Moving interprofessional learning beyond the classroom Lessons learned from four student placement models
Eight University of Alberta health sciences faculties collaborate to develop and deliver one elective course which provides students with practical and immersive interprofessional (IP) experience in a clinical setting. Health sciences students enhance their IP skills and knowledge by building on four IP competencies: communication, collaboration, role clarification and reflection. This course has served as a bridge from the classroom to the workplace since 1998.
T. Hatch, S. King, L. Guirguis, M. Hall, R. Kahlke, L. McFarlane, S. Mulholland, S. Patterson, J. Pimlott, S. Sommerfeldt
• Selection of students is critical for safety and success • Student engagement is enhanced • IP site culture impacts success • University connects and engages with community • One size does not fit all
STUDENT AS CATALYST
PEER TEAM
Student teams on uniprofessional placements at a common site: • determine the appropriate assessment and intervention for at least 2 patients, or • complete a project which addresses a systemic health issue (e.g. diabetes) Benefit: students, disciplines, diverse student skill levels Challenge: Scheduling; discipline-specific practica occur asynchronously
Individual student joins an existing IP team at their practice site. GOAL: engage team in reflecting on IP practice and processes. Student completes a project and provides feedback on the team's processes. Benefit: Flexibility in timing and location of placements Challenge: Need processes for selecting and supporting students to mitigate psychological risk
COMMON BENEFITS: • Students focus solely on IP in a clinical setting; not distracted by clinical demands • Students engaged by real-world experience, knowledge exchange with site and building integrated team practice and patient care tools
PATIENT AS MENTOR
COMMON CHALLENGES: • Students may focus on task, not process • Difficult to accommodate this elective in some programs
Individual student accompanies a chronically ill patient who engages with their complex care network. The student provides formal feedback to the patient and care network based on observations. Benefit: Unique patient perspective for student Challenge: Mortality/morbidity of patient mentors presents ethical concerns and limits sustainability
www.hserc.ualberta.ca
STUDENT AS PARTNER
Builds on Student as Catalyst model. Individual student partners with existing IP clinical and administrative teams of an IP clinical learning unit (IPCLU) to enhance both IP clinical practice and IP education. Benefit: IPCLU project has fostered a site culture of inquiry and openness to change. Reduces amount of preparation and support required for placement. Challenge: Limited number of sites (3) available to students at current time
Health Sciences Education and Research Commons