Student learning resources

This section discusses the following learning resources for pre-licensure health sciences students

›Nuts 'n' Bolts of IPC (NEW)

›The Circles of Care Game

›Travels through the Professions

›IP Connections: Learning through Cases Together

›Becoming a Collaborative Practitioner

›Team Development Modules

 

Nuts 'n' Bolts of IPC

 

This sell-directed learning modules provides a quick overview of interprofessional collaboration and what it is, why it is needed, and how can you as a students, resident, faculty member, or practitioner gain an understanding of how to prepare yourself to re-shape your thinking to adopt this new delivery of care module

This module is available on the western OWL site . To request access please contact: ipher@uwo.ca

 

 

THE CIRCLE OF CARE GAME

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The Circle of Care© is an innovative interprofessional education game for assisting students to further gain skills in working within a collaborative interprofessional team. The game is comprised of 11 interprofessional patient cases that range from hospital to community based. Up to 4 teams of 4 players each can play the game.

to learn more about the Circle of Care interactive game, visit : www.ipherio.ca

 

 

TRAVELS THROUGH THE PROFESSIONS

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Entering students will join with their assigned interprofessional team and will follow a map around the various sites of each of the health professional programs. At each site the interprofessional teams will meet with students from within that siteís profession and learn about a chosen aspect of that professionís demonstrated role. Opportunities will be provided for students in IPE teams to try the demonstrated skill, and also ask questions and gain more insight into how, why, and when the skill might be carried out during patient/client care.

 

 

IP CONNECTIONS: WORKING THROUGH CLIENT CASES

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This is a unique 3-phased self-directed learning opportunity for interprofessional groups of students to learn to work in collaborative teams in designing patient care.
Phase 1: individual completion of Western Team Development Modules (for those who do not have a firm grasp of the foundational concepts of IPE)
Phase 2: Orientation to Team Working
Interprofessional teams of students develop their team working collaborative skills through a series of steps.
Phase 3: Team Working around a Patient Case
The team chooses an online case from http:www.ipe.uwo.ca. and then applies their team working skills to develop a plan of care for the patient.

 

 

BECOMING A COLLABORATIVE TEAM MEMBERS

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This is a set of interprofessional client-centred collaborative learning modules that will assist in developing a team’s competence to practice as a team.  The team members select three out of the nine workshops to meet this learning activity requirement. To determine which workshops would be the most valuable to your teamwork all team members should have a discussion about where which modules would be of most benefit to enhance your team’s working relationships.

 

 

TEAM DEVELOPMENT MODULES (University of Western Ontario)


The Team Development Modules are a set of modules initially designed to assist health practitioners to gain an understanding of interprofessional collaborative practice and an approach that can be used to assist in their movement towards this form of practice. The modules reflect the conceptual module advocated by Orchard et al. in 2005. The modules provide a short-survey through the literature related to the topics of each module. All are intended to be followed by group discussion. Modules are designed to be completed in 3 hours of time and each is divided to allow busy practitioners to do the modules in one hour segments.

Each module contains video clips that have been created to assist in seeing what are the ‘lessons learned’ in each segment and then how to improve team practices. Discussion questions are provided at the end of each module to assist in team discussions as groups explore changes in their current practices.

The set of modules has also been used by students who are preparing to practice in interprofessional teams.  In this case the first three modules are completed by the students before they meet in a facilitated 1-day workshop to develop their interprofessional collaborative team approaches to placements.

This program meets the accreditation criteria of the College of Family Physicians of Canada and has been accredited for up to 3.0 Mainpro-M1 creidts per module for Ontario-based CFPC members only. Members of the College of Family Physicians who are located outside Ontario may claim 1 credit per hour under the Mainpro-Ms category of they may complete a self-directed “Linking Learning to Practice” exercise and claim credits under the Mainpro-C category.

Members of the Royal College of Physicians and Surgeons of Canada may claim Maincert Section 2 credits for their participation in this program. Each physician should claim only those hours that he/she actually spent in the activity.

 

Module 1: Team Development: Conceptualizing Interprofessional Collaboration

This module helps learners to explore and evaluate their understanding of interprofessional collaboration. Learning is divided into five short parts. Part 1 - explores terms used related to interprofessional collaborative teams; Part 2 – explores benefits of interprofessional collaboration; Part 3 – discusses the barriers to interprofessional collaboration; and Part 4 – explores professional roles and responsibilities of team members and Part 5- explores creating a culture of interprofessional practice.

Module 2: Team Development: Helping Groups Reconceptualize

This module focuses on how learners and their team members may wish to view and consider adjustments to their interprofessional collaborative practice.  It is composed of three parts.  Part 1 – focuses on exploring boundaries that control practice from several sources; Part 2 – examines role conflicts and how they generate power imbalances; and Part 3 – explores how to develop respect across team members.  An on-line interprofessional student discussion forum is also available.

Module 3: Team Development: Team Processes and Norms of Practice

This module helps learners and their team members to assess their own team functioning as compared to what is suggested within the literature.  It is divided into three parts.  Part 1 – Explores issues of power, trust, leadership, identify and communication issues within teams; Part 2 – explores suggested areas to focus on in developing team effective practice; and Part 3 – provides a means to discuss past experience in teams and how some changes could enhance team functioning to support interprofessional collaborative practice.

Module 4: Evaluation

This module helps learners and their team members consider how to assess the collaborative processes being used to function effectively.  It also guides learners in determining what team specific outcomes (from both a patient’s and organization’s perspective) will provide evidence of the same. Additionally, to assist participants, a cumulative checklist is provided that results in a comprehensive plan for evaluating the team’s effectiveness and selected outcomes

Module 5: Communicating with Diverse Communities

This new module is about building relationships and communicating with people from diverse communities. For the purposes of this module, we define “people from diverse communities” as people who are living in low socioeconomic environments, who require unique considerations regarding communication and health wellness.  Additionally, people in these circumstances are often from a variety of cultures and ethnicities, adding another challenge to the communication process.  The objectives of the module are to:

  1. Gain insight into the social determinants of health of clients from diverse communities.
  2. Explore how these characteristics might impact effective communication in interprofessional collaborative practice.
  3. Understand the application of Partnership Communication to communicating with clients from diverse communities.
  4. Understand how to build effective, appropriate, and responsive communication with clients.

 

 

 

 

 

 

 

 

 

Inerprofessional Education Initiatives: Working together across disciplines