Sarah Meiklejohn¹
Amanda Anderson², Tina Brock², Arunaz Kumar², Bronwyn Maddock², Lorraine Walker², Caroline Wright² and Fiona Kent²
1 Monash University
2 Monash University

Background

Collaborative health care practice is a skill that must be deliberately scaffolded during health professional courses through repeated instruction, modelling, and practice (1). In 2017, Monash University established an interprofessional curriculum framework and embedded multiple IPE activities into all health professions programs (2). An evaluation of the impact of using an interprofessional framework to prepare graduates for collaborative working was then undertaken in 2021. This presentation focuses on one section of the results, which detailed all IPE assessment tasks utilised across the Faculty of Medicine, Nursing and Health Sciences and Faculty of Pharmacy and Pharmaceutical Sciences. 

Summary of work
A multimethod design using the context, input, process, product (CIPP) evaluation model was selected taking a social constructivist theoretical stance. Data collection included curriculum audit, reflections from representatives of all health professions courses offered at the institution, and interviews with graduates (n=24) in their first year of practice and their clinical supervisors (n=18) across 11 health professions. Qualitative data was analysed using framework analysis. 

Results

The interprofessional curriculum framework assisted the systematic implementation of educational activities across the health professions courses in the Faculty. Unfortunately, multiple gaps in assessment were identified across all four domains of the framework. Examples of authentic and meaningful assessment were identified and still recalled by recent graduates from some health courses, particularly interprofessional reflective assessment tasks embedded into clinical placements. 

The development of collaborative practitioners requires ongoing commitment to curriculum design including authentic and meaningful assessment. 

These findings offer insights into the value of an interprofessional learning framework for supporting integration of curriculum activities and highlight the importance of ongoing commitment to assessment of collaborative practice. 

Take-home messages / implications for further research or practice
Framework assists development of interprofessional curriculum
Authentic interprofessional assessment tasks can be successfully embedded into mainstream clinical placements 

References (maximum three)