|
Learning Activities
In the IPE curriculum/program, learners are required to participate in four core IPE learning activities and a specific number of elective IPE learning activities in order to cover the core competencies and become competent collaborators when they enter practice. These learning activities are a combination of previously-existing IPE sessions and newly created ones.
Core Learning Activities
The four core learning activities include:
Year 1 – Teamwork: Your Future in Health Care
This introductory IPE session brings all first-year health science students together at one time to begin their interprofessional learning journey as a foundation for collaborative practice. The session involves students learning from, with, and about each other through a program presenting a client perspective, faculty skits highlighting less than ideal and good team functioning, and a community health care team view.Conflict in Interprofessional Life
This session was developed for more advanced health professional students and focuses on IPE competencies at the immersion level. It is designed to reinforce the message that conflict is a natural part of working life and that it is a professional responsibility to handle it effectively. The ability to deal with conflict is necessary for effective and efficient interprofessional collaboration in delivering best quality patient/client care. Case-Based: Pain or Palliative Care
Interprofessional groups of students learn about interprofessional collaboration in a pain and/or palliative care case that also focuses on competencies at the immersion level. IPE Component in a Clinical Placement
This session occurs at one or more clinical sites in already existing clinical placements and focuses on the competence level. Two models for the IPE component in a clinical placement are utilized - structured or flexible – one of which must be completed over the course of the student’s educational program.
The structured model includes four elements: 1) common clinical area - students placed on the same team at a site where their placements overlap for a four-week period; 2) introductory tutorial – occurs prior to the four-week period; 3) facilitated patient\client\family- themed tutorials - occur each week in an area of interest to the students; and 4) shared presentation – completed by the student team at the end of the placement.
The flexible model includes three clinical learning activities that allow students to experience interprofessional learning in an array of clinical settings. Activities focus on, but are not limited to the following:
- Participating in IP team education
- Interviewing/shadowing a team member
- Participating in team meetings.
|
|
