPE program as we move forward with planning for future IPE learning. We are very interested in
your perspectives of how the IPE placement experience has affected the student(s).
Part A: Please tell us about yourself.
1. Please indicate your program: __________________________________________________
2. Approximately how many students have you supervised
throughout your career?


None – this was my first
One or more
Approximately: _________
3. Were you involved in any of the IPE tutorial meetings
(either as a content expert or introducing the program
overall in the introductory session)?

Yes
 No
Part B: Interprofessional Learning Experiences
1. Objectives of the IPE portion of this placement (attending tutorials, participating in the
presentation, etc.) included increasing the students’ understanding of the roles, contributions and
expertise of other health professions, as well as gaining an understanding of the importance of
interprofessional collaboration. From your perspective, were these objectives met?

Yes

No

Don’t know
Please provide a specific example:
17
Section 2
2. How do you think attending the tutorials and preparing for and delivering the IPE presentation
affected the student and his/her learning or attitudes overall? Please be as specific as possible.

Yes

No

Don’t know 
N/A
If so, how would you describe this difference?
3. In comparing this IPE placement to other placements, have you noticed any differences in the
students’ learning or your supervision experience?
4. Do you have any suggestions for how to increase students’ interprofessional learning and
collaboration in general?
5. Do you have any suggestions regarding the IPE placement program overall?
Section 2
18
Appendix F: IPE Placement
Program Description
IPE placements will run in January/February and May/June this year. Students with a keen interest in
interprofessionalism will be selected to participate in these student interprofessional teams.
Once selected, students will be placed as an interprofessional team within one clinical care unit at
Toronto Rehab. They will participate in one or two facilitated introductory tutorials and then continue
to meet as a group on a regular basis for patient-themed tutorials. At some point during the later stages
or on completion of their clinical experience, they will be asked to offer a group presentation.



Presentation
19
Section 2




resolution)
The Interprofessional Education Perception Scale (Luecht, et al., 1990) will be administered prior to
and upon completion of the clinical experience to determine what changes in attitudes, if any,
occurred throughout the placement.
Section 2
20
Appendix G: IPE Placement Program
Overview
Presentation
Details
Once per week
1.5 hours in length
Patient Discussion
Introductory
Tutorials
Review
patient for
week 1
tutorial
Presentation Review
details of
presentation
expectations
Week 1
Week 2
Week 3
Discuss week
1 patient in
tutorial
tutorial
Prepare for
Prepare for
week 2
patient
discussion
Confirm
presentation
date and time
week 3 patient
discussion
Final date
and time of
presentation
- Discuss group confirmed
presentation - Presentation
topic
topic confirmed
Week 4
Discuss week
4 patient in
tutorial
Prepare for
Final placement
week 4 patient debriefing occurs
discussion
in last weekly
tutorial
Prepare for
Presentation
presentation occurs
Finalize
evaluation
21
Section 2
Appendix H: IPE Placement
Presentation Overview
IPE Placement Presentation
Students participating in an IPE placement are expected to be active group members in the tutorials
and participate in the preparation and delivery of a group presentation. This group presentation is an
opportunity for students to integrate learning from the literature and clinical IPE placement
experiences.
What if I am already expected to prepare and present for my profession?
The student IPE presentation often replaces the presentation requirement set by each profession
(e.g. the student OT who would usually prepare and deliver a presentation to OT participates in the
student IPE presentation instead). Please discuss further with the IPE Facilitator and your supervisor
to clarify details.
What does planning for the IPE presentation require?
As a group, the following details will need to be addressed:





Confirmation of presentation topic, date and time
Room and equipment booking – coordinate with IPE Facilitators
Participation – all group members should be involved in the preparation and delivery of the
presentation. The planning for the IPE presentation will need to be coordinated by the group.
This will mean some coordination and meeting outside of the tutorials.
Invitations – ensure the team working with the students is aware of and able to attend if at all
possible (e.g. develop poster, announcements in rounds, etc.). Members from academic
faculties may also be invited.
Feedback – the group should determine how they would like to be evaluated
What are the content expectations for the IPE presentation?




Must meet requirements for your profession (review with your supervisor)
Evidence – integration of evidence from the literature is required
IPE placement experiences – the presentation should include learning from the clinical
experience
Consult with the IPE Facilitators for additional guidance and suggestions
What if I still have questions?
Please contact your IPE Facilitator if you have any other questions
Section 2
22
Contents
Roles and Responsibilities of the IPE
Placement Team Members� �� 3
Preparing to be an IPE Facilitator�� 5
Tutorial Descriptions� �� 7
Appendices
- Selected References��
- Interprofessional Collaborative Competencies��
- IPE Placement Program Description� ��
- IPE Placement Program Overview ��
- IPE Placement Presentation Overview ��
- Pre IPE Placement Evaluation��
- Icebreakers� ��
- IPE Placement Facilitator Feedback Evaluation ��
- Facilitating Interprofessional Dialogue��
- Small Group Troubleshooting Tips��
- IPE Placement Content Expert Handout��
- Post IPE Placement Evaluation � ��
- Sample IPE Student Presentation Evaluation ��
- IPE Placement Presentation Handout:
Overview for Clinical Team Members��
Overview for Students� ��
Group Process for Students��
�20
� 21
� 22
� 24
� 25
� 26
� 27
� 29
� 30
�31
� 33
� 34
� 35
A Resource for
IPE
Facilitators
Section 3
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Hosting IPE
Placements:
�36
� 38
�40
Section 3: Hosting IPE Placements
Introduction
This resource has been created to facilitate the development of Interprofessional Education (IPE)
placements and support IPE Leaders and Facilitators in hosting student IPE placement programs at
your facility. In this resource you will find the description and goals of an IPE placement, an outline
of the roles and responsibilities of the IPE Placement Team Members, as well as tutorial descriptions.
This resource is intended to supplement additional materials created by Toronto Rehab within this
toolkit already available (e.g. workshops, resources, education, Facilitating Interprofessional
Collaboration with Students DVD, etc.). The resource includes tools to support communication
(e.g. handouts for students, powerpoint presentations); tools to keep IPE Facilitators on track
(e.g. tips, checklists); and materials to enhance understanding (e.g. select references). Please note that
although this resource provides guidelines for IPE placements, it may need to be adapted to meet the
needs of your facility.
Description of IPE Placement
IPE has been defined as, “occasions when two or more professions learn with, from and about one
another to improve collaboration and the quality of care” (UK Centre of Interprofessional Education,
1997).
IPE placements provide students from a variety of professions (e.g. Nursing, Occupational Therapy,
Physical Therapy, Medicine, Psychology, Social Work, Therapeutic Recreation, Pharmacy, Speech
Language Pathology, Chiropody, Chaplaincy, etc.), who are presently involved in their own professionspecific clinical placement, with the opportunity to participate in interprofessional placement
experiences. The students are ideally placed on the same unit/clinical area at the same time to facilitate
interprofessional learning in a clinical environment. Students with a keen interest in interprofessionalism should be selected by their academic faculties to participate in these student interprofessional
teams.
The timing of this placement will depend on the availability of the students. For example, students
from some professions may only be on placement for 5 weeks, whereas others may be learning in one
clinical environment for several months. The time period in which the students overlap is designated
as the IPE placement (e.g. for 4 consecutive weeks). Additional information concerning the timing of
the IPE placements can be found in Section 2 “Leading and Coordinating IPE Placements:
A Resource for Education Leaders and Coordinators”.
While on site, students will meet in facilitated tutorials throughout their IPE placement experience.
Membership will vary according to the timing of placements among the various professions. Students
will have the opportunity to discuss issues related to interprofessional roles and collaborative practice.
Students will also take leadership in exploring learning issues pertaining to their clinical experience,
the health system, and the delivery of health care services within the team.
Prior to commencement of the IPE placement (or early in the placement), students will participate
in two introductory tutorials. These tutorials will provide the students with: a shared, basic
understanding of the patient population served by the interprofessional (IP) team; an orientation to
fundamental group skills and the establishment of group norms for the tutorials that follow. Once
students are involved in their IPE placement, they will continue to meet as a group on a regular basis
(usually once per week). These regular patient-themed tutorials will afford students the opportunity
Section 3
to learn about a specific topic area (chosen by the group) as led by the IPE Facilitators and a “content
expert”. The focus of these discussions will be the application of learning and experiences to a
particular client with whom the students are already working. Throughout the IPE placement,
students participate in the preparation of a joint interprofessional student presentation, which they
will deliver at the end of the IPE placement.
Students therefore benefit from participating in:
1. an interprofessional placement that may meet their academic requirements/evaluation
2. one or two introductory interprofessional tutorials
3. regular interprofessional patient-themed tutorials during their IPE placement
4. a joint interprofessional student presentation
IPE Placement Goals
Each IPE placement will provide the opportunity for students from various health care disciplines:



to develop an increased understanding of the expertise that each discipline brings to the
solution of health problems
to develop an understanding of team dynamics, communication skills within the team, and
conflict resolution within the context of a well-functioning team
to learn and develop clinical expertise together
Expected student outcomes include the following:




team members in the delivery of health care services to patients/clients, e.g. similarities,
differences and potential areas of role overlap and conflict
increased understanding and respect for the values, beliefs and attitudes that both
differentiate the various health disciplines and appreciation of those that are common
in the delivery of health care, e.g. team building, team functioning, communication, conflict
resolution
enhanced interprofessional collaborative competencies ( Appendix B “Interprofessional
Collaborative Competencies”) and skills in building interprofessional relationships and
maximizing team function
Staff involvement in IPE placements as IPE Facilitators will provide them with opportunities to:




Section 3
develop or build on small group facilitation competencies from an interprofessional
perspective
enhance interprofessional communication
role model interprofessional collaboration with an IPE co-Facilitator
further develop interprofessional knowledge and interprofessional collaborative competencies
Roles and Responsibilities of the
IPE Placement Team Members
Hosting a successful IPE placement involves collaborating with individuals from across your facility
and the academic community. The following outlines some of the roles and responsibilities of
members of the larger IPE Placement Team.
IPE Leader






coordinates planning of IPE placement including determination of which placement
opportunities will be offered (with program service managers), liaising with appropriate
academic faculties and providing relevant information regarding IPE placement to academic
faculties
orients clinical faculty to IPE placement philosophy, goals and processes
with Facilitators, orients students to IPE placement learning opportunities and expectations
orients and supports IPE placement Facilitators, clinical faculty and students in each of their
respective roles
lead the evaluation and development of IPE student placement program
refer to the IPE Leader Guide for additional details ( Section 2 “Leading and Coordinating
IPE Placements: A Resource for Education Leaders and Coordinators”
IPE Co-Facilitators





meet with IPE Leader prior to placement to orient to role
once settings have been identified for IPE placement, Facilitators work together to coordinate
the introductory tutorials (includes booking of room, arranging for refreshments, facilitating
groups, orienting group to content, facilitating interprofessional learning, initiating
opportunities for formative feedback throughout placement)
during IPE placement, the Facilitators act as the main coordinator for the patient-themed
tutorials (includes facilitating groups, finalizing learning objectives/topics for tutorials and
identification of appropriate clinical faculty content experts, responding to questions from
clinical faculty, liaising with IPE Leader as appropriate, orienting students to IPE presentation
expectations, coordinating presentation planning with students)
meet with IPE clinical faculty to orient team, respond to questions and share relevant
information
review expectations with content experts (prior to content expert presentation during
placement tutorials)
Section 3
Clinical Faculty (students’ profession-specific clinical supervisors)





understand and support IPE placement philosophy, goals and processes
fulfill supervisory obligations for student placement per usual academic processes within
profession including profession specific student evaluation
orient student to team member roles and team processes
provide content expertise for group tutorials as appropriate
support IPE learning processes
Students




identify interest in and willingness to participate in IPE placement
participate in group tutorials and presentation
share expertise regarding profession with group
provide feedback regarding IPE placement program
Academic Faculty



provide initial information regarding IPE placement opportunities to students
select students for IPE placement
responsible for overseeing profession-specific student placement learning
Program Service Manager






identifies a team who is interested in hosting a student IPE placement
enables interested staff to participate in IPE placement teaching and learning opportunities
liaises with IPE Facilitator as appropriate
provide feedback regarding IPE placement
orient students to interprofessional learning opportunities
with staff, identifies and builds on interprofessional collaboration learning opportunities
Senior Sponsor



Section 3
organizational champion for IPE model of clinical placement
provides support for IPE Leader role, IPE Facilitators, clinical faculty and management
with IPE Leader, disseminates evaluation results and provides direction for student IPE
placement program
Preparing to be an IPE Facilitator
IPE Facilitator Resources
There are several resources available to assist the IPE Facilitator. Facilitators may benefit from
referring to information regarding IPE itself, group facilitation, giving/receiving feedback and
conflict resolution. Other helpful resources include:






IPE Leader, Senior Sponsor and previous IPE Facilitators
Clinical faculty development learning opportunities (e.g. workshops that address giving and
receiving feedback, conflict resolution, small group facilitation, etc.)
Orientation and education sessions regarding IPE placements (led by IPE Leader)
Key references and resources that have been included in Appendix A “Selected References”
 http://www.ipe.utoronto.ca – Office of IPE at the University of Toronto has many helpful
resources
IPE Section 6 “Websites and Key References”

FACILITATION TIP
Sample Small Group Troubleshooting Tips,  Appendix J “Small Group Troubleshooting Tips”,
may be helpful to review (in addition to resources listed in the references).
Planning with IPE Co-Facilitator
In facilitating IPE student small groups, an interprofessional co-facilitation model is recommended
(two Facilitators from different professions) to role model collaborative patient-centred practice.
Having two Facilitators for an IPE placement has worked particularly well when the novice IPE
Facilitator is paired with a more experienced IPE Facilitator to build mentorship opportunities. Both
students and co-Facilitators benefit from this collaboration. There are many other reasons why IPE
co-facilitation is used in an IPE student placement including:






role model shared learning and interprofessional collaboration
Facilitators can complement each other regarding roles and tasks
provision of two different role models for student learning
support and learning from each other
joint problem solving
Facilitators can act as each other’s back up for unexpected events
IPE co-Facilitators can optimize joint facilitation of the group through consideration of the following:






taking the time to get to know each other (e.g. facilitation style, experience, hopes, learning
opportunities)
developing plans for the tutorials well in advance
deciding how to share leadership
agreeing on a method of communication during the tutorial
supporting each other’s contributions and efforts
debriefing together (e.g. share impressions – commonalities and what is unique?)
Section 3



providing feedback to each other
negotiating differences
additional resources are listed in the references ( Appendix A “Selected References)
As co-Facilitators, you will also need to discuss how you would like to gather feedback from the
students (e.g. verbal or in writing). A sample facilitator feedback form has been included in
 Appendix H “IPE Placement Facilitator Feedback Evaluation” and can be adapted to meet the
unique needs of the group and Facilitators.

FACILITATION TIP
You may consider asking the students for facilitator feedback both at the end of and throughout the
placement (e.g. after the first couple of tutorials) to inform your ongoing facilitator development.
It is critical for the IPE Facilitators to plan collaboratively and debrief after each tutorial in order to
provide and receive feedback, discuss observations, reflect on process issues, consider what is working well
and how to build on this, address areas of concern, discuss instances in which Facilitators felt pleased/
uncomfortable/etc. These discussions also occur with the IPE Leader on an ad hoc basis and, at minimum,
mid way through the IPE placement and after the IPE placement.
Frequently
Several weeks (e.g. 4 weeks) prior to the IPE placement, there are some
Asked
logistical details of the IPE placement meetings that also need to be
addressed:
Question
 Meet with clinical team prior to IPE placement (meeting led by IPE
Q Should clinical
Leader) to review IPE placement program and provide opportunity
faculty (student for any pre-placement discussion ( Appendix N “IPE Placement
supervisors) attend the
Presentation Handout: Overview for Clinical Team Members”)
IPE tutorials?
 With reference to anticipated student schedules (e.g. consider who
is part time or full time), book meeting time and location with your
A As a Facilitator
co-Facilitator
or IPE Leader, you may
 Contact students (often via email) to confirm timing and location of
be asked if student
first orientation tutorial
supervisors (clinical
 Provide students with copies of the IPE placement information via
faculty) can attend the
email in advance of the placement
IPE tutorials. As this may
inhibit group members’
B IPE placement program description
participation, it is
( Appendix C “IPE Placement Program Description”)
recommended that
B IPE placement program overview
student supervisors
( Appendix D “IPE Placement Program Overview”)
(clinical faculty) do not
B IPE placement presentation overview
attend the tutorials.
( Appendix E “IPE Placement Presentation Overview”)
However, clinical faculty
 Forward confirmed schedule of initial meeting(s) to clinical faculty
should be encouraged to
(direct supervisors) and clinical team
discuss the tutorials with
 Plan content expert for first introductory tutorial
the students and may be
 Follow up with team regarding gathering presentation ideas for IPE
invited by the group to
students
participate in a tutorial
 Planning for the first tutorial may also include arranging refreshments
as a content expert.
and nameplates to facilitate introductions and learning of names
Section 3
Tutorial Descriptions
The IPE tutorials are described below. Suggestions for more detailed activities (and sample questions)
have been included for your reference. However, these are suggestions – it is important for you to
facilitate the learning in a way that suits your personal style as well. Please do feel free to be creative
and flexible (and share your ideas with everyone!).
IPE Placement Introductory Tutorials
The purpose of the two introductory tutorials is to initiate the building of rapport and communication
between group members. Consequently, once the students commence the placement, they will already
be forming an interprofessional team mirroring the existing staff interprofessional team.
The timing of the introductory tutorials will vary depending on scheduling. If possible, the introductory tutorials should be scheduled prior to the actual placement beginning. Each introductory
tutorial is usually 2 hours in length (often scheduled at the end of the work day). Sometimes, it may
be advantageous to condense the 2 introductory tutorials into one if this is more feasible for
participants’ schedules and/or if the group is smaller (e.g. 3 or 4 students).
Introductory Tutorial One Outline
In tutorial one, the students will begin to work together as a group. This initial tutorial provides
opportunities for the students to begin to learn about each other as individuals; start to understand
each other’s professional roles; explore common professional interests, knowledge and experiences;
share individual learning styles and needs and begin to learn about why each group member has
chosen to participate in this unique learning experience.
Sample Agenda: Introductory Tutorial One

introductions of group members
B students and co-Facilitators

icebreakers ( Appendix G “Icebreakers”) – learning about each other as
individuals and professionals
B consider icebreakers that both encourage students to get to know each other on both a
personal and professional level


role of IPE co-Facilitators
introduction to IPE ( Appendix O “IPE Placement Presentation Handout: Overview for
Students”)
introduction to patient population and program (by content expert from team)
Group process discussion and plans


Introductions of Group Members
In the first tutorial, name tags or name plates may be introduced to facilitate introductions. Further, a
contact list of current email addresses should be established to facilitate future communications. While
group members are arriving, you may consider inviting students to complete the pre-placement evaluation. This evaluation may include a survey ( Appendix F “Pre IPE Placement Evaluation”) to
collect qualitative data as well as a standardized tool (such as the Interdisciplinary Education Perception
Scale, Luecht, 1990). Please refer to the Office of IPE website ( http://www.ipe.utoronto.ca) and the
Section 3
references in this resource for additional suggestions regarding evaluation tools. At Toronto Rehab,
we have used the Interdisciplinary Education Perception Scale (Luecht, 1990) successfully for several
years.
Icebreakers
There are a range of icebreakers that can be used to facilitate interpersonal and interprofessional
learning. There are several reasons to use icebreakers including:









opportunity for introductions
creates a relaxed, safe learning environment
builds trust, respect & support
enhances professional identity
creates inclusion & honours diversity
encourages leadership & self-direction
fosters cooperation & teamwork
builds a foundation for collaboration
have fun
From an IPE perspective, icebreakers help students to learn about each other as individuals and may
also introduce them to the professional roles in a more interactive way. Importantly, the icebreakers
are one way that IPE Facilitators will begin to create an environment where members can feel safe to
raise and respond to questions respectfully, as the primary purpose of this group is to advance
interprofessional learning and understanding.

FACILITATION TIP
If you are holding two introductory tutorials, consider focusing on learning about each other as
individuals first and use icebreakers focused on learning about professions in tutorial two.
A range of icebreaker resources are included in this package ( Appendix G “Icebreakers”).
Role of IPE Co-Facilitators
The role of the IPE co-Facilitator is outlined in the introduction of this resource. It is important for
the students to understand that your role is to facilitate interprofessional understanding and
collaboration, and content expertise will be introduced as the learning needs are identified by group
members. At this point, it may be important to discuss one way of understanding groups in terms
of content (tasks to do) and process (how the group functions), stressing that a group needs both in
order to function effectively. This can also be addressed towards the end of this tutorial.
It is also important to be transparent with respect to student evaluation. Clinical faculty may invite
feedback from the IPE Facilitators regarding a student’s performance. In this initial tutorial, it is
critical that the students are aware that, although you are not supervising them, the clinical faculty
member who is supervising may ask for feedback from the Facilitators as they may with any other
team member with whom the student works.
Section 3

FACILITATION TIP
Students will likely want to know why you have opted to be an IPE Facilitator. Facilitators are
encouraged to share reasons for participating and experiences with interprofessional working
and IPE. Facilitators should also discuss what they are hoping to learn from working with the
group. Role modeling lifelong learning and growth in interprofessional collaboration and
education may be powerful for students to hear. This may also help to set the stage for a feeling
of safety in the group as everyone is learning and may help students to provide feedback to the
Facilitators.
Introduction to IPE
The IPE Leader or IPE Facilitator will provide an initial orientation to the concept of IPE widely and
its history in the organization. It is important to ensure the students share a common understanding
of interprofessional education and have the opportunity to discuss this. ( Appendix O “IPE
Placement Presentation Handout: Overview for Students”)

FACILITATION TIP
This portion can run the risk of becoming very didactic and may reduce the energy in the group.
It is therefore advisable to consider how to best convey the information in an interactive manner
that builds on the group’s knowledge and experiences. Sample questions that can facilitate
discussion may include:
 What is interprofessional education? How does IPE differ from multiprofessional
education?
 What do you know about IPE coming into this placement?
 What are you hoping to gain from the IPE placement?
 How do you think it differs from other placements?
The overview will also include an introduction to the expectations of the IPE placement that may
differ from traditional placements. These expectations include: regular attendance at all tutorials
(communicate via email if absence cannot be avoided in advance of tutorial) and contribution to
group tutorials and presentation (date and time set in advance of placement by IPE Leader). These
general IPE placement program expectations are important to discuss in this tutorial as the group
will build on this in developing specific group norms in the second introductory tutorial.
Handouts may be used to supplement student understanding of the material (some Facilitators
include these in a folder for each student):



IPE placement program description ( Appendix C “IPE Placement Program Description”)
IPE placement program overview ( Appendix D “IPE Placement Program Overview”)
IPE placement presentation overview ( Appendix E “IPE Placement Presentation Overview”)
Section 3

FACILITATION TIP
As students may have had experience with interprofessional learning, consider asking them to
share their most meaningful interprofessional learning experiences with the group.

FACILITATION TIP
Students may also want to learn about how former students have found the IPE placements.
Facilitators may wish to consider referring to an article written by students who participated in
the IPE placement program previously (Lumague et al, 2006 – refer to  Appendix A “Selected
References”).
Introduction to the Patient Population and Program
A clinical faculty member from the staff interprofessional team will provide group members with
an overview of the patient population and key issues of importance with respect to the specific
patient population. The content expert (consider using content expert handout,  Appendix K “IPE
Placement Content Expert Handout”) should provide students with a description of the patient
population (e.g. common patient goals, length of stay, where they are discharged), how it fits into the
larger organization and an overview of who is on the team (including which professions). This initial
content expert may also be the unit/service’s manager or director. Students may find it helpful to
receive an information pamphlet about the service if feasible.
Group Process Discussion and Plans
It is important for IPE Facilitators to set the stage for interactive group work throughout placement
including your role as Facilitators (not content experts) and expectation of group feedback at the end
of each tutorial. For example, the group may decide to plan time at the end of each tutorial to discuss
group process.
Introductory Tutorial Two Outline
In the second introductory tutorial, students will have the opportunity to develop a better
understanding of team roles and responsibilities. They will discuss their experiences as group
members (e.g. belonging to a sports team) and Facilitators and consider how these experiences can
impact interprofessional team functioning. As the students will have a range of familiarity with group
structure and processes, discussion of types of groups, group roles, processes, characteristics and
dynamics may be addressed. Skills involved in giving/receiving feedback and conflict resolution in a
group setting may also be addressed. At the end of this tutorial, the group will be encouraged to set
specific group goals (e.g. tutorial learning objectives) that will frame their development and learning
together during the IPE placement.
Section 3
10
Frequently Asked
Question
Q Should the content
expert be expected to
deliver a formal presentation?
A Ideally, content experts
should be able to speak to
their subject without too
much preparation (beyond
gaining an understanding
of the needs of the group
members). Content experts
should be encouraged to be
interactive in their approach
and provide key points.
This may also be a good
opportunity for the content
expert/IPE Facilitators
to identify IP learning
opportunities outside of
structured tutorials
(e.g. shadow each other,
family conference participation, interprofessional goal
setting, etc.).

Sample Agenda: Introductory Tutorial Two








introductions of group members
icebreakers ( Appendix G “Icebreakers”)
learning about each other’s roles
development of group norms
understanding group process
development of group learning objectives
review of IPE student presentation ( Appendix E “IPE
Placement Presentation Overview”)
planning for first patient-themed discussion
Introductions of Group Members
In the second tutorial, nameplates can again be used to facilitate
introductions (and may be used throughout all tutorials if desired).
Icebreakers
A range of icebreakers ( Appendix G “Icebreakers”) resources are
included in this package. Importantly, the icebreakers are one way
that IPE Facilitators will begin to create an environment where
members can feel safe to raise and respond to questions respectfully,
as the primary purpose of this group is to advance interprofessional
learning and understanding. Please refer to tutorial one outline
above for additional details regarding icebreakers.
Learning about each other’s roles
In tutorial one, you may not have had the opportunity to discuss the
roles of the various professions in sufficient detail. IPE Facilitators
indicate that this initial discussion is fundamental to the students’
understanding.
FACILITATION TIP
Questions that may prompt process discussion include: When do you think the group was
working at its best? What contributed to this? How did our team work today? What worked
well? How can we build on what is working well? Suggestions for changes?
11
Section 3

FACILITATION TIP
Sample questions have been listed below to guide the role discussion (more detailed than the
first introductory tutorial):
 Why did you choose to enter your profession?
 Describe the role of your profession
B How does your profession become involved (e.g. referral?)
B Assessment processes
B Interventions
B Discharge planning
 What other professions do you work closely with? How or in what way?
Development of Group Norms
It is critical for groups to develop norms or ground rules for how the group will work and how
members will interact. Group norms can be renegotiated at any time during the group’s meetings.
The group may decide to keep these available for reference in the event that anyone would like to
discuss further/renegotiate them (e.g. post them in each session).

FACILITATION TIP
Some group members may feel quite comfortable and open in sharing group norms. Others may
need more time for reflection prior to engaging in discussion. In order to accommodate both
styles, consider asking students to reflect individually on some of the questions below and record
their thoughts prior to sharing with the group at large.
You may want to ask the students to generate group norms in a list or use the suggestions below to
make this more interactive.



In pairs or groups of 3, share with each other a positive group/team experience. What
contributed to the group’s success?
In the large group, brainstorm re: effective functioning. What do students want their group to
look like by the end of the placement? What group norms do they want for this group?
What formal group roles do we want in this group (if any)? E.g. a timekeeper, recorder, treat
bringer, chair, etc. How will these be determined in each meeting?
Sample group norms that have been used in previous interprofessional groups include:


Section 3
12
Group members should be encouraged to ask questions and clarify jargon
Group members will commit to checking email at least once daily to facilitate
communication



The group will set aside 10 minutes minimum in each tutorial to discuss explicitly how the
group is functioning (group process)
At the beginning of each tutorial, members will briefly check-in with each other (e.g. How
is everyone doing today? Discuss any other pertinent information from last tutorial, address
housekeeping issues, etc.)
Feedback should be both constructive and positive and geared to individuals and group

FACILITATION TIP
As the discussion of group norms is critical for interprofessional collaborative teamwork, it is
extremely important that the development and adherence to group norms is role modeled
effectively and that group norms are considered in discussions throughout the tutorials. Students
may also be challenged to consider how this may impact their own working life beyond the IPE
placement experiences. For example, how will they go about learning the group norms in their
next placement/employment? How can they address the challenge of working on teams that
don’t seem to have group norms?
Understanding group process
This may also be a good opportunity to briefly discuss group process. This may be addressed in
several ways (suggestions listed below):


Many students may have had the opportunity of working in small groups in the past.
Ask them to discuss how they understand group process.
Facilitators can provide an overview of how groups are understood (e.g. stages of group
development, content/task vs. process) based on the sample handout ( Appendix P “IPE
Placement Presentation Handout: Group Process for Students”).
Tools that may assist in understanding the group’s process have been included in the references
( Appendix A “Selected References”)

FACILITATION TIP
The role of the Facilitator will change with the stage of group development. Co-Facilitators will
want to reflect on the stage of group development throughout the tutorials and consider how
best to enact their role as Facilitators. For example, in the forming stage, the Facilitator may take
on more of a directive role.
Development of group learning objectives
To gear the patient-themed tutorials to the needs of the students, it is critical that the group develops
shared interprofessional learning objectives. Through the development of common objectives, the
shared learning needs of students who may be at different levels in their education and have diverse
experiences can be identified. As a group, determine and prioritize the group learning objectives
– what will be particularly helpful for the entire group to learn? These objectives will then inform
subsequent selection of patients and content experts for the weekly discussion tutorials.
13
Section 3

FACILITATION TIP
Students may be asked to reflect on sample learning objectives individually, record these and
then share with the group to facilitate equal participation.
Sample Interprofessional Learning Objectives:




Understand the unique contributions of the professions
Identify areas of common practice (e.g. shared scopes of practice)
Describe the roles of team members effectively to patients/families
Describe how the interprofessional team addresses pain management on the unit
Review of IPE student presentation
The IPE student presentation is a critical component of the IPE placement program. Students have
consistently reported that this presentation strongly encourages interprofessional collaboration
and is an exceptionally valuable learning experience. As many students have student presentation
requirements as part of their profession specific student placement program, the IPE presentation can
be considered as a replacement; this will need to be negotiated with the clinical and academic
faculty. The IPE student presentation may also be of great value to the clinical team as the team
initially provides the student group with a list of potential topics they would like addressed. The IPE
student group therefore has the opportunity to ‘give back’ to the clinical team.
From the discussion of the group’s learning objectives, the group may begin to identify a potential
presentation topic. The Facilitators can also share the potential presentation ideas provided by the
clinical team for the students’ consideration. Although this is only the second tutorial, it is important
for the students to work towards identifying a potential presentation idea early in the placement.

FACILITATION TIP
Many IPE student groups have identified the advantages of preparing a presentation based on
issues they have addressed to some extent in the tutorials (as opposed to working on a totally
separate topic).
Planning for the First Patient-Themed Tutorial
In this tutorial, the group will need to identify criteria for the selection of a patient for the first
weekly patient-themed discussion (to allow time for students to prepare). Selection of the patient can
be conducted in different ways – it may be completed using a chronological approach (e.g. start with
a newly admitted patient, followed by one midway through the admission, one being discharged,
etc.) or based on prevalent challenges (e.g. communication problems, motor, cognitive, etc.) or other.
It is up to the group, based on the learning needs as a whole, to decide. For example, the students
may indicate that they want to learn more about how the interprofessional team addresses pain
management. The patient selected for discussion may then be identified by the clinical team
(prompted by the Facilitators) based on the students’ learning needs and on the students’ work with
the patient (i.e. ideally the students are all working with the same patient).
Section 3
14
Frequently Asked
Question
Q Does there need to
be a separate patient for
discussion for each tutorial?
A It depends on the needs
of the group. For some
placements, the IPE student
group has opted to discuss
a complex patient for the
entire 4 weeks, whereas
many groups opt to discuss
one patient per tutorial.
Frequently Asked
Question
Q Do the students
need to actually meet
the patient for discussion
each week?
A Students need to come
prepared to discuss their
professional role for each
tutorial. In the event that
the student is not already
working with that patient,
the student should be
encouraged to discuss
options with the clinical
faculty (e.g. speak with the
clinical faculty about his/her
role with that particular
patient, have the opportunity to read the chart and
discuss with the clinical
faculty, or talk about how
clinicians in the profession
might work with someone
with a similar or identical
diagnosis and range of
issues, etc.).
Issues regarding confidentiality in relation to the preparation for
patient discussions are critical to address (consider what your
organization’s practices are).
In planning for the weekly patient-themed tutorial:
 Confirm learning objectives and corresponding content
expert
 Confirm identification of patient for discussion each week
 Send confirmed schedule to clinical faculty (including
content and locations)
 Review format of tutorial with expert ( Appendix K “IPE
Placement Content Expert Handout”)
Based on the students’ interprofessional learning objectives, the
patients and content experts are selected (as far as possible in
advance to provide sufficient notice). The group will also need to
consider how to address issues that may not be readily filled by a
single content expert. For example, in addressing the need to learn
more about the roles of several professionals who are not
represented in the group, students may decide to each interview/
shadow another profession to learn about their role generally and
with respect to a common patient. This information is then shared
with the group.
Depending on the learning needs of the students, a content expert
(interprofessional team member) may be invited to the patientthemed tutorial to provide input related to a common learning issue.
Selection of the team member is driven by the common learning
needs of the students related to the particular patient to be discussed
that week. For example, students may be working with a patient
on the unit for whom discharge planning is of concern. The Social
Worker may then be invited towards the end of the tutorial to
discuss discharge planning generally and as it relates particularly
to the patient. We have learned that inviting the content expert
towards the end of the session is one strategy to facilitate
interactively. If the content expert is invited in at the beginning and
stays throughout the session, the tutorial may become more didactic
and focused on content (e.g. pain management) rather than
interprofessional learning.
Students incorporate information from the content expert into the
discussion of the clients. The objectives of the placement tutorials
are to learn more about a particular content area, to learn from each
other the role of various professionals in addressing a particular area
of concern for a particular client and to continue developing their
interprofessional collaborative competencies.
15
Section 3

FACILITATION TIP
Facilitators should consider how they plan to facilitate interprofessional dialogue in these tutorials.
( Appendix I “Facilitating Interprofessional Dialogue”)
Preparing the Content Expert





Section 3
16
Clear guidelines (e.g. maximum 15 minutes in length,
interactive, create stops/pauses in presentation where
students can engage and discuss amongst themselves etc.).
Discuss strategies regarding format that will maximize
student participation and student collaboration. Refer to
content expert handout,  Appendix K “IPE Placement
Content Expert Handout”, for additional details (this is
an option to consider).
As clinicians’ teaching experience is often limited to
their own professions and is one-to-one in nature, we
recommend a brief discussion with content experts to
explore teaching and group dynamics and consideration
of how to structure their presentation so that the students
engage with each other.
It is important for the content experts to understand
that the role of the Facilitators is to promote student
engagement with one another and that the tutorial is not
solely for the presenter to disseminate information. For
example, the content experts often appreciate knowing
in advance that they may be interrupted in order to help
facilitate the discussion if students are not participating.
Supplemental learning resources may be used if desired
but not expected (e.g. handout, reference to resources
available on unit, etc.).
Content experts do not need to stay for the entire
tutorial. Sometimes it facilitates group discussion further
if the content expert leaves the tutorial after questions
have been addressed.
Frequently Asked
Question
Q Is a content expert required at each tutorial?
A A content expert is not
required at each tutorial.
Alternatively, the group may
decide that they want to reflect
on a common team opportunity
instead (e.g. everyone observes
rounds and the group reflects
on what happened, roles, etc.).
The group may decide to review
a patient and then reflect as a
group about how the professional team functions. This may be
an opportunity to address team
collaboration (e.g. What is it?
How does it occur? Who makes
decisions? How are decisions
made on this team? etc.) Other
groups have also used a tutorial
to clarify the theoretical
foundations of each profession
and then explore commonalities
and differences amongst
professions.
Sample agenda for weekly patient-themed tutorial:

11:30
Group starts with ‘housekeeping’ and member
check-in (e.g. energy level rating, best thing
about this week, last tutorial, interesting
interprofessional learning opportunities
experienced, etc.)
11:45
Patient for that week discussed from perspective
of each student
12:15
Content expert arrives and presents until 12:30
12:30 to 12:45
Further discussion
12:45 to 1:00
Wrap up (including determination of next
week’s patient for discussion) and group
feedback
FACILITATION TIP
As the placement progresses, Facilitators will want to ensure process issues are addressed on
an ongoing basis. Tools such as the Facilitator feedback form, ( Appendix H “IPE Placement
Facilitator Feedback Evaluation”), may be used to gather information. The Critical Incident
Questionnaire (Brookfield, 1998) outlined below can also be used to understand practice
through the lens of the learner:
Critical Incident Questionnaire (Brookfield, 1998)

At what moment were you…
B most engaged?
B most distanced?

What action anyone took was…
B most affirming or helpful?
B most puzzling?
B most confusing?

What surprised you the most?
These questions are provided in a handout and students are asked to complete anonymously
(with the explicit understanding that the composite results may be discussed in the next tutorial).
The Facilitators can then use the information to inform facilitation in the future and reflect the
information back to the group for further discussion.
Brookfield, S. (1998). Critically reflective practice. Journal of Continuing Education in the Health Professions, 18:197-205.
17
Section 3
IPE Presentation
Towards the end of the placement, the students will be expected to present a topic of relevance
to their IPE learning experiences. This presentation should include the contributions of all of the
students and requires the students to integrate research evidence into their own IPE experiences. The
presentation should be approximately 40 minutes in length (plus 10 minutes for discussion). The
students are expected to set time outside of their tutorials to prepare for their presentation.
Specifically, the students will need to:




decide on topic
work together to prepare
develop evaluation plan (sample IPE Student Presentation Evaluation feedback form,
 Appendix M “Sample IPE Student Presentation Evaluation”, can be adapted)
deliver presentation as a group
Students may benefit from learning about prior IPE student groups presentations; please contact the
IPE Leader if you would like copies.
Students must review their contributions to the IPE placement presentation with their respective
clinical faculty for feedback. Students should also be encouraged to practice their presentation at
least once for the IPE Facilitators (to enable Facilitators to provide feedback prior to the actual
presentation).
Final Tutorial
In the final patient-themed tutorial, the post IPE placement evaluation,  Appendix L “Post IPE
Placement Evaluation”, (e.g. qualitative survey and scale) is administered to the students. Students
should also be invited to provide feedback regarding their experiences. This tutorial will also
provide an opportunity for the synthesis of knowledge and personal reflections. Sample questions
may include:






What did they learn about themselves?
What surprised them about the placement?
What surprised them about working with the other disciplines?
How do they think they can continue this learning in their own practice/studies?
What do they take with them from this experience?
How do you plan to develop your interprofessional skills in the future?
The group may find that there is insufficient time in this last tutorial to re-administer the scale and
survey. These may also be submitted after the last tutorial to the Facilitator (or IPE Leader). IPE
Facilitators may also invite specific feedback from the group members regarding their own abilities as
IPE Facilitators.
Students who are continuing their placements should be encouraged to build on their interprofessional learning and feel free to continue to meet informally with other students on placement.
Section 3
18
resource helpful and that you and
your IP student teams will
benefit from this teaching and
learning opportunity
as much as we have.
19
Section 3
Appendix A: Selected References
Barr, H. (1998). Competent to collaborate: Towards a competency-based model for interprofessional
education. Journal of Interprofessional Care, 12:181-187.
Barr, H., Koppel, I., Reeves, S., Hammick, M. & Freeth, D. (2005). Effective interprofessional
education: Argument, assumption and evidence. Blackwell Publishing: Oxford.
Crow, J. & Smith, L. (2003). Using co-teaching as a means of facilitating interprofessional
collaboration in health and social care. Journal of Interprofessional Care, 17(1): 45-55.
D’Amour, D. & Oandasan, I. (2005, May). Interprofessionality as the field of interprofessional
practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, 19
(Supplement 1):8-20.
Davoli, G. (2004). Stacking the deck for success in interprofessional collaboration. Health Promotion
Practice, 5(3): 266-270.
Freeth, D. Hammick, M. Reeves, S., Koppel, I. & Barr, H. (2005). Effective interprofessional
education. development, delivery and evaluation. Blackwell Publishing: Oxford.
Heinemann, G.D., Schmitt, M.H., Farrell, M.P. & Brallier, S.A. (1999). Development of an
attitudes toward health care teams scale. Evaluation & the Health Professions, 22: 123-142.
Luecht R.M., Madsen M.K., Taugher M.P. & Petterson B.J. (1990). Assessing professional
perceptions: design and validation of an Interdisciplinary Education Perception Scale. Journal of
Allied Health 19(2):181-91
Lumague, M., Morgan, A., Mak, D., Hanna, M., Kwong, J., Cameron, C., Zener, D. & Sinclair, L.
(2006). Interprofessional education: The student perspective. Journal of Interprofessional Care, 20 (3):
246-253.
Orchard, C.A., Curran, V. & Kabene, S. (2005). Creating a culture for interdisciplinary collaborative
professional practice. Med Educ Online, 10:11. Available from http://www.med-ed-online.org
Parsell, G. & Bligh, J. (1998). Interprofessional Learning. Post graduate Medical Journal, 74: 89-95.
Tiberius, R.G. (1995). Small Group Teaching: A Trouble-Shooting Guide. OISE Press/The Ontario
Institute for Studies in Education. Toronto: Canada.
Westberg, J. & Jason, H. (1996). Coleading small groups. In Fostering Learning in Small Groups.
Springer Publishing Co. Inc. p. 110-155.
Tools that may assist in understanding group process include:
Working on Teams Survey: What Stage is our Team in?
 http://web.mit.edu/hr/oed/learn/teams/tool_stage.html
e.g. Team Effectiveness Surveys
 http://web.mit.edu/hr/oed/learn/teams/tool_effectiveness.html
 http://www.ballfoundation.org/ei/tools/teams/survey-print.html
Section 3
20
Appendix B: Interprofessional
Collaborative Competencies
There are different ways of understanding interprofessional collaborative competencies.
D’Amour and Oandasan (2005) describe the
IP competencies as:
Barr (1998) describes interprofessional
collaborative competencies as follows:
Knowledge
 Roles
•
Describe one’s roles and responsibilities
clearly to other professions.
Skills/Behaviours
 Communication
 Reflection
•
Recognize and observe the constraints of
one’s role, responsibilities and competence,
yet perceive needs in a wider framework.
Attitudes
 Mutual respect
 Open to trust
 Willing to collaborate
•
Recognize and respect the roles,
responsibilities and competence of other
professions in relation to one’s own.
•
Work with other professions to effect change
and resolve conflict in the provision of care
and treatment.
•
Work with others to assess, plan, provide and
review care for individual patients.
•
Tolerate differences, misunderstandings and
shortcomings in other professions.
•
Facilitate interprofessional case conferences,
team meetings, etc.
•
Enter into interdependent relations with
other professions.
Way, Jones & Busing (2000) describe seven
essential elements for collaboration:







Mutual trust and respect
Autonomy
Responsibility
Communication
Coordination
Assertiveness
Cooperation
The authors also acknowledge issues of power,
hierarchy and conflict that impact these
elements.
21
Section 3
Appendix C: IPE Placement
Program Description
IPE placements will run in January/February and May/June this year. Students with a keen interest
in interprofessionalism will be selected to participate in these student interprofessional teams.
Once selected, students will be placed as an interprofessional team within one clinical care unit
at Toronto Rehab. They will participate in one or two facilitated introductory tutorials and then
continue to meet as a group on a regular basis for patient-themed tutorials. At some point during
the later stages or on completion of their clinical experience, they will be asked to offer a group
presentation.



Presentation
Section 3
22




resolution)
The Interprofessional Education Perception Scale (Luecht, 1990) will be administered prior to and
upon completion of the clinical experience to determine what changes in attitudes, if any, occurred
throughout the placement.
23
Section 3
Appendix D: IPE Placement
Program Overview
Presentation
Details
Once per week
1.5 hours in length
Patient Discussion
Introductory
Tutorials
Review
patient for
week 1
tutorial
Presentation Review
details of
presentation
expectations
Section 3
24
Week 1
Week 2
Week 3
Discuss week
1 patient in
tutorial
tutorial
Prepare for
Prepare for
week 2 patient
discussion
Confirm
presentation
date and time
week 3 patient
discussion
- Discuss
group
presentation
topic
Final date
and time of
presentation
confirmed
- Presentation
topic confirmed
Week 4
Discuss week 4
patient in tutorial
Final placement
Prepare for
debriefing occurs
week 4 patient in last weekly
discussion
tutorial
Prepare for
Presentation
presentation occurs
Finalize
evaluation
Appendix E: IPE Placement
Presentation Overview
IPE Placement Presentation
Students participating in an IPE placement are expected to be active group members in the tutorials
and participate in the preparation and delivery of a group presentation. This group presentation is
an opportunity for students to integrate learning from the literature and clinical IPE placement
experiences.
What if I am already expected to prepare and present for my
profession?
The student IPE presentation often replaces the presentation requirement set by each profession
(e.g. the student OT who would usually prepare and deliver a presentation to OT participates in the
student IPE presentation instead). Please discuss further with the IPE Facilitator and your supervisor
to clarify details.
What does planning for the IPE presentation require?
As a group, the following details will need to be addressed:





Confirmation of presentation topic, date and time
Room and equipment booking – coordinate with IPE Facilitators
Participation – all group members should be involved in the preparation and delivery of the
presentation. The planning for the IPE presentation will need to be coordinated by the group.
This will mean some coordination and meeting outside of the tutorials.
Invitations – ensure the team working with the students is aware of and able to attend if at all
possible (e.g. develop poster, announcements in rounds, etc.). Members from academic
faculties may also be invited.
Feedback – the group should determine how they would like to be evaluated
What are the content expectations for the IPE presentation?




Must meet requirements for your profession (review with your supervisor)
Evidence – integration of evidence from the literature is required
IPE placement experiences – the presentation should include learning from the clinical
experience
Consult with the IPE Facilitators for additional guidance and suggestions
What if I still have questions?
Please contact your IPE Facilitator if you have any other questions
25
Section 3
Appendix F: Pre IPE Placement
Evaluation
Placement Site:
Program (e.g. musculoskeletal, spinal cord):
Location (e.g. unit, day hospital):
Current professional program:
Year of study in current professional program:
1
2
3
4
Other: ____________
Please write the degree that you will receive at the end of your program:
______________________________________________________________________________
If you have completed any previous clinical placements, please indicate how many weeks and in what
practice area:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Please list any previous interprofessional education sessions or events that you have attended:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Why are you involved in this IPE placement?
_______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
What do you hope to learn from the IPE placement?
_______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________
___________________________________________________________________________________________
Thank you!
If you have any questions, please contact the Interprofessional Education Leader.
Section 3
26
Appendix G: Icebreakers
Misconceptions
Get into pairs. Share with your partner the biggest misconception the public has about your
profession. How would you educate the public about this misconception? Come back to the large group
and process your findings – what did you learn? How did you feel about speaking about the misconceptions or hearing the misconceptions? How might this occur when working with patients or caregivers?
Speed Disciplining
Set up chairs in 2 circles, one inside the other. Have students sit in the circles facing a partner.
Facilitator will be the timekeeper. The students have two minutes to find out all they can about the
other student’s discipline (education, training, areas of employment, what they do in day-to-day
practice etc.). Timekeeper calls time at two minute mark and everyone quickly goes to a new seat with
a new partner and repeat the process. Come back to the large group after and share one or two things
that they learned or surprised them about another discipline.
Here’s My Card
Hand out cue cards and pens – have the students think of 3 or 4 qualities of their discipline or
activities of their profession but don’t write the name of the discipline on the card. Have them write
the 3 or 4 qualities plus a catchy advertising phrase on their business cards. Have the students exchange
cards, and then share what’s written on the card one at a time in the large group. Large group guesses
which profession it is.
True or False?
Ask the students to say 3 things about themselves – 2 which are true and one that is not. Everyone has
to guess the false one. Then the students think of 3 things about their profession; 2 things that are false
and one thing that is true – guess the true thing.
Similar/Dissimilar
Get into groups of 3. One person is the recorder. Write down all the things about your professions that
are similar. Write down all the things that are different in your professions. Come back and share in the
large group.
Magic Hat
Students write down 2 questions each about 2 different professions – put the questions in a hat. Pass
the hat around and each student pulls a question out of the hat to answer. They have to convince the
groups that they are that particular profession – afterward try to guess who the actual nurse, PT, etc. are
– clarify any of the questions/answers at that time.
School Ties
Get into pairs – share with your partner what profession you are in and where you are studying. Share
what has been the most challenging part of your education to date. Share what has been the most
exciting and rewarding part to date. In the large group share what you think your “growing edge” for
the IPE placement is. Consider writing these on a flip chart to learn where students have similar IPE
goals.
27
Section 3
Time Capsule
You are building a time capsule and are asked to put 3 things in the capsule that best reflect your
profession and what you do in patient care. Introduce yourself to the group, and share with the group
what things you would choose, and why.
Jargon
Acronyms and Jargon – ask everyone to write down 3 acronyms/jargon words that are common to their
profession but that may not be as familiar to other professions. Invite the group to search through
the list looking for commonalities or differences in how words are used (e.g. transfer from acute care,
transfer from bed to wheelchair, etc.). Or you may choose to have the students work in 2s or 3s and
swap papers and ask others to guess what they are. The writer can then explain, clarify and ask who else
uses these words/acronyms (e.g. PT, OT, Nursing very likely have shared understanding of transfer).
Profession Description
Choose a profession. Ask everyone to write down on a paper (anonymously) what he or she believes
describes the role, educational preparation, etc. The student whose profession was chosen then reviews
these and comments on their accuracy, what surprised them.
First Moments
In pairs – share the moment when you decided to become your particular health care professional.
Describe it – where you were, when it was etc. What were the factors or inspiration for your choice?
Come back to the large group - What are 3 qualities of your profession? How are you like those qualities?
Ball of Yarn
Stand in a circle facing each other. One person starts, holding a ball of yarn. Share patient care
activities with the group. Hold onto your end of the yarn and pass the ball of yarn to someone
opposite you. That person grabs onto the line of yarn and shares their activities. If you notice that
someone shares an activity that is similar to what you may do or how you might work with a patient,
ask for the ball of yarn to be passed back to you. Continue to hold onto points on the line and build
a yarn “patient care” net connecting all of you. You may wish to be creative on how you wrap the yarn
around each other!
These next exercises are fun, a little more creative, and may be more risky for the students
Superhero
“Superman…faster than a speeding bullet…able to leap tall buildings in a single bound… challenged by
kryptonite.” Create a superhero name for your discipline/profession and a phrase that indicates your
profession’s superhero ability or quality plus the biggest challenges in your profession. Introduce
yourself to the group as your superhero persona.
Fairy Tale (this is actually taken from a Comedy Improvisation game)
All Fairy Tales have a protagonist (patient) and a challenge to overcome (injury/disease) and heroes or
heroines (health care providers). Sit in a circle – starting with the opening line “Once upon a time….
in the far off land of…….” Start your story and then stop when you want the person beside you to take
over. Be sure to include aspects of your profession in the funny little fairy tale. You may choose to say a
whole phrase or just one word – the challenge is to leave the story hanging and for the next person to
rush in with the next part of the story.
Icebreakers prepared by Barb Coulston, Pharmacist, Toronto Rehab
Section 3
28
Appendix H: IPE Placement
Facilitator Feedback Evaluation
Date:
Name of Facilitator(s):
Please comment on the following general Facilitator characteristics.
Please rank on a 7 point scale, where 1=poor and 7 = Excellent.
Promotion of thinking and
problem solving
1
2
3
4
5
6
Comments:
7
Ability to encourage interaction
1
2
3
4
5
6
Comments:
7
Provision of an environment in
which you felt safe and
comfortable participating
1
2
3
4
5
6
7
Comments:
Facilitation of the group’s
learning (e.g. address learning
objectives)
1
2
3
4
5
6
7
Comments:
Ability to highlight clinically
relevant issues
1
2
3
4
5
6
7
Comments:
Ability to role model and
facilitate interprofessional
collaboration
1
2
3
4
5
6
Comments:
7
What other feedback would you like to provide to the Facilitator(s)? Consider both positive and
constructive feedback (areas to improve).
Comments:
29
Section 3
Appendix I: Facilitating
Interprofessional Dialogue
1. Introduction


Introductions – invite group members to introduce self; nameplate use
Recorder? Time keeper? (if roles decided upon earlier in group tutorials)
2. Role discussion









Students should briefly review client chosen for discussion (relate to learning issue identified)
What has your role been with the patient?
How does that differ from another profession’s role?
Did anything surprise you on learning about each other’s roles?
Where do the roles overlap?
What is unique about this role?
How can you work together more closely to address the patient’s concerns more effectively?
Knowing what you now know, will this change how you work with the patient? With other
professions?
What have you identified as areas for additional learning? Describe? How will you address
these?
3. Content expert input
4. Check understanding


What questions do you have for the content expert?
How does this relate to your experiences?
5. Wrap up


Final questions or comments?
Suggestions for future tutorials? Including selection of next patient for discussion
6. Group Feedback


Section 3
30
How did you find the group today?
What worked well? Suggestions for improving group function?
Appendix J: Small Group
Troubleshooting Tips
Some strategies to address challenges you may encounter in your groups are listed below:
Poor time planning – set goals and time agendas, invite group to select a time keeper, remind
group of schedule, delegate tasks, summarize key points to assist the group to move forward, ask
the group how they would lie to address time problems
Digression from goals – use flip chart with group goals listed, redirect, use agreed upon learning
objectives that were developed by group to guide discussions
Students are not active enough – use probing questions (open ended), give positive feedback,
address individually - ask directly to comment (e.g. what would the role of the pharmacist be in
this situation?), take turns responding in order, give everyone a minute or 2 to think about a
particular question (some may want this time for quiet reflection prior to being able to speak ‘off
the top of their heads’), don’t always try to fill the silence
Students may be reluctant to share their lack of knowledge about a key area. Prior to moving on to
interpretation, ensure that the group has clarified all of the relevant information up front (focus on
the facts, clarify terms, ask others to clarify jargons and acronyms, etc.), ask, ‘what surprised you?’
Students who dominate – redirect (e.g. “before we move on, I would like to get some reactions
from others…”), everyone takes a turn around the group
Conflict – identify conflicts openly – “there seems to be a conflict here, how should we as a group
move on and address this?”, work to identify source (e.g. lack of information, environmental stress,
etc.), use of conflict resolution resources
Lack of feedback – you may want to invite your group to give positive and constructive feedback
(e.g. what did you like best about that? What do you think could be improved for next time?
How?)
Students interacting with Facilitator or speaker primarily rather than each other – ask direct
questions (e.g. How would this work for speech language pathology?), when the person responds
to you, look at other group members to encourage them to do the same, ask questions of
the group for the students if necessary e.g. ‘ what questions do you have about speech language
pathology?’, comment directly e.g. ‘this is a time for you to learn about each other – you needn’t
respond directly to me’; ‘we want you to become more comfortable working as a team, try
commenting or asking questions of each other directly’, ask them to reflect on something in pairs
or triads and then share with group.
For more information, please refer to IPE facilitator resources (including Tiberius, R.G. (1995).
Small group teaching: A trouble-shooting guide. OISE Press: Toronto). With files from L. Sinclair and
M. Lowe
31
Section 3
Sample Small Group Facilitation Tips
1. Use of open-ended questions to promote discussion
2. Thank group members for their participation
3. Be aware of own and others’ non-verbal communication (e.g. eye contact)
4. Listening is key
5. Encourage enthusiasm and be enthusiastic – e.g. speak with interest
6. Allow time for silence
7. Invite open participation– members are more likely to respond if assured that the purpose of
the group is to learn – there is no “wrong” answer
8. Encourage interaction – “That’s similar to what Kate said, what do you think Pete?”
9. Attend to visual (e.g. Body language, eye contact) and verbal cues of group members
10. Use humour - have fun
Section 3
32
Appendix K: IPE Placement
Content Expert Handout
Thank you for agreeing to be a content expert as part of the IPE placement program. We look
forward to the tutorial and wanted to share with you some background information in order to work
with you to prepare for the tutorial. Please discuss the tutorial with the IPE Facilitators in advance
regarding the specific learning needs of the group and other strategies individualized to address the
needs of this particular group.
Students in this group are from a range of professional backgrounds and are at varying stages in
their academic preparation (students may be in their first or last placements). The group has also
been meeting for a very short time overall. The IPE placement is only 4 weeks long, and meets for
2 introductory tutorials and once weekly patient-themed tutorial discussions (6 times in total,
depending on length of placement).
In this tutorial, students will be discussing a patient and sharing their perspectives as collaborative
team members, discussing what each profession can bring to the professional team in working with
the patient and family as well as opportunities for collaboration. The role of the IPE Facilitators is to
facilitate the interprofessional learning of the students. They will ask probing questions, clarify jargon
and address misconceptions and opportunities for collaboration. The IPE Facilitators are not acting
in the capacity of content expert.
The group has selected a patient for discussion in advance of your tutorial with them. From this
discussion, they have determined a common learning need for which they require your expertise.
Your contribution to this group may be best thought of as contributing to the group discussion
overall. It is hoped that the students will interrupt you to ask questions and feel free to discuss issues
you raise (an interactive tutorial as opposed to a didactic lecture). You may consider stops/pauses
where students can engage and discuss amongst themselves. You may want to be prepared with
questions you can ask the students.
After the tutorial, please do provide feedback to the IPE Facilitators. We look forward to your
feedback.
Thank you again.
33
Section 3
Appendix L: Post IPE Placement
Evaluation
Please complete the following questions:
Placement Site:
Program (e.g. musculoskeletal, spinal cord):
Location (e.g. unit, day hospital):
Current professional program:
What were the 3 most important things that you learned in this IPE placement?
What do you wish had been different or would have helped you to learn more about IPE?
Do you think this will have changed your school experience and/or career choices? If so, please
describe further.
We are trying to learn more about how IPE affects patient care directly. If possible, please
describe a situation during which your learning from this IPE educational experience had a
direct impact on patient care.
Thank you for your feedback!
If you have any questions, please contact the Interprofessional Education Leader.
Section 3
34
Appendix M: Sample IPE Student
Presentation Evaluation
Strongly Disagree
Did you learn what you were expecting to learn
from this session?
Strongly Agree
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Were the Presenters:
Enthusiastic?
Knowledgeable?
Clear and well-organized?
Were the principles of interprofessionalism
clearly demonstrated?
What did you like about the presentation overall?
What suggestions do you have for improvements?
Any other comments?
Thank you for providing feedback.
35
Section 3
Appendix N: IPE Placement Presentation
Handout: Overview for Clinical Team
Members

IPE (Interprofessional Education) Placement



IPE Placement Program History and Plans








January, February or May, June
One or Two introductory tutorial sessions
B Pre-placement assessments
B What is IPE?
B Orientation to organization and unit
B Group functioning and norms
B Group learning objectives
Weekly group tutorials (1.5 hours) with IPE Facilitators and content expert
Role of IPE Facilitators





36
Students placed in common unit/area
1 or 2 introductory tutorials
Weekly, patient-themed tutorials
Joint student presentation
IPE Placement Details



Understanding of the roles, contributions and expertise of various health professionals
Understanding and respect for the values, beliefs and attitudes that differentiate the various
health professions
Understanding of the importance of inter-professional collaboration in the delivery of health
care
Enhanced skills in building inter-professional relationships and maximizing team function
Elements of IPE Placement Program




Section 3
IPE Leader (name):
IPE Co-Facilitators (names):
Facilitation of interprofessional learning - process
Coordinate tutorials
Respond to questions and share relevant information with IPE clinical faculty and students
Review role of content experts (prior to content expert involvement during tutorials)
Logistics e.g. when, where, planning of presentation, etc.

IPE Clinical Faculty





Supervise student (per usual standards)
Orient student to team member roles and team processes
Provide opportunities for learning for students from different professions
(e.g. shadowing, initiating contact with other students/team members, etc.)
May participate in group tutorials as a clinical Facilitator by providing content expertise
regarding a particular learning issue of interest
Provide feedback re: IPE placement experiences

Sample IPE Weekly Patient

Themed Tutorial






Who will be involved in supervising IPE students?







11:30 – group starts with any ‘housekeeping’ and member check-in
11:45 – patient for that week discussed from perspective of each student
12:15 – content expert arrives and presents until 12:30
12:30 to 12:45 – further discussion
12:45 to 1:00 – wrap up (including determination of next week’s patient for discussion)
and group feedback
IPE Facilitators: Names
Profession: Supervisor Name
Next Steps




Planning of introductory session(s)?
B Content Expert?
B When?
Confirmation of students
Days/times preferences for tutorials?
IPE student presentation/project ideas?
37
Section 3
Appendix O: IPE Placement Presentation
Handout: Overview for Students

Interprofessional Education Student Placement:
Learning With, From and About Each Other

Introductory Sessions – Sample Outline for Session 1








Icebreaker – getting to know each other as people
Introduction to professional roles in group
What is Interprofessional Collaboration (IPC)?
What is Interprofessional Education (IPE)?
Overview of placement
B Schedule
B Presentation
B IPE beyond the tutorial sessions
Overview of unit (guest)
Contact information – email address/other exchange
What does IPE Mean?
Interprofessional Education Definitions
 “Members (or students) of two or more professions associated with health or social care,
engaged in learning with, from and about each other” (CAIPE, 2002)
 Student Education “interprofessional learning is education specifically designed to help students
to function as part of the health care team when they graduate” (Cook, 2004)

Interprofessional Collaboration


“an interprofessional process of communication and decision-making that enables the separate
and shared knowledge and skills of health care providers to synergistically influence the client/
patient care provided” Way, Jones & Busing, 2000
Interprofessional Practice
Health Care
Assessment
Uniprofessional-centric model
Patient
Individual Professionals
Section 3
38

Multiprofessional Practice
Health Care
Assessment
Integrated Care
Plan
Shared care plan
Patient

Goals of Student IPE Placement Program





Increased knowledge and understanding of the importance of inter-professional collaboration in
4 Key Elements of IPE Placement Program
1��
2��
3��
4��
Interprofessional students placed together in a shared practice area at same time
One or two introductory tutorials
39
Section 3
Appendix P: IPE Placement Presentation
Handout: Group Process for Students

Learning From, With and About Each Other
Session 2

Why use small group learning in IPE?
To promote:
B Involvement in learning
B Motivation and satisfaction with learning
B Critical thinking and application of ideas
B Enhance communication and collaboration

A Balancing Act….
Task

Stages of Group Development






40
Identify actions or issues that are interfering with group functioning
Create opportunities for improvement and change
Find ways for the group to share responsibility
Fostering Group Function: How?





Section 3
Forming - tentative, hesitant
Storming - realize work ahead, almost panic
Norming - as they work together, initial resistance fades, start helping each other
Performing - more comfortable with each other, effective
Adjourning/Mourning
Fostering Group Function: We All Have a Role




Process
Observe and clarify group process
Listen and question
Summarize and help to focus the group
Identify sources of interprofessional conflict
Give and receive feedback

Feedback




Timing of feedback
B Formative (ongoing) vs. summative (at the end)
General
B How was the group today?
Describe behaviour not character traits
Giving Feedback using CORBS
Clear
Observed (and Owned)
Regular
Balanced – positive and constructive
Specific – use examples

Receiving Feedback





Potential Causes of Conflict






Differences
Feeling obligated
Feeling controlled
Feeling unappreciated
Pride, fear, feelings of low self-esteem may also contribute to conflict
Addressing Conflict






Thank person for providing feedback
Ask for clarification as needed
Listen and summarize to ensure comprehension
Discuss strategies to address and consider establishing a plan
Breathe
Listen, listen, listen…listen some more
Focus on the issue
Use positive communication
B e.g. CORBS when providing feedback
Maintain integrity and relationship
Interprofessional Group Learning Objectives
41
Section 3
Contents
Workshop Overview �� 1
Planning for the Workshop �� 2
Orientation/Introduction� �� 4
Icebreakers� �� 5
Small Group Learning and IPE�� 6
Facilitating Small Interprofessional Student
Groups – DVD� �� 7
Developing
IPE
Facilitator Skills:
Workshop
Resources
Small IP Group Facilitation:
Strategies for Challenges� �� 8
Evaluation and Wrap Up� �� 8
Debriefing for Workshop Leaders and Organizers�� 9
Section 4
Appendices
A
B
C
D
E
F
G
H
I
J
- Small IPE Group Facilitation Workshop:
Satisfaction & Feedback��
Pre-Test ��
Pre-Workshop Reflections� ��
- Sample Orientation/Introduction Presentation��
- Icebreakers� ��
- Icebreaker Presentation��
- Small Group Facilitation Resources��
- Facilitating Small Interprofessional Groups� ��
- DVD Scenario Analysis Exercise��
Post-Test��
� 10
� 11
� 12
� 13
� 17
�19
� 20
� 24
� 27
�28
Section 4: Developing IPE Facilitator Skills
Introduction
This resource has been developed to assist Interprofessional Education (IPE) Leaders/Coordinators
in leading a half day workshop that will enable key stakeholders to learn more about the student IPE
placement program. The workshop is designed primarily to assist IPE co-Facilitators (individuals
who lead the IPE student placement groups) develop small interprofessional (IP) group skills. It is
also offered to those planning to participate in an IPE placement as clinical faculty (staff supervising
students) or as members of the team in which the students will be working, as well as managers and
other leaders interested in learning more about IPE facilitation.
Workshop Overview
This workshop is designed for a group of approximately 30 participants from a range of professions
and roles. This allows for both large and small group interactions and activities.
Sample agenda for a morning workshop:
8:30 - 8:50
Orientation/Introduction
8:50 - 9:30
Interprofessional Education (IPE) Overview:
theory/ models/ environmental scan
9:30 - 10:00
Icebreakers
10:00 - 10:30
Small Group Learning and IPE
10:30 - 10:45
Break
10:45-11:30
Interactive session on facilitating small IP student
groups using an educational DVD
11:30 - 12:15
Identifying strategies to address challenges of small
IP group facilitation
12:15 - 12:30
Evaluation & Wrap Up
Materials required to lead the workshop have been included throughout this document. We have
included key teaching points based on our experience of leading this workshop since 2006.
Section 4
Planning for the Workshop
Participants should be asked to RSVP in advance of the workshop so the content and process can be
tailored to the participants’ needs. You might consider conducting a brief needs assessment prior to
the workshop to further inform the design of the workshop. In planning for the workshop, there are
several factors to consider as outlined below:
 Workshop Leaders and Support
Workshop leaders should have experience with both interprofessional education and
workshop leadership. It is ideal if at least 2 (possibly 3) leaders run the workshop.
Administrative support is key to the success of the workshop. For example, having another
person register participants while the leaders prepare for the workshop is very helpful.
 Set Up
It is recommended that small tables seating approximately 6 people are set up in the room.
One flip chart and markers should be available for each table.
 Table Assignment
In order to maximize interprofessional (IP) learning and to optimize the range of professions
represented at each table, it is highly beneficial if participants are assigned to tables in
advance. Interaction can be further facilitated through nameplates.
 Resource Table
It may be helpful to have key articles and books available for participants to refer to
throughout the workshop. We typically include the following on our resource table:
Barr, H., Koppel, I., Reeves, S., Hammick, M. & Freeth, D. (2005). Effective Interprofessional
Education – Argument, Assumption & Evidence. Blackwell Publishing Ltd.: Oxford.
Freeth, D., Hammick, M., Reeves, S., Koppel, I. & Barr, H. (2005). Effective Interprofessional
Education – Development, Delivery & Evaluation. Blackwell Publishing Ltd.: Oxford.
D’Amour, D. & Oandasan, I. (2005, May). Interprofessionality as the field of interprofessional
practice and interprofessional education: An emerging concept. Journal of Interprofessional
Care, 19 (Supplement 1), 8-20.
Lumague, M., Morgan, A., Mak, D., Hanna, M., Kwong, J., Cameron, C., Zener, D. &
Sinclair, L. (2006). Interprofessional education: The student perspective. Journal of
Interprofessional Care, 20 (3): 246-253.
Oandasan et al. (2005) Teamwork in Healthcare: Promoting Effective Teamwork in Healthcare
in Canada, Canadian Health Services Research Foundation (CHSRF). Available from
 http://www.chsrf.ca/research_themes/workplace_e.php
 http://www.med-ed-online.org
Section 4
 Evaluation
Planning for the workshop should also include careful consideration of evaluation data.
We have used both an educational evaluation form (satisfaction with workshop and feedback)
and a knowledge pre- and post-test self-assessment (refer to  Appendix A “Small IPE Group
Facilitation Workshop: Satisfaction & Feedback” and  Appendix J “Small IPE Group
Facilitation Workshop: Post-Test”).
 DVD Considerations
The “Facilitating Interprofessional Collaboration with Students” DVD and companion
teaching manual are used in this workshop. As the DVD contains 6 scenarios, it is important
that the workshop leaders are familiar with the scenarios and select them based on the needs
of the participants (we recommend no more than 2 scenarios be used per workshop). The
DVD teaching manual is an invaluable resource of teaching strategies and key teaching
moments. This DVD, and others (including “Student Experiences in IPE”), are available from
the Office of IPE at the University of Toronto ( http://www.ipe.utoronto.ca).
 Audiovisual Requirements
A videodata projector will be required for the powerpoint presentation. For the DVD, it is
critical that the computer has both video and audio capabilities. Depending on the room
setup, a handheld microphone may need to be held next to the computer speaker.
 Material Preparation
In preparing printed materials, we have found it helpful to use coloured paper for easy
identification; for example, the DVD handouts can then be referred to as “the pink sheets”.
Section 4
Orientation/Introduction
The purpose of the orientation (~ 20 minutes in length) is to provide participants with terminology,
history and context regarding IPE. An overview of the student IPE placement program can also be
discussed so participants start to develop an understanding of the student IPE placement process and
the roles associated with the program. Finally, the agenda for the workshop is reviewed.
Participant Arrival
After participants register (sign in, receive workshop material and table assignment, and complete a
nameplate), they can complete the pre-workshop reflections form that will be used towards the end
of the workshop, as well as the anonymous pre-workshop test. (Refer to  Appendix C “Small IPE
Group Facilitation Workshop: Pre-Workshop Reflections and  Appendix B “Small IPE Group
Facilitation Workshop: Pre-Test”). The pre-test should be collected prior to the start of the workshop.
Detailed Outline (refer to  Appendix D: “Sample Orientation/Introduction Presentation”)


Participants complete pre-workshop material Pre-Test and Pre-Workshop Reflections
Workshop (refer to  Appendix B “Small IPE Group Facilitation Workshop: Pre-Test” and
 Appendix C “Small IPE Group Facilitation Workshop: Pre-Workshop Reflections”)
Agenda for workshop:
B Definitions of IPE and IPC

Section 4
B
Rationale for IPE
B
Workshop objectives
B
Student IPE placement program overview
FACILITATION TIPS
•
In reviewing the agenda, participants may also be invited to share their hopes for the
workshop and these can be recorded (e.g. on a flip chart). The workshop leaders can then
refer to these throughout the workshop as appropriate.
•
In reviewing the definitions, participants may be invited to reflect on IPE, multiprofessional
practice and interprofessional practice and share their responses with the large group.
Icebreakers
As members of the interprofessional small groups within the workshop will be working together and
may not be familiar with each other as individuals or in their professional roles, it is important to
assist them in their work by providing the opportunity for icebreakers (refer to  Appendix E
“Icebreakers”). This is valuable learning, as they will also experience how the students might feel
when engaging in this activity.
Detailed Outline
Brief presentation (refer to  Appendix F “Icebreaker Presentation”)
Assigning of icebreakers
Icebreaker participation
Debrief about icebreakers





FACILITATION TIPS

In providing an overview, it is helpful to ask participants why they could use/ have used
icebreakers

It is helpful to select icebreakers in advance to provide the entire group with a range of
icebreakers. If there are 6 tables, we often assign the same icebreaker to 2 tables resulting
in 3 different icebreakers for discussion

Ensure sufficient time is provided for the icebreakers – at least 20 minutes for actual
icebreaker participation.

In the large group debrief, invite each table to discuss the icebreaker they used and their
reactions – what did they like about it? Could they see this working with students?
Section 4
In this section, participants are very briefly introduced to small group theory, the role of the
IPE Facilitator, feedback and special considerations when working with interprofessional small
groups. Participants should also be alerted to the resources (refer to  Appendix G “Small Group
Facilitation Resources”) in the handout including troubleshooting, feedback and references.
Detailed Outline (refer to  Appendix H “Facilitating Small Interprofessional Groups”)





Discussion – why use small groups?
Understanding small groups:
B Task and process
B
Stages of group development
B
Roles played
Facilitator role
Feedback
Special considerations with small interprofessional groups

FACILITATION TIPS
As this session is fairly didactic and is right before the break, there may be a risk of a
drop in the group’s energy; engage interaction by asking questions of the participants.
Workshop leaders may consider moving this session before the icebreakers and ending
with icebreakers just before the break.
Section 4
Facilitating Small Interprofessional
Student Groups – DVD
This session uses the educational DVD developed by Toronto Rehab and the Office of IPE, entitled,
“Facilitating Interprofessional Collaboration with Students”. Workshop participants will have the
opportunity to view interprofessional small group facilitation and discuss strategies specific to the
scenarios. What makes this session particularly effective is the opportunity to engage in experiential
learning; participants see, feel and react emotionally to the interprofessional scenarios. The DVD
insert (21 pages) contains valuable descriptions and teaching tips. One DVD Scenario Analysis
Exercise handout will need to be provided to each participant for each scenario used (i.e. 2 per
participant if viewing 2 scenarios). Refer to  Appendix I “DVD Scenario Analysis Exercise”.
Detailed Outline










Introduction to DVD
Orientation to DVD handouts (refer to  Appendix I “DVD Scenario Analysis Exercise”)
Play a video scenario
Participants individually reflect and record responses
Participants discuss in their small groups
Large group discussion
Play another video scenario
Participants individually reflect and record responses
Participants discuss in their small groups

FACILITATION TIPS
In the interest of time, you may consider inviting participants to reflect individually on
viewing the second scenario and then move to a “pause and play” model in which the
scenario is played again and participants indicate to the large group when and how they
would intervene as a Facilitator (i.e. exactly what words they would use).
Section 4
Small IP Group Facilitation:
Strategies for Challenges
In this section, participants have the opportunity to form groups based on the challenges they
outlined in their pre-workshop reflections (refer to  Appendix C “Small IPE Group Facilitation
Workshop: Pre-Workshop Reflections”). The formation of these groups requires careful facilitation by
the workshop leaders. This is an active way to engage participants in generating possible strategies to
address common challenges. This session is valuable as it provides a forum for interprofessional
sharing and networking among participants.
Detailed Outline


Introduction to activity
B What small IP group facilitation challenge did each person identify?
Share with large group

Create small groups (according to common challenges). Develop strategies to address the
challenges and record insights and suggestions on a flip chart
Share strategies with large group


FACILITATION TIPS

F orming groups can be challenging in the moment. It may be advantageous for less
experienced leaders to determine common small IP group facilitation challenges ahead
of time and assign to tables.

As the groups are developing their strategies, it is important for the workshop leaders to
‘float’ and encourage an interprofessional focus as much as possible.

Participants often report very meaningful learning from this portion of the workshop.
Consequently, it may be helpful to collect the flip chart papers, collate the information
and send to the participants after the workshop.
Evaluation and Wrap Up
In this section, a summary of the workshop and final comments/questions are addressed and
post-workshop data is gathered (refer to  Appendix A “Small IPE Group Facilitation Workshop:
Satisfaction & Feedback” and  Appendix J “Small IPE Group Facilitation Workshop: Post-Test”).
Section 4
Debriefing for Workshop Leaders
and Organizers
After the workshop, it is advisable to evaluate the workshop and consider what changes may be
necessary for future iterations.
resource helpful and that you and
your interprofessional teams will
benefit from this teaching and
learning opportunity.
We wish you the best with your
teaching!
Section 4
Appendix A: Small IPE Group Facilitation
Workshop: Satisfaction & Feedback
1. What did you find most useful about today’s session?
2. What is the one thing you will do differently with your students/learners?
3. How do you feel we can improve today’s workshop?
4. What other topics would you like to see addressed in future workshops?
5. Speaker Evaluation: Please rate by circling the appropriate number (1=poor, 5=excellent)
Speaker
Clarity Relevance Audiovisual
12345 12345
12345
12345 12345
12345
12345 12345
Comments
12345
6. What learning format would you prefer in future sessions (e.g. Small group work, lectures,
case discussions, a mix of different activities, etc.)?
7. Please rate your overall satisfaction with this workshop
Very Dissatisfied
1 2 3 4 5
6
Very Satisfied
7 8 9 10
8. Any other comments?
Thank you for your feedback. It will help us to develop future sessions.
Section 4
10
Appendix B: Small IPE Group
Facilitation Workshop: Pre-Test
1. Please rate your understanding of the rationale for interprofessional education for students.
(1 = poor, 5 = excellent)
1
2
3
4
5
2. Please rate your ability to describe the rationale for small group work with interprofessional
learners.
1
2
3
4
5
3. Please rate your ability to identify defining attributes of successful small groups.
1
2
3
4
5
4. Please rate your knowledge of the use of icebreakers in small groups.
1
2
3
4
5
5. Please rate your ability to use icebreakers as a Facilitator of small groups.
1
2
3
4
5
6. Please rate your ability to use strategies to address challenges encountered in interprofessional
small group learning.
1
2
3
4
5
7. Please rate your overall confidence as a Facilitator of interprofessional small groups.
1
2
3
4
5
11
Section 4
Appendix C: Small IPE Group Facilitation
Workshop: Pre-Workshop Reflections
(For your own reference – this will not be collected)
Please take a few moments prior to the workshop to reflect on the following (you will be asked to
briefly share later in the workshop):
What specific difficulty have you encountered (or are most concerned about) in facilitating small
interprofessional groups? (specific to interprofessional aspects of small groups)
Section 4
12
Appendix D: Sample Orientation/
Introduction Presentation



Small IPE Group Facilitation Workshop
Agenda
8:30 - 8:50
Orientation
8:50 - 9:30
(IPE) Overview/ theory/ models/ environmental scan
9:30 - 10:00
Icebreakers
10:00 - 10:30
10:30 - 10:45
Break
10:45-11:30
Facilitating small IP student groups - Interactive session with
educational DVD
11:30 - 12:15
Identify strategies to address challenges with small IP group facilitation
12:15 - 12:30
Evaluation & Wrap up
What does Interprofessional Education (IPE) Mean?


Interprofessional Education Definitions
B “Members (or students) of two or more professions associated with health or social care,
engaged in learning with, from and about each other” (Geissler, 2002)
B Student Education “interprofessional learning is education specifically designed to help
students to function as part of the health care team when they graduate” (Cook, 2004)
Multiprofessional Education
Health Care
Assessment
Integrated Care
Plan
Shared care plan
Patient
13
Section 4

Health Care
Assessment
Uniprofessional-centric model
Patient


Why Interprofessional Education (IPE)/ Collaboration (IPC)?

2005 - Health Canada IPE for Collaborative Patient Centred Practice
B IPE is interdependent with collaborative practice
B IPE must start in university
B IPC must be modeled in hospitals & clinics

Strengthen the Canadian healthcare system
B Recruitment & retention
B Improve patient outcomes
B Enhance organizational & system efficiencies
Why is interprofessional collaboration important?
Sample Interprofessional Care Outcomes:





14
(Zwarenstein et al, 2005)
(D’Amour & Oandasan, 2005)
(Cohen & Bailey, 1997)
U of T and TAHSN Mandate

By 2009, the Office of IPE will establish curriculum for all Health Science Students
B IPE learning activities
B IPE clinical placements
B Team assessment (e.g. TOSCE)

Graduates must be competent collaborators
What is Toronto Rehab’s Role?




Section 4
Improved patient outcomes
Improved cost efficiency
Improved health professional satisfaction
Share expertise
Contribute to clinical placement program development
Assist other sites to develop IPE placements
Develop enduring materials accessible through the Office of IPE, U of T

Interprofessional Education Process & Outcomes
Health Professional Collaborator Competencies
Knowledge
 Roles of other health professionals
Skills
 Communicating with others
 Reflecting upon my role and others
Attitudes
 Mutual respect
 Willingness to collaborate
 Openness to trust
(Oandasan & Reeves 2004)

Workshop Objectives





Goals of IPE Placement





Interprofessional students placed together in a shared practice area at the same time
Two introductory tutorials
Role of the IPE co-Facilitator




Increased knowledge and understanding of the importance of inter-professional collaboration in
Four Key Elements of Student IPE Placement Program





Identify rationale for IPE student placements
Describe and use a range of icebreakers for small interprofessional groups
Describe rationale for using small groups in interprofessional education
Use effective strategies to address challenges while facilitating small groups of interprofessional
learners
Orient to role (with support of IPE Leader) pre-placement
Coordinate planning of student IPE group tutorials
Co-facilitate IPE student group learning and function throughout placement
1) Students in a shared practice area at the same time


Purposeful and coordinated planning of placement
Searches for times of overlap in the curricula
B e.g. January/February and May/June
15
Section 4

Sample IPE Placement Schedule
November
December
January
February
Social Work
Pharmacy
Psychology
Physiotherapy
RN
OT
Medicine
RPN

2) Two introductory tutorials







3) Four weekly, patient-themed group discussion tutorials








16
Topic of students’ choice
B Team also makes suggestions of topics
Replaces required presentations where possible
Presentation to entire team (open to all of organization and academic partners)
Role of Clinical Faculty


Section 4
Weekly group tutorials (1.5 hours) with IPE Facilitators and content expert
Address student learning objectives in context of actual clinical cases
Content expert
4) Shared preparation and delivery of a formal group presentation


Icebreakers
Pre-placement assessments
B e.g. Interdisciplinary Education Perception Scale (Leucht et al., 1990) and IPE Placement
Survey
What is IPE?
Orientation to organization and clinical area (e.g. unit)
Group functioning and norms
B What are the rules of conduct in this group?
Group learning objectives
B What do we as a group hope to learn together from this placement?
Understands IPE placement philosophy, goals and processes
Fulfill supervisory obligations for student placement per usual academic processes within
profession
Orient student to team member roles and team processes
Provide content expertise for group tutorials as appropriate
Appendix E: Icebreakers
Misconceptions
Get into pairs. Share with your partner the biggest misconception the public has about your
profession. How would you educate the public about this misconception? Come back to the large group
and process your findings – what did you learn? How did you feel about speaking about the misconceptions or hearing the misconceptions? How might this occur when working with patients or caregivers?
Speed Disciplining
Set up chairs in 2 circles, one inside the other. Have students sit in the circles facing a partner.
Facilitator will be the timekeeper. The students have two minutes to find out all they can about the
other student’s discipline (education, training, areas of employment, what they do in day-to-day
practice etc.). Timekeeper calls time at two minute mark and everyone quickly goes to a new seat with
a new partner and repeat the process. Come back to the large group after and share one or two things
that they learned or surprised them about another discipline.
Here’s My Card
Hand out cue cards and pens – have the students think of 3 or 4 qualities of their discipline or activities of their profession but don’t write the name of the discipline on the card. Have them write the 3 or
4 qualities plus a catchy advertising phrase on their business cards. Have the students exchange cards,
and then share what’s written on the card one at a time in the large group. Large group guesses which
profession it is.
True or False?
Ask the students to say three things about themselves – 2 which are true and one that is not. Everyone
has to guess the false one. Then the students think of 3 things about their profession; 2 things that are
false and one thing that is true – guess the true thing.
Similar/Dissimilar
Get into groups of 3. One person is the recorder. Write down all the things about your professions that
are similar. Write down all the things that are different in your professions. Come back and share in the
large group.
Magic Hat
Students write down 2 questions each about 2 different professions – put the questions in a hat. Pass
the hat around and each student pulls a question out of the hat to answer. They have to convince the
groups that they are that particular profession – afterward try to guess who the actual nurse, PT, etc. are
– clarify any of the questions/answers at that time.
School Ties
Get into pairs – share with your partner what profession you are in and where you are studying. Share
what has been the most challenging part of your education to date. Share what has been the most
exciting and rewarding part to date. In the large group share what you think your “growing edge” for
the IPE placement is. Consider writing these on a flip chart to learn where students have similar IPE
goals.
17
Section 4
Time Capsule
You are building a time capsule and are asked to put 3 things in the capsule that best reflect your
profession and what you do in patient care. Introduce yourself to the group, and share with the group
what things you would choose, and why.
Jargon
Acronyms and Jargon – ask everyone to write down 3 acronyms/jargon words that are common to their
profession but that may not be as familiar to other professions. Invite the group to search through
the list looking for commonalities or differences in how words are used (e.g. transfer from acute care,
transfer from bed to wheelchair, etc.). Or you may choose to have the students work in 2s or 3s and
swap papers and ask others to guess what they are. The writer can then explain, clarify and ask who else
uses these words/acronyms (e.g. PT, OT, Nursing very likely have shared understanding of transfer).
Profession Description
Choose a profession. Ask everyone to write down on a paper (anonymously) what he or she believes
describes the role, educational preparation, etc. The student whose profession was chosen then reviews
these and comments on their accuracy, what surprised them.
First Moments
In pairs – share the moment when you decided to become your particular health care professional.
Describe it – where you were, when it was etc. What were the factors or inspiration for your choice?
Come back to the large group - What are 3 qualities of your profession? How are you like those qualities?
Ball of Yarn
Stand in a circle facing each other. One person starts, holding a ball of yarn. Share patient care activities with the group. Hold onto your end of the yarn and pass the ball of yarn to someone opposite you.
That person grabs onto the line of yarn and shares their activities. If you notice that someone shares an
activity that is similar to what you may do or how you might work with a patient, ask for the ball of
yarn to be passed back to you. Continue to hold onto points on the line and build a yarn “patient care”
net connecting all of you. You may wish to be creative on how you wrap the yarn around each other!
These next exercises are fun, a little more creative, and may be more risky for the students
Superhero
“Superman…faster than a speeding bullet…able to leap tall buildings in a single bound…challenged by
kryptonite.” Create a superhero name for your discipline/profession and a phrase that indicates your
profession’s superhero ability or quality plus the biggest challenges in your profession. Introduce
yourself to the group as your superhero persona.
Fairy Tale (this is actually taken from a Comedy Improvisation game)
All Fairy Tales have a protagonist (patient) and a challenge to overcome (injury/disease) and heroes or
heroines (health care providers). Sit in a circle – starting with the opening line “Once upon a time….
in the far off land of…….” Start your story and then stop when you want the person beside you to take
over. Be sure to include aspects of your profession in the funny little fairy tale. You may choose to say a
whole phrase or just one word – the challenge is to leave the story hanging and for the next person to
rush in with the next part of the story.
Icebreakers prepared by Barb Coulston, Pharmacist, Toronto Rehab
Section 4
18
Appendix F: Icebreaker Presentation

Right from the Start



How do you engage a group?
How do you facilitate a group to
B Learn about themselves
B Interact with each other
…. ICEBREAKERS!
Goals of Icebreakers








Opportunity for introductions
Creates a relaxed, safe learning environment
Builds trust, respect & support
Enhances professional identity
Creates inclusion & honours diversity
Encourages leadership & self-direction
Fosters cooperation & teamwork
Builds a foundation for collaboration
Most of all to have fun!
19
Section 4
Appendix G: Small Group Facilitation
Resources
Troubleshooting with Small Groups
Some strategies to address challenges you may encounter in your groups are listed below:
Poor time planning – set goals and time agendas, invite group to select a time keeper, remind group
of schedule, delegate tasks, summarize key points to assist the group to move forward, ask group how
they would like to address time problems.
Digression from goals – use flip chart with group goals listed, redirect, use agreed upon learning
objectives that were developed by group to guide discussions
Students are not active enough – use probing questions (open ended), give positive feedback,
address individually - ask directly to comment (e.g. what would the role of the pharmacist be in this
situation?), take turns responding in order, give everyone a minute or 2 to think about a particular
question (some may want this time for quiet reflection prior to being able to speak ‘off the top of
their heads’), don’t always try to fill the silence
Sometimes students may not be active enough as they may be reluctant to share their lack of
knowledge about a key area. Prior to moving on to interpretation, ensure that the group has clarified
all of the relevant information up front (focus on the facts, clarify terms, ask others to clarify jargons
and acronyms, etc.), ask, ‘what surprised you?’
Students who dominate – redirect (e.g. “before we move on, I would like to get some reactions from
others…”), take a turn around the group
Conflict – identify conflicts openly – “there seems to be a conflict here, how should we as a group
move on and address this?”, work to identify source (e.g. lack of information, environmental stress,
etc.), use of resources from conflict resolution workshop
Lack of feedback – you may want to invite your group to give positive and constructive feedback
(e.g. what did you like best about that? What do you think could be improved for next time? How?)
Students interacting with Facilitator or speaker primarily rather than each other – ask direct
questions (e.g. How would this work for physio?), when the person responds to you, look at other
group members to encourage them to do the same, ask questions of the group for the students if
necessary e.g. ‘ what questions do you have about physio?’, comment directly e.g. ‘this is a time for
you to learn about each other – you needn’t respond directly to me’; ‘we want you to become more
comfortable working as a team, try commenting or asking questions of each other directly’, ask them
to reflect on something in pairs or triads and then share with group.
For more information, please refer to IPE facilitator resources (including Tiberius, R.G. (1995).
Small group teaching: A trouble-shooting guide. OISE Press: Toronto). With files from L. Sinclair and
M. Lowe.
Section 4
20
Feedback Do’s and Don’ts
Adapted from: Lehner, G.P. (1975): Aids to Giving and Receiving Feedback. CA: University Associates Publishers:
with files from L Sinclair.
Some of the most important information we can receive from others (or give to others) consists of
feedback related to our behaviour. Feedback can provide learning opportunities for each of us. By
using the reactions of others we understand the consequences of our behaviour. Such personal data
helps to make us more aware of what we do and how we do it, thus increasing our ability to modify
and change our behaviour and to become more effective in our interactions with others.
To help us develop and use the techniques of feedback for personal growth, it is necessary to
understand certain principles important to the process. The following is a brief outline of some
factors which may assist us in making better use of feedback, both as the giver and the receiver of
feedback. This list is only a starting point.
. Focus feedback on behaviour rather than the person
It is important that we refer to what a person does rather than comment on what we imagine
he or she is. When we talk in terms of “personality traits” it implies inherited, constant qualities
that are difficult if not impossible to change. Focusing on behaviour implies that it is something
related to a specific situation that might be changed. It is less threatening to a person to hear
comments about his behaviour than his “traits”. This focus on behaviour implies that we use
adverbs (which relate to qualities) when referring to a person. Thus we might say a person “talked
considerably in this meeting”, rather than this person “is overly talkative”.
. Focus feedback on observations rather than inferences
Observations refer to what we can see or hear in the behaviour of another while inferences
refer to interpretations and conclusions which we make from what we see or hear. In a sense,
inferences or conclusions about a person contaminate our observations, thus clouding the
feedback for another person. When inferences or conclusions are shared (and it may be valuable
to have this data), it is important that they be so identified.
. Focus feedback on description rather than judgment
The effort to describe represents a process for reporting what occurred, while judgment refers to
an evaluation in terms of good or bad, right or wrong, nice or not nice. Judgments arise out of
a personal frame of reference or values, whereas description represents neutral (as far as possible)
reporting.
. Focus feedback on descriptions of behaviour in terms of “more or less” rather than in terms
of “either-or”
The “more or less” terminology implies a continuum on which any behaviour may fall, stressing
quantity, which is objective and meaningful rather than quality, which is subjective and
judgmental. Thus, the participation of a person may fall on a continuum from low participation
to high participation, rather than good or bad participation. Not to think in terms of “more or
less” and the use of continua is to trap ourselves into thinking in categories, which may then
represent serious distortions of reality.
21
Section 4
. Focus feedback on behaviour related to a specific situation, preferably to the “here and
now”, rather than to behaviour in the abstract, placing it in the “there and then”
What you and I do is always tied in some way to time and place, and we increase our
understanding of behaviour by keeping it tied to time and place. Feedback is generally more
meaningful if given as soon as appropriate after the observation or reactions occur, thus keeping
it concrete and relatively free of distortions that come with the lapse of time.
. Focus feedback on sharing ideas and information rather than on giving advice
By sharing ideas and information we leave the person free to decide for himself, in the light of his
own goals in a particular situation at a particular time, how to use the ideas and the information.
When we give advice we tell him what to do with the information, and in that sense we take
away his freedom to determine for himself what is for him the most appropriate course of action.
. Focus feedback on the value it may have to the recipient, not on the value or “release” that it
provides the person giving the feedback
The feedback given should serve the needs of the recipient rather than the needs of the giver.
Help and feedback need to be given and heard as an offer, not an imposition.
. Focus feedback on the amount of information that the person receiving it can use, rather
than on the amount that you have which you might like to give
To overload a person with feedback is to reduce the possibility that he may use what he receives
effectively. When we give more than can be used we may be satisfying some need for ourselves
rather than helping the other person.
. Give feedback at appropriate times
It is important to be sensitive as to when it is appropriate to provide feedback. Excellent feedback
presented at an inappropriate time may do more harm than good.
0. Focus feedback on what is said rather than why it is said
To make assumptions about the motives of the person giving feedback may prevent us from
hearing or cause us to distort what is said. In short, if I question “why” a person gives me
feedback, I may not hear what he says.
. Allow sufficient time for feedback
Make sure that enough time is allowed for feedback at the end of the session. Sometimes group
members need a few minutes to warm up to giving feedback, therefore allow time to get started.
. Stimulate feedback with self assessment
Tutors may encourage increased feedback by requesting feedback on their own performance or
by self evaluating or encouraging other group members to self evaluate.
. Check feedback for accuracy
Feedback should be checked for accuracy. One way of doing this is to have the receiver try to
rephrase the feedback he has received to see it if corresponds to what the sender had in mind.
It would also be helpful to have the giver and the receiver check with others in the group as to
the accuracy of the feedback. Is the feedback shared by others?
Section 4
22
Small Group and Interprofessional Education References
Barr, H., Koppel, I., Reeves, S., Hammick, M. & Freeth, D. (2005). Effective Interprofessional
Education: Argument, Assumption and Evidence. Oxford: Blackwell
Davoli, G. W. & Fine, L. (2004). Stacking the deck for success in interprofessional collaboration.
Health Promotion Practice, 5(3), 266-270.
D’Eon, M. (2004). A blueprint for interprofessional learning. Medical Teacher, 26(7), 604-609.
Dolmans, D. H., Wolfhagen, H. A., Gerver, W. J., De Grave, W. & Scherpbier, A. J. (2004).
Providing physicians with feedback on how they supervise students during patient contacts. Medical
Teacher, 26(5), 409-414.
Eller, J. (2004). Effective group facilitation in education : How to energize meetings and manage difficult
groups. Corwin Press: Thousand Oaks, California
(2006). Interprofessional education: The student perspective. Journal of Interprofessional Care, 20 (3):
246-253.
Page, S. & Meerabeau, L. (2004). Hierarchies of evidence and hierarchies of education: reflections on
a multiprofessional education initiative. Learning in Health and Social Care, 3(3), 118-128.
Postmes T, Spears R, Cihangir S. (2001) Quality of decision making and group norms. Journal of
Personality and Social Psychology 80:918-930.
Reeves, S. & Freeth, D. (2002). The London training ward: an innovative interprofessional learning
initiative. Journal of Interprofessional Care, 16(1), 41-52.
Steinert, Y. (1996). Twelve tips for effective small-group teaching in the health professions.
Medical Teacher, 18(3): 203-7.
Tiberius, R.G. (1995). Small group teaching: A trouble-shooting guide. OISE Press: Toronto.
Web Resources
 http://ipe.utoronto.ca/students/about.htm
Interprofessional Education for Collaborative Patient-Centred Practice
 http://www.hc-sc.gc.ca/hcs-sss/hhr-rhs/strateg/interprof/index_e.html
UK Centre for the Advancement of Interprofessional Education
 http://www.caipe.org.uk
23
Section 4
Appendix H: Facilitating Small
Interprofessional Groups

Why use small group learning?


Why use small group learning?


To promote:
B Involvement in learning
B Motivation and satisfaction with learning
B Application of ideas
B Deep learning (understand and make sense of material vs. memorizing and reproducing)
B Teamwork
B Collaboration and cooperation
B Etc….
Small Group Considerations





To promote:
B Understanding
B Critical thinking
B Problem solving abilities
B Foster self-directed learning
B Enhance communication skills
B Favourable attitudes towards learning
Number of members
Location of group
Characteristics:
B Interaction occurs among members
B Task to be achieved
B Opportunity to reflect on learning
Groups are more than the sum of their parts (group dynamics cannot be understood by adding
qualities of individual group members)
A Balancing Act…….
Task

Stages of Group Development





Section 4
24
Process
Forming - tentative, hesitant
Storming - realize work ahead, almost panic
Norming - as they work together, initial resistance fades, start helping each other
Performing - more comfortable with each other, effective
Adjourning/Mourning

Roles People Play May Interfere with Group Function






Roles People Play May Contribute to Group Function










Encourager
Compromiser
Summarizer
Harmonizer
Gatekeeper – Facilitator of quieter members
Tension reliever (e.g. use of humour)
Addressing Unproductive Roles


Recognition – seeker
Aggressor (e.g. hostile towards others)
Group Clown
Star (e.g. more important for the star to shine than for the group to succeed)
Blocker (e.g. reject ideas without consideration)
Ask yourself what is happening, what can you do differently, how responsibility can be shared
amongst group
Group problem solving in workshop
Refer to handout as a resource
“To talk well and eloquently is a very great art, but that an equally great one is to
know the right moment to stop.”
“…the facilitator role is to guide and support students through the process and
enhance their understanding of what they have learned”

- University of Alberta, 2005
Role of Facilitator








Ensure introductions (consider icebreaker)
Establish ground rules with group (norms)
Role model – be open, genuine, reflective,
trustworthy
Set clear expectations
Establish learning climate (including
acceptance of limitations – “it is ok not
to know”, respect, comfort, stimulating,
promote participation)
Build confidence
Observe and clarify group process
Listen





Question (e.g. jargon)
Focus the group (sort issues, determine main
issue)
Identify conflicts - Manage differences in
opinion (summarize disagreement and
explore meaning behind them to allow
group to agree on task and process used
e.g. “there seems to be a conflict here, how
should we as a group address this?”), identify
sources of conflict (e.g. lack of information,
time pressures, etc.)
Summarize
Give and receive feedback
25
Section 4

Feedback




Evaluating as a Group



















26
Role modeling is key
B Stereotypical beliefs about professions (e.g. gender, status, caring, power, etc.)
Jargon and clarification
Link between effective team collaboration and patient care (e.g. balancing task and process)
Establish group norm for group participation and clarify Facilitator role early – minimize
didactic approach
Students may have range of educational experiences (e.g. first placement to last)
Work with students to recognize and capitalize on opportunities for collaboration
Inclusiveness
Celebrate diversity – understand no one profession has all the answers for a patient
References and Resources


Section 4
What? (reflection)
So what? (integration)
Now what? (continuation)
Some Special Considerations: IPE and Small Groups


Did you understand the objectives?
Were objectives met?
Was the setting supportive?
What did you like about the session?
What did you dislike?
What would you change?
How could it be improved next time?
Funnel Model of Debriefing




Timing of feedback – formative vs. summative
General – how was the group today?
Specific – self assess first, then invite feedback from others
B Balanced feedback – positive and constructive (refer to handouts for detailed suggestions)
 http://www.ipe.utoronto.ca/Educators/groups.htm - Teaching and Facilitating Small Groups
Crow, J. & Smith, L. (2003). Using co-teaching as a means of facilitating interprofessional
collaboration in health and social care. Journal of Interprofessional Care, 17(1):45-55.
Davoli, G. (2004). Stacking the deck for success in interprofessional collaboration. Health
Promotion Practice 5(3): 266-270.
http://www.med-ed-online.org
Tiberius, R.G. (1995). Small group teaching: A trouble-shooting guide. OISE Press/The Ontario
Institute for Studies in Education. Toronto: Canada.
Westberg, J. & Jason, H. (1996). Coleading small groups. In Fostering Learning in Small Groups.
Springer Publishing Co. Inc. p. 110-155.
Appendix I: DVD Scenario Analysis
Exercise
In thinking about Facilitation, being a Facilitator and the intricacies of IPE Facilitation, view the
DVD scenarios and answer the following questions.
1.
What is happening in the scenario? What’s the “issue” at hand?
2.
Who is involved?
3.
What are the uniprofessional issues that may be present in the scenario?
4.
What are the interprofessional issues that may be present in the scenario?
5.
As a Facilitator, what could you have done differently?
Practicing in the Moment
As a Facilitator, what would you do in the moment? What exactly would you say? When?
27
Section 4
Appendix J: Small IPE Group Facilitation
Workshop: Post-Test
1. Please rate your understanding of the rationale for interprofessional education for students.
1
2
3
4
5
2. Please rate your ability to describe the rationale for small group work with
interprofessional learners.
1
2
3
4
5
3. Please rate your ability to identify defining attributes of successful small groups.
1
2
3
4
5
4. Please rate your knowledge of the use of icebreakers in small groups.
1
2
3
4
5
5. Please rate your ability to use icebreakers as a Facilitator of small groups.
1
2
3
4
5
6. Please rate your ability to use strategies to address challenges encountered in
interprofessional small group learning.
1
2
3
4
5
7. Please rate your overall confidence as a Facilitator of interprofessional small groups.
1
Section 4
28
2
3
4
5
Contents
Interprofessional Learning Objectives and
Activities�� 1
Own role�� 1
Team members’ roles� �� 2
Teamwork �� 3
Factors contributing to collaboration �� 3
Assessment and treatment � �� 4
Collaboration with patients and families�� 4
Facilitation of group discussions �� 4
Effective Communication� �� 5
Supporting
Other IP
Learning Opportunities:
A Menu
of Options for
All Types of
Placements
Reflection on interprofessional
collaborative competencies.�� 5
Section 5
Appendix
A - Interprofessional Collaborative Competencies�� 6
Section 5: Supporting IP Learning
Interprofessional Learning Objectives
and Activities
As interprofessional (IP) learning is not restricted to interprofessional education (IPE) placements,
students should be encouraged to address IP learning priorities in all types of clinical placements.
Early in the clinical placement, students and clinical faculty should discuss the student’s interprofessional learning needs and the range of interprofessional opportunities available in the clinical
environment. This resource may facilitate a dialogue between the student and clinical faculty as it
includes a menu of options for both sample IP learning objectives and IP learning activities from
which to select and generate other options. Refer to  Appendix A “Interprofessional Collaborative
Competencies” for a brief overview of interprofessional and collaborative competencies.
OBJECTIVE
Own role
POSSIBLE LEARNING ACTIVITIES



I can describe my role and
responsibilities clearly

to other professions and
patients (including limits
of my profession).


Review orientation materials provided to patients regarding the role of
your profession.
Describe your role to clinical faculty (supervisor) in relation to
particular patients or patient populations. Invite feedback. Accurately
describe professional role and responsibilities to patient/family – invite
feedback and clarification.
Accurately describe professional role and responsibilities to team
member and other professional students – invite feedback and
clarification.
Reflect on your role with the following changes:
B How might your role change at different points in the patient’s
involvement with you?
B Imagine the context were different for a particular patient or patient
population (e.g. what if you were in the community rather than
acute care), how might your role change?
Reflect on and discuss myths and common misconceptions re: own
professional role with your clinical faculty (supervisor). Consider how
these may be addressed with patients/families and the team?
Create a patient education brochure outlining the role of your
profession.
Section 5
OBJECTIVE
Team members’ roles
I can accurately describe
the roles and
responsibilities of team
members.

Review patient orientation material re: team roles.

Observe family conference and rounds discussions.

Discuss role perceptions with clinical faculty (supervisor).

Shadow a team member to learn more about his/her role.

Complete interviews with other professionals and patients/families to
further your understanding of roles and reflect on your answers.

Ask another team member how they describe your professional role to
patients then ask them to provide feedback to you on your description of
their roles.

Interview patients/families regarding their work with a range of
professionals.

Meet with student/staff from another profession and discuss where your
roles overlap and differ.
B
B
Section 5
Discuss and reflect on which professions are not involved on this
team. Are there others that you need to learn more about but don’t
work with regularly? (e.g. team makes referrals to the audiologist,
but audiology is not a part of the core team)
How can you learn more about these professions?

Ask other team members what the most common myth(s)/misbelief(s)
are regarding their professions. Discuss strategies to address with them.

Develop a brochure for patients outlining the role of each professional on
the team. Gather feedback from each team member and patients/family.

Develop a chart with a description of each team member’s role and invite
feedback from team members/supervisor.
OBJECTIVE
Teamwork

Shadow a patient to identify how the team works to address his/her needs
collaboratively.

Create a case study in which the roles of the different professionals on the
team are illustrated (to assist future students in learning about the team
for example).

Draft a flow chart of a patient’s involvement with the interprofessional
team and consider the following:
I can describe how the
team works (including
how various professional
roles interrelate).
B
B
B
B

Develop a document that outlines shared areas of practice between each
profession on the team and your profession.

Work with team members from other professions on joint projects, tasks
or patient care issues.
OBJECTIVE
Factors contributing to
collaboration

Work with interprofessional team members from other professions on
joint projects/tasks or patient care issues.

Observe a team interaction and reflect on what factors contributed to the
successful collaboration and challenges.

To consider the factors that contribute to effective team working or
hinder its development, use resources available at
 http://www.ipe.utoronto.ca/students/teamwork.htm.
B
I recognize, describe and
can begin to address
factors that contribute to
or hinder successful team
collaboration.
Who is involved when?
What is their primary role at different times?
What triggers involvement of different team members?
What prompts discharge from the services provided by different
professions?
B
onsider roles on team – task, maintenance or individual (refer to
C
 http://www.ipe.utoronto.ca/students/resources/ryan1.html for
details)
Consider team in terms of stage of group development (refer to
 http://www.ipe.utoronto.ca/students/resources/ryan2.html for
details)

Describe team collaboration using the Team Performance Checklist (page
12) in Family Health Teams: Advancing Primary Health Care - Guide to
Collaborative Team Practice.
 http://www.health.gov.on.ca/transformation/fht/guides/fht_collab_team.pdf

Reflect on the team interactions you have observed, how would y
ou characterize them? Task or process focused or both? Why?
What suggestions may you have for the improved functioning of
this team? Discuss with clinical faculty.
Section 5
OBJECTIVE
Assessment and
treatment

Shadow student from another profession working with one of the
patients with whom you work (if student is not available, shadow team
member).
I work with others to
collaboratively assess,
plan and provide
treatment for individual
patients and shared
patient issues.

Attend and participate in patient discussions (care planning rounds/
patient rounds/ patient-family conferences/ etc.).

Co-assess or co-treat patients with other team members as appropriate.

Set interprofessional SMART (specific, measurable, achievable, relevant
to patient/family, timely) patient goals with at least one other team
member.

Ask for feedback from clinical faculty (supervisor and team members)
specifically regarding your interprofessional collaboration competencies.
(Refer to  Appendix A “Interprofessional Collaborative Competencies”).
OBJECTIVE
Collaboration with
patients and families

Gather feedback from patient (and family) regarding interprofessional
teamwork.

Invite feedback from patients and families regarding how you collaborate
with them. For example, in working with patients and families do you:
I collaborate with
patients and families.
B
B
B
B
OBJECTIVE
Facilitation of group
discussions
I facilitate
interprofessional
meetings or
discussions.
Section 5
introduce yourself clearly?
outline your role and check for understanding?
invite the patient/family to describe their perceptions of the issues/
situation?
work with the patient/family to plan for assessment and intervention?

Review group facilitation strategies (e.g. those listed at
 http://www.ipe.utoronto.ca/Educators/groups.htm)

After facilitating case conferences and/or team discussions, ask for
feedback from team members (including patient if applicable).

Identify team roles/activities that require strong collaborative abilities
(e.g. conduct patient/family goal setting interview, participate in an
admission meeting, etc.). Shadow team members in these roles and
consider enacting parts of these roles as another learning opportunity.

Describe the role of a ‘Facilitator’ (e.g. goal coordinator, case manager,
etc.) on the team to a patient/family or other professionals/students.
OBJECTIVE
Effective
communications

Communication Workbook – self-paced workbook developed to
promote effectiveness in interprofessional communication, produced and
developed by the Universities of Ulster, Bournemouth and Northumbria
 http://www.practicebasedlearning.org/resources/materials/docs/CommsSkillsV2.pdf
I communicate effectively
with patients and
interprofessional team
members.

Simulated web-based Interprofessional Edcuation – practice interview
skills using a simulated patient online
( http://www.kcl.ac.uk/ipe/swipe.html)

Invite feedback from clinical faculty (supervisor and team members) and
patients/family re: your communication with them. Develop plan to
continue to develop communication skills.

Reflect on and record professional jargon used. Monitor self for its use in
conversation and ensure communication is free of jargon as appropriate.
Invite feedback from others re: your use of jargon.
OBJECTIVE
Reflection

Maintain a reflective journal.
I regularly engage in
reflection to develop my
interprofessional
collaborative
competencies.

Student Reflective Records – developed by the University of Melbourne
 http://www.ruralhealth.unimelb.edu.au/ripe/Reflective Records.doc

Learning and Assessing Through Reflection: A practical guide – this is
a self-paced workbook developed to promote effectiveness in reflection,
developed by the universities of Ulster, Bournemouth and Northumbria
 http://www.practicebasedlearning.org/resources/materials/docs/RoyalBromptonV3.pdf
resource helpful and that you will
benefit from these learning
opportunities as much as we have.
Section 5
Appendix A: Interprofessional
Collaborative Competencies
D’Amour and Oandasan (2005) describe the
IP competencies as:
Knowledge
 Roles
•
Describe one’s roles and responsibilities
clearly to other professions.
Skills/Behaviours
 Communication
 Reflection
•
Recognize and observe the constraints of
one’s role, responsibilities and competence,
yet perceive needs in a wider framework.
Attitudes
 Mutual respect
 Open to trust
 Willing to collaborate
•
Recognize and respect the roles, responsibilities and competence of other professions in
relation to one’s own.
•
Work with other professions to effect change
and resolve conflict in the provision of care
and treatment.
•
Work with others to assess, plan, provide and
review care for individual patients.
•
Tolerate differences, misunderstandings and
shortcomings in other professions.
•
Facilitate interprofessional case conferences,
team meetings, etc.
•
Enter into interdependent relations with
other professions.
Way, Jones & Busing (2000) describe seven
essential elements for collaboration:







Mutual trust and respect
Autonomy
Responsibility
Communication
Coordination
Assertiveness
Cooperation
The authors also acknowledge issues of power,
hierarchy and conflict that impact these
elements.
Section 5
Barr (1998) describes interprofessional
collaborative competencies as follows:
Contents
Interprofessional Education (IPE)
Website Resources � �� 1
Key References�� 6
IPE Websites
and Key
References
Section 6
Section 6: IPE
��
Websites and Key References
(IPE) Website Resources
General IPE Information
Review
Office of Interprofessional
Education University of Toronto
 http://www.ipe.utoronto.ca/
Educators/foundations.htm
Information on IPE policies, initiatives, theory, research, and planning/
evaluating programs for pre- or post-licensure learners.
B Links to material on facilitating small groups
B Professional development opportunities
B Student Section-IPHSA (Interprofessional Healthcare Students
Association) includes curriculum-based & social events; information
about the professions (roles, training, employment, professional
organizations, standards of practice); links to information on
healthcare in Canada; resources on team collaboration
UK Centre for Advancement of
(CAIPE)
 http://www.caipe.org.uk
Resource for both universities and the workplace (health and social care),
which promotes and develops IPE as a way of improving collaboration
between clinicians and organizations.
B Annual Interprofessional Learning Workshops to improve skills in
facilitating interprofessional learning (educators, clinicians,
managers) across the continuum of care
B Research evidence on content, methods and effectiveness of IPE
learning & collaboration
B Working to create national framework
B Links to other sites
College of Health Disciplines
Division of Interprofessional
Education University of British
Columbia (UBC)
 http://www.health-disciplines.
ubc.ca/chd_site_files/programs/
education.htm
Develops Interprofessional teaching programs, including format and
materials.
B Curriculum and Activities committees
B Listing of approved IPE UBC courses
B Links to IPE resources
Interprofessional Network of
B.C. (In-BC)
 http://www.in-bc.ca/about/
aboutus.php
Brings together health and education partners to transform healthcare
through IPE and collaborative patient-centred practice.
B Projects link with key health care priorities and involve students and
varied health professionals
B Curriculum, including online learning modules for students
B Evaluation resources and links
University of East Anglia
(Norwich, UK) (CIPP)
 http://www1.uea.ac.uk/cm/
home/schools/foh/cipp
Detailed description of Centre’s Interprofessional Learning (IPL) program
activities for pre- and post-registration students, including objectives,
evaluation, and student feedback.
European Interprofessional
Education Network (EIPEN)
 http://www.eipen.org/
Six European countries share and develop interprofessional vocational
training curricula, methods and materials.
Disseminating the network model developed by the Higher Education
Academy across the UK since 2000
Section 6
IPE Placement Information
Section 6
Review
Rural Health Interdisciplinary
Program (RHIP) University of
New Mexico Health Sciences
Centre, Albuquerque
 http://hsc.unm.edu/som/programs/ruralhealth/
Description of Rural Health Interdisciplinary Program in which
participants use case development and problem-based learning (PBL).
Downloadable Materials:
B Student Manual (Project Overview, Schedule, Administrative
Processes, Financial Assistance, Guidelines: student responsibilities,
developing interdisciplinary cases, tutorial facilitation)
B Health and Legislative Reports
B Community Project Guide
B Evaluation Forms
Rural Interprofessional
Education Project (RIPE)
University of Melbourne, Australia
 http://www.ruralhealth.unimelb.
edu.au/ripe/
Rural interprofessional placement with focus on community-based project.
B Valuable links to forms, placement sites and information
B Downloadable information includes placement, forms, tutorials
(student & tutor), selection criteria for Facilitator & students
B Good FAQ section for students
The Common Learning Project
(Interprofessional Education for
Modernized Health and Social
Care, 2002)
 http://commonlearning.ncl.
ac.uk/clp/index_html
Program involving students from 3 universities in partnership with 2
Workforce Development Confederations that strive to develop “seamless”
patient care through promotion of IPE.
B Learning strategies (self-directed & enquiry-based)
B Many downloads, including information for mentors, mentor
training, and students
B Good external links page
Combined Interprofessional
Learning Unit (CILU)
 http://www.cuilu.group.shef.
ac.uk/index.htm
Two year project for pilot Interprofessional Learning completed May 2005.
B Guidelines and audit tools to determine IPE appropriate placements
B Interprofessional Patient Assessment Pilot Tool (Patient feedback on
team function)
Rural Interdisciplinary Health
Promotion (RIHP)
 http://www.allconet.org/ahec/
newrihp/index.html
American project to bring together faculty, students and healthcare practitioners in rural, interdisciplinary clinical experiences to prepare students for
practice in rural or underserved settings.
B Four well-designed modules (including overview, curriculum,
student activities, resources, faculty bios and bibliography): Rural
Interdisciplinary Team, Stress Management (ID Health Promotion),
Obesity Prevention (ID Health Promotion), and All Hazards
Emergency Preparedness
B Evaluation forms for students and faculty
B Motivational Interviewing/ Stages of Change powerpoint
presentation
Facilitator Training & Tools
Review
Making Practice Based Learning
Work
 http://www.practicebasedlearning.org/
Effectively organized practice-based student supervision teaching resources:
facilitation, mentoring, coaching, etc.
Section 6: IPE
��
IPE Curricula (Seminar Based)
Bronx VAMC (Veteran
Administration Medical Centre)
Geriatric Research Education and
Clinical Centre (GRECC)
a)  http://www.mssm.edu/grecc/
GITT.shtml
b)  http://www.mssm.edu/grecc/
curriculum.shtml
Review
a) Geriatrics Interdisciplinary Teamwork Resource Manual & Reference
Tool for interdisciplinary teams, medical educators and trainees.
Includes information on:
B Teamwork: history, need and benefit in geriatrics
B Team: members and roles, team processes and communication, and
care planning
B Cases, team building exercises, references, web based resources
b) Geriatrics, Palliative Care & IP Teamwork: An Interdisciplinary
Curriculum
B 22 module training curriculum: each module (~1.5 hrs.) builds on
the previous
B Variety of learning strategies: mini-lectures, trigger tapes,
journaling, case analysis, role playing
B Modules and sessions for journal club & case analyses
Web-Based Interprofessional
Learning Examples
Review
King’s College London
(University of London)
 http://www.kcl.ac.uk/schools/
medicine/learning/clinicalskills/ipe.
html
Simulated Web-Based IPE:
 http://www.kcl.ac.uk/ipe/swipe.
html
IPE Program: First year communication and ethics, followed by
clinically based sessions in subsequent years (no materials, however a
contact name is provided)
Simulated Web-Based Interprofessional Education to practice
class-learned communication skills using a virtual family with feedback
provided
University of Leeds
 http://www.virtualfamily.leeds.
ac.uk/
Virtual Family Website with an interprofessional perspective to learn
about colleagues roles and responsibilities in health and social care of
families
Students On-Line in Nursing
Integrated Curriculum (SONIC)
University of Lancashire, UK
 http://www.uclan.ac.uk/facs/
health/nursing/sonic/index.htm
Web-based resource of independent learning cases and facilitated
PBL with links to educational information
Centre for Interprofessional
e-Learning (CIPeL)
 http://www.cipel.ac.uk/
Links to e-learning businesses
Section 6
Other IPE Learning
Opportunities
Section 6
Review
Interprofessional Initiative (IPI)
University of Alberta’s Health
Sciences Council
 http://www.uofaweb.ualberta.
ca/ipi/
Offers interdisciplinary learning experiences, e.g. undergraduate courses
and clinical team placements to health sciences students
B Student and preceptor manual for team placement program
(contact IPI directly)
Centre for Health Sciences
Working Together for Better
Health. University of Washington, Seattle, USA
 http://interprofessional.washington.edu
Promotes curriculum and clinical innovations in IPE across the health
science and information schools
B Course descriptions (e.g. Developing Interprofessional
Competencies)
B Community site practicum at Salvation Army Rehab Centre
B Developing an Objective Structured Clinical Examination (OSCE)
The Office of Interprofessional
Education. University of Creighton Medical Centre, Omaha,
Nebraska, USA
 http://www.creighton.edu/ipe
Strives to create an atmosphere of commitment to interprofessional practice,
education, and research among the health science schools.
B Clinical Conferences/Grand Rounds case based discussions with a
panel of health care professionals
B IPE Course including patient safety evaluation and field experiences
B Seminars to learn from and about professional roles and responsibilities
B Development of a library of cases for groups or individual
web-based tutorials
University of Minnesota:
Interprofessional Education and
Resource Centre
 http://www.ahc.umn.edu/ahc_
content/education/ierc/
Provides information and technology for OSCE and Group OSCEs,
including simulation.
CLARION, an IP student committee (faculty-advised) develops
interprofessional experiences (leadership, teamwork, communication,
conflict-resolution, etc.) and sponsors an international Case
Competition for interprofessional student teams (http://www.chip.
umn.edu/CHIP/committees/clarion/casecomp.html)
The Health Sciences & Practice
Subject Centre (part of The Higher
Education Academy)
 http://www.health.heacademy.
ac.uk/ipe
UK-wide initiative to enhance student learning in several areas, including
IPE.
B Works with departments and individuals to support student learning
(academic & practice)
B Downloadable presentations from “Assessing Interprofessional
Learning Workshop”
B TRIPLE Project Report on IPE initiative at 3 UK centres
Aberdeen Interprofessional
Health & Social Care Education
 http://www.ipe.org.uk/
IPE information across the University of Aberdeen & Robert Gordon
University.
B Interprofessional e-learning project: On-line course (videos, webbased chat, internet discussion forums between pharmacy & medicine)
B Numerous links
IPE Home Page for City University School of Allied Health and
Barts and The London, Queen
Mary School of Medicine and
Dentistry (London, England)
 http://www.ipecityqm.org.uk/facilitators.htm
Provides a range of useful downloads for Facilitators.
B Middle Year Common Learning Student Study Book (3 tasks)
B Notes for Introductory and Debriefing Tutorials
B Tips
Section 6: IPE
��
Canadian & UK IPE & IPC
Resources
Review
Canadian Interprofessional
Health Collaborative (CIHC)
 http://www.cihc.ca/projects/
cycle1.php#
Developing the evidence base related to IECPCP (Interprofessional
Collaboration for Patient Centred Care) towards improved programs to
educate health care professionals, health services and health of Canadians.
Canadian Collaborative Mental
Health Initiative (CCMHI)
 http://www.ccmhi.ca/en/products/toolkits/educators.htm
IPE Toolkit (PDF format) for Collaborative Mental Health Care
Educators, including sections on theory, implementation and decision
guide (helps identify organizational needs & readiness).
Health Canada
 http://www.hc-sc.gc.ca/hcssss/hhr-rhs/strateg/interprof/index_e.html
Supporting learning projects to build the evidence base for Interprofessional Education for Collaborative Patient-Centred Practice (IECPCP)
B Links to publications, resources and partner organizations
Health Force Ontario
Interprofessional Care Project
 http://www.healthforceontario.
ca/WhatIsHFO/IPCProject.aspx
Background information on the Ontario MOHTLC (Ministry of Health
and Long-Term Care) and MTCU (Ministry of Training, Colleges and
Universities) interprofessional (IP) care project.
B Description of the Blueprint for Action for implementation of IP
care in Ontario’s health and educational settings
B Project Reports:
 Advancing Interprofessional Education and Practice Summit
Proceedings Report June, 2006 ( http://www.healthforceontario.
ca/upload/en/whatishfo/summitproceedingsreportfinal.pdf )
 Teamwork in Healthcare: Promoting Effective Teamwork in
Healthcare in Canada. Canadian Health Services Research
Foundation June 2006 ( http://www.chsrf.ca/research_themes/
pdf/teamwork-synthesis-report_e.pdf )
 Interprofessional Education for Collaborative, Patient-Centred
Practice. Health Canada
Canadian Health Services
Research Foundation (CHSRF/
FCRSS)
 http://www.chsrf.ca/research_
themes/workplace_e.php
Research funding base for priority themed research.
B Teamwork video featuring Toronto Rehab Stroke Team & U of T
Office of IPE’s Ivy Oandasan
Creating an Interprofessional
Workforce (CIPW)
 http://www.cipw.org.uk/index.
php?p=articles&id=446
Creating an Interprofessional Workforce: An Education and Training
Framework for the Practice of Interprofessional Learning and
Development in Health and Social Care
B A 3-year project funded by the UK Department of Health,
completed 2007
B Three supplements (Health and Social Care Policy and the
Interprofessional Agenda; Interprofessional Education in the UK:
Some Historical Perspectives; and Walk the Talk) are available to
download through links via the CIPW website.
Section 6
Key References
Interprofessional Education Readiness
Barker, K. K., Bosco, C. & Oandasan, I. F. (2005). Factors in implementing interprofessional
education and collaborative practice initiatives: Findings from key informant interviews. Journal of
Interprofessional Care, 1(19 Suppl May), 166-76.
Barr, H., Koppel, I., Reeves, S., Hammick, M. & Freeth, D. (2005) Effective Interprofessional
Education: Argument, Assumption & Evidence. Blackwell Publishing Ltd.: Oxford.
D’Amour, D. & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice
and interprofessional education: An emerging concept. Journal of Interprofessional Care, 19(Suppl 1),
8-20.
Ginsburg, L. & Tregunno, D. (2005). New approaches to interprofessional education and
collaborative practice: Lessons from the organizational change literature. Journal of Interprofessional
Care, 1(19 Suppl May), 177-87.
Mitchell, P. H., Belza, B., Schaad, D. C., Robins, L. S., Gianola, F. J., Odegard, P. S., Kartin, D. &
Ballwig, R.A. (2006). Working across the boundaries of health professions disciplines in education,
research, and service: The University of Washington experience. Academic Medicine, 81(10 Oct), 891-6.
Oandasan, I. & Reeves, S. (2005). Key elements for interprofessional education. part 1: The learner,
the educator and the learning context. Journal of Interprofessional Care, 1(19 Suppl May), 21-38.
Oandasan, I. & Reeves, S. (2005). Key elements of interprofessional education. part 2: Factors,
processes and outcomes. Journal of Interprofessional Care, 1(19 Suppl May), 39-48.
Interprofessional Learning Opportunities
Anderson, E., Manek, N. & Davidson, A. (2006). Evaluation of a model for maximizing
interprofessional education in an acute hospital. Journal of Interprofessional Care, 20(2 Mar), 182-94.
Eddy, M. E. & Schermer, J. (1999). Shadowing: A strategy to strengthen the negotiating style of
baccalaureate nursing students. Journal of Nursing Education, 38(8), 364.
Kilminster, S., Hale, C., Lascelles, M., Morris, P., Roberts, T., Stark, P., Sowter, J. & Thistlethwaite,
J. (2004). Learning for real life: Patient-focused interprofessional workshops offer added value.
Medical Education, 38(7 Jul), 717-26.
Russell, L., Nyhof-Young, J., Abosh, B. & Robinson, S. (2006). An exploratory analysis of an
interprofessional learning environment in two hospital clinical teaching units. Journal of
Interprofessional Care, 20(1), 29-39.
Schultze-Mosgau, S., Thorwarth, W. M., Grabenbauer, G. G., Amann, K., Zielinski, T.,
Lochner, J. & Zenk, J. (2004). The concept of a clinical round as a virtual, interactive web-based,
e-learning model for interdisciplinary teaching. International Journal of Computerized Dentistry,
7(3 Jul), 253-62.
Section 6
Section 6: IPE
��
Interprofessional Education Placement
Charles, G., Bainbridge, L., Copeman-Stewart, K., Art, S. T. & Kassam, R. (2006).
The Interprofessional Rural Program of British Columbia (IRPbc). Journal of Interprofessional Care,
20(1 Jan), 40-50.
Freeth, D., Hammick, M., Reeves, S., Koppel, I. & Barr, H. (2005) Effective interprofessional
education - Development, delivery, evaluation. Blackwell Publishing Ltd: Oxford.
Geller, Z. D., Rhyne, R. L., Hansbarger, L. C., Borrego, M. E., VanLeit, B. J. & Scaletti, J. V.
(2002). Interdisciplinary health professional education in rural New Mexico: A 10 year experience.
Learning in Health and Social Care, 1(1), 33-46.
Gilkey, M. B. & Earp, J. A. (2006). Effective interdisciplinary training: Lessons from the University
of North Carolina’s Student Health Action Coalition. Academic Medicine, 81(8 Aug), 749-58.
(2006). Interprofessional Education: The student perspective. Journal of Interprofessional Care, 20(3
Jun), 246-53.
Reeves, S. & Freeth, D. (2002). The London training ward: An innovative interprofessional learning
initiative. Journal of Interprofessional Care, 16(1), 41-52.
Stew, G. (2005). Learning together in practice: A survey of interprofessional education in clinical
settings in south-east England. Journal of Interprofessional Care, 19(3 Jun), 223-35.
Workshop
Kwan, D., Barker, K. K., Austin, Z., Chatalalsingh, C., Grdisa, V., Langlois, S., Meuser,J., Moaveni,
A., Power, R., Rennie, S., Richardson, D., Sinclair, L., Wagner, S.J. & Oandasan, I. (2006).
Effectiveness of a faculty development program on interprofessional education: A randomized
controlled trial. Journal of Interprofessional Care, 20(3 Jun), 314-6.
Mellor, F., Foley, T., Connolly, M., Mercer, V. & Spanswick, M. (2004). Role of a clinical facilitator
in introducing an integrated care pathway for the care of the dying. International Journal of Palliative
Nursing, 10(10 Oct), 497-501.
Steinert, Y. (2005). Learning together to teach together: Interprofessional education and faculty
development. Journal of Interprofessional Care, 1(19 Suppl May), 60-75.
Section 6

AHC

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