Presentation Description
Nalini Pather1,2
Margo Brewer3,2 and Jo Bishop4,2
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
Margo Brewer3,2 and Jo Bishop4,2
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
Background
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)
- Setting the scene (5 mins): Outlining the international consensus statement on assessment of interprofessional outcomes
- IPE assessment tools (15 mins): Small group discussion on current practice and knowledge of assessment tools aiming to draw from participants’ experience and identify case studies
- Assessment frameworks and tools (15 mins): Overview of existing frameworks, tools, and assessment methods
- Challenges and opportunities (20 mins): Small group discussion to share experiences on barriers and brainstorm solutions to IPE implementation and assessment with different table prompts to frame discussion and minimise overlap: student diversity, logistical issues, faculty buy-in, resources, technology, peer review, feedback, measuring effectiveness.
- Collaboration (20 mins): Discussion on sharing resources, future collaboration
- opportunities, and building connections with participants from different health professional programs.
- Closing remarks (5 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:
- Identify the tools and methods available for IPE assessment
- Identify practical strategies for implementing IPE and assessment
- Identify opportunities for collaboration among participants from different health
- programs engaged with IPE
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.