Nalini Pather^1,2
Margo Brewer^3,2 and Jo Bishop^4,2
1 Academy of Medical Education, Medical School, University of Queensland
2 ANZAHPE
3 Curtin School of Allied Health, Faculty of Health Sciences
4 Faculty of Health Sciences and Medicine, Bond University

There is a gap in knowledge and practice of effective high-quality assessment of IPE across the world (Khalili et al., 2022). The current amplification of IPE as an education priority recognises the importance of genuine interprofessional collaborative practice (IPCP) to future health practice. Health professionals will increasingly need to hold shared understanding of fundamental domains such as trust, decision-making, conflict resolution, leadership, and teamwork. Developing students’ competency in these fundamental domains require longitudinal programmatic development of professional identity with effective feedback (Watling & Ginsburg, 2019). 

Why is the topic important for research and/or practice?
IPE is critical for producing competent health professionals who thrive in collaborative healthcare environments and prioritise high quality patient centred care. Given the availability of the international consensus statement on assessment of interprofessional learning outcomes (Rogers, et al., 2019), there is a need to overcome the gap in IPE assessment strategies. This interactive workshop will explore various frameworks and tools to enhance IPE assessment practice, discuss challenges and share possible solutions to implementing a programmatic assessment of IPE. 

Workshop format, including participant engagement methods (90 mins) 

Who should participate
Colleagues engaged with IPE or intending to implement IPE in medicine and health programmes 

Level of workshop (beginner / intermediate / advanced)
Beginner/Intermediate. Participation by participants with advanced practice will be very valued. 

Take home messages/outcomes: 

References (maximum three) 

Khalili, H., Lackie, K., Langlois, S., Wetzlmair, L.C., & Working Group. (2022). 2022 Global IPE Situational Analysis Final Report. The Global Network for Interprofessional Education and Collaborative Practice Research (IPR.Global). www.interprofessionalresearch.global 

Rogers, G. D., Thistlethwaite, J. E., Anderson, E. S., Abrandt Dahlgren, M., Grymonpre, R. E., Moran, M., & Samarasekera, D. D. (2017). International consensus statement on the assessment of interprofessional learning outcomes. Medical Teacher, 39(4), 347-359. 

Watling, C. J., & Ginsburg, S. (2019). Assessment, feedback and the alchemy of learning. Medical Education, 53(1), 76-85. 

Jan ILLING¹
Hamde Nazar² and Hailah Almoghirah³
1 RCSI University of Medicine and Health Sciences
2 Newcastle University, UK
3 King Saud University

Interprofessional Education (IPE) is a strategy towards improving interprofessional working and collaboration via the development of knowledge, skills and behaviours of undergraduate healthcare students for the benefit of future clinical practice. Collaborative practice is a core element of effective team working to ensure positive patient outcomes. 

IPE is recognised as challenging to organise due to organisations hosting different health professions, differences in cohort sizes, timetabling issues and priorities. Sadly many interventions are limited in number, with poor alignment of aims and outcome and poor assessment approaches. IPE is most effective when students engage in active learning in a relevant and authentic clinical scenario and one that involves a patient. 

Educators of undergraduate or post-graduate students planning to implement and assess IPE. 

1. Brief introduction on the benefits of IPE, a review of approaches used and a critique of assessment approaches used. 

2. Participants will be divided into small groups to discuss and share their own IPE challenges and feedback to the whole group 

3. Short presentation on an authentic (ideal) intervention that enables active learning, from an authentic clinical task involving a patient that facilitates assessment using validated IPE tools, student feedback, further repetition of skills to achieve student improvement
4. Participants will be introduced to the IPE assessment decision aid and divided into small groups to discuss plans to develop their own IPE  intervention. Groups will feedback and the workshop team will facilitate a discussion on the barriers and enablers to the development of IPE  interventions, constructive alignment, measurement of IPE skills and to robust IPE assessment.
5. Another short presentation will focus on how Entrustable Professional Activities (EPAs) might be used to enhance the intervention.
6. Lastly, the workshop will focus on evaluation via the presented decision aid but also drawing on the Kirkpatrick/Barr model.

Intended outcomes:
Participants will learn more about the benefits of IPE, how to improve their interventions and about robust assessment tools and evaluation. 
Participants will be given a form to complete during their discussion and leave the workshop with a basic blueprint of an evidenced based intervention they can implement. 

References (maximum three) 

Almoghirah H, Nazar H, Illing J. Assessment tools in pre-licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis. Medical Education. https://doi.org/10.1111/medu.14453 

Almoghirah H, Nazar H, Illing J. Interdependence is one of many factors that influences collaborative health care practice. Medical Education DOI: 10.1111/medu.14586 

AlmoghirahH,IllingJ,NazarandNazarH. Apilotstudyevaluatingthefeasibilityofassessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge. BMC Medical Education (accepted June 2023)