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Introduction to IPE According to the WHO, Interprofessional Education (IPE) "occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes". When health students understand each other’s roles and how to work with an interprofessional approach, they are ready to become members of the health workforce in a collaborative practice team.
Interprofessional Collaborative Practice encompasses 4 main domains of competencies according to the Interprofessional Education Collaborative (IPEC). Those Competencies can be transferred to IPE analogously: 1. Values and Ethics: Work with individuals of other professions to maintain a climate of mutual respect and shared values. 2. Roles and Responsibilities : Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations 3. Communication: Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.
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4. Teamwork: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable. The implementation of IPE early in our medical education is important, both for patient safety as well as the global health workforce. Implementing IPE benefits the patient by improving patient safety, reducing medical errors, thereby improving patient satisfaction. It is projected that there will be a considerable shortage of health workers in the coming decades. Interprofessional education will lead to better collaboration and more efficiency between health workers. It is therefore an important contribution to solving the Global Health Workforce Crisis.
Barriers: However, there are many different barriers to the implementation of IPE. These can be divided into different categories such as the differences in curricula in practice, time constraints of the faculty as well as their lack of knowledge regarding the IPE and lack of collaboration and cohesion between the different faculties due to the existing hierarchical structure and ideas. These barriers and the ways to overcome them in regards to organizing activities and advocacy regarding IPE are discussed below in the respective sections.
In this toolkit, we will be exploring how you can take different initiatives to address IPE in your medical education. To know more about Interprofessional Collaboration, please refer to this manual by WHSA.
Role of medical students Activities Healthcare students are considered as key stakeholders of the Health System, as they represent the future of Healthcare. Students, as the center of healthcare education, possess a unique insight into the healthcare curriculum but may have limited exposure and experiences working in Multidisciplinary teams. In order to unleash the true potential of IPE, we healthcare students can collaborate, initiate and implement activities to increase students' awareness, build capacity and simultaneously advocate for its implementation into medical curricula.
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How can I start? IPE activities should be designed to tackle an existing gap, therefore you should start by conducting a situation analysis of IPE within the local or national Medical curriculum. (You can also use the scoring grid provided in the next section of this toolkit). Based on the analysis, you can then easily decide the level and type of activity you can design to address the problem level. There are four Levels of Interprofessional Education: 1. First reaction - Readiness for interprofessional activities (pre-assessment) 2. Change of attitudes and perception - discovering the value of interprofessionalism in patient care 3. Change of behaviour and actions 4. Change in organisational Practice - interprofessional collaboration at an organisational level Level 1: First reaction To reach this level of IPE, general knowledge of Interprofessional Collaboration and the roles of other healthcare professions need to be addressed. When introducing a new concept to a group of students, it is crucial to justify its necessity and the potential impact the novel initiative has on their professional and personal growth. The objective of an activity for Level 1 is to increase the attendees’ knowledge about Interprofessional Education and Collaboration. Furthermore, attendees’ views and attitudes towards Interprofessional Education and Collaboration should begin to change after the implementation of such an activity. To assess the impact and success of activities for this level, there are some assessment tools available, such as the TeamSTEPPS® Teamwork Attitudes Questionnaire Manual and Interprofessional Attitudes Scale (IPAS). A proposal for a Level 1 activity can be found in the annex as well. Level 2: Change of attitudes and perception This Level is quite similar to Level 1 but focuses more on actual change of attitudes and views. To change them, it might be beneficial not only to learn together and about each other, but also to learn new concepts and content together. At this level, patient-centeredness and safety can easily be introduced. As you progress to the next levels, activities can also address more than one level and the transition between the levels should be rather fluent.
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The objective of a Level 2 activity should be changing the participants attitudes towards Interprofessional Collaboration and Education. There are specific assessment tools for assessing views and attitudes, such as Generic Role Perception Questionnaire by University of Liverpool and Attitudes Toward Interprofessional Health Care Teams. You will find an example of a Level 2 activity in the annex as well. Level 3: Change of behaviour and actions The third level is geared towards change in behaviour, action and practice. Therefore,it might be beneficial to include patient management or actions and practices on patients,into a Level 3 activity, to train and experience new approaches including interprofessional collaboration. Again, the aim of a level 3 activity is to teach new interprofessional actions. Assessment can be done by evaluating the success of the actions and the level of interprofessionality. The assessment tools for this Level include the IPEC Competency Self-Assessment Tool, Teamwork Mini clinical evaluation Exercise (T-MEX) and Collaboration and Satisfaction about Care Decisions (CSACD). There are some examples of a Level 3 activity in the Annex. Level 4: Change in organisational Practice To address Level 4, your imagination is needed! This level needs to approach hospital and faculty management to change their attitudes and behaviour. It can include workshops, but from a student perspective. Advocacy activities might also be a great way to address level 4. You can find more information on such initiatives in the next section of this Toolkit. As mentioned above, activities can include more than one level and different activities targeting different levels can of course be done simultaneously.
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Table: Summary of Activities on IPE Target Groups: Healthcare Students (medical, nursing, pharmacy, public health, etc). At least target more than two professionals.
Activity
Short Description
Possible Settings
Structure (Example)
Level 1 IPE 101
Introducing basics of InterProfessio nal Education (IPE), its challenges, importance, solutions and IPE Core Competencies.
Classroom /Online
Goal: To introduce the concept of IPE and its core competencies among healthcare students. Objectives: To increase students’ knowledge of the following IPE core competencies by end of the activity: ● Mutual respect and shared values between individuals of different professionals. ● Roles and responsibilities of each member in an interprofessional environment. ● Interprofessional communication. ● Team dynamics - Plan, prepare and evaluate a patient-centred approach. ● Barriers to IPE and how to overcome them (Applied to the local context) Success Indicators: ● Increase Students’ knowledge by 45% by the end of the activity. Expected Outcomes: The activity will broaden Healthcare Students’ understanding of IPE and will lay a knowledge base for application of IPE Core Competencies in real life settings.
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Level 2 Sim-IPE
Students will form interprofession al teams to solve simulated case scenarios. This can be executed through the use of simulators, for e.g. Use of Virtual reality of gamification innovations.
Paperbased in a classroom.
Goal: Students acquire a first idea of interprofessional collaboration. They theoretically develop background procedures on interprofessional collaboration towards patient-centered care.
Digital equipment and Objectives: Mannequin ● To learn components, roles and s in responsibilities of each healthcare simulation professional by the end of the activity. labs. ● Plan and coordinate health care actions interprofessionally together IPE ● Recognize benefits of interprofessional simulation collaboration in health care websites Success Indicators: (virtual ● At least two groups of health care games, students come together challenges) ● The necessity of trying out developed actions in the real world is expressed by participants Expected Outcomes: ● Interprofessional plans for working together on patients are mapped out ● Will to change one's behaviour in actual health care (the real world) ● Hierarchy in everyday work gets flatter Level 3
IPE in Real Life
Student teams can work together to solve challenging cases of actual patients in either wards, outpatient clinics or ambulances under the supervision of qualified
Teaching/U niversity hospitals.
Goal: To acquire interprofessional team building skills and apply those abilities to provide a patient/family- and community-centred Ambulance approach to a real situation in patient care. To service provide a holistic approach towards patient points. care. Objectives: ●
●
To learn components, roles and responsibilities of each healthcare professional by the end of the activity. To develop by the end of the activity a
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healthcare professionals. ●
patient/family-centred view through interprofessional team discussions. To analyse team effort and highlight areas of improvement towards the end of the activity.
Success Indicators: ● At least more than 2 healthcare professional students participate in this activity. ● Students' Interprofessional skills improved by 60% by the end of the activity. Expected Outcomes: The activity will produce a new interprofessional team model based on available resources. This can generate new insights into IPE based on local context. Healthcare students will be able to successfully identify components and roles of each healthcare profession, overcoming existing barriers. Communit y Centred IPE
Medical students are able to provide holistic services to the community through a multidisciplina ry approach. They can identify a community partner and implement a service project.
Communit y Centres
Goal: To develop a community-based service or research project in a multidisciplinary team, using an Healthcare Interdisciplinary approach to tackle an existing problem within the community. Objectives: ● Increase Healthcare Students’ knowledge of the roles of each profession in a community based setting by the end of the activity. ● By the end of the activity come up with innovative solutions to address healthcare service gaps within the community. Success Indicators: ● Number of service projects developed and implemented by an Interprofessional team. ● 75% increase in Students’ knowledge on
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roles and responsibilities of each Healthcare profession in a community based setting. Expected Outcomes: Projects like these can help develop methods of application of IPCP. These also lay a foundation for even larger scale projects. The results will create a roadmap for training healthcare students and this will contribute to the increase of healthcare education social accountability. Level 4 Advocacy in IPE (Research)
Evidencebased medical education is important in health workforce training. Conducting research can generate evidence required for sustainable and effective implementatio n of IPE programs relevant to local context. These can include KAP studies, IPE pilot programs, etc.
Virtual or physical Libraries. Medical Education departmen ts.
Goal: To understand medical students' knowledge, attitude and practices of IPE and generate evidence to advocate for IPE as part of the curriculum. Objectives: ● To measure students' knowledge, attitude and practices by the end of the study. ● To analyse the data and utilise it to develop an advocacy plan. ● To (re)present their research outcomes through publications and abstract presentations in conferences. Success Indicators: ● 90% percent response rate to the study questionnaire. ● Number of conferences/meetings where the results have been represented. Expected Outcomes: Faculty will be willing to work with students to collaborate with various healthcare faculty and map out the curriculum to implement IPE. New opportunities for research in IPE will open up, especially on IPE delivery and assessment.
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For further reading: - You are highly motivated to implement activity but you're not sure on how to successfully implement the IPE activity. Don’t worry, we have got your back! Check out the SCOME Capacity Building Manual and learn facilitation and training in medical education. - Would like to learn different pedagogical methods to make my activity interesting and engaging? Learn more by reading the A Student’s Guide to Non-formal Medical Education.
When organising student led activities to IPE barriers may be: ●
Qualification of teacher: Finding staff that is trained to provide IPE is difficult but important for successful IPE activities. Faculty support will help you greatly in this respect. When organising activities it is important to keep in mind that many teachers have not experienced IPE or interprofessional collaboration themselves.
●
Different levels of experience & knowledge: Determining the right participant group will help in organising a successful IPE activity. Levels of experience and knowledge should be taken into account. Determining clear objectives and learning objectives is equally important to overcome this barrier.
●
Scheduling and time constraints: Finding a time where all participants can attend may be difficult. Willingness of faculty to free up time might be difficult as their attitude towards IPE may not always be positive.
●
Collaboration: Collaboration between students might be a challenge because of differences in appreciation of the other professions as well as disparities in knowledge level and preconceptions of hierarchy. Setting clear ground rules, communication plans and providing beforehand the outcomes of the exercise will help in this regard.
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Advocacy As students, we are the key stakeholders in our education. Even if we are able to organize and implement non-formal educational activities on IPE, to ensure the sustainability of such initiatives, we should engage the students and decision-makers in order to advocate for more long term solutions. As with any initiative, the first step is to understand the current situation of IPE in your curricula. By using the scoring grid mentioned below, you’ll be able to understand the areas that need more focus and advocate accordingly.
Scoring Grid Item
No
Somewhat
Good
Excellent
Does your medical school collaborate with other health sciences?
0
1
2
3
2. Does your school have teachers who are health professionals other than physicians?
0
1
2
3
3. Does your medical school have explicit goals and objectives towards an interprofessional education?
0
1
2
3
4. Does your school have within its mission, vision and objectives to generate a health workforce that enables collaborative practice?
0
1
2
3
5. Does your school embed essential content of IPE in all health professions education curricula?
0
1
2
3
6. Does your curriculum have learning
0
1
2
3
1.
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outcomes related to interprofessional education and / or collaborative practice? 7. Does your school have trained educators and / or faculty development programs to facilitate interprofessional education sessions?
0
1
2
3
8. Does your school propose educational strategies that involve learning about, from and with other students of health sciences?
0
1
2
3
9. Does your school include an assessment tool for shared educational experiences that involve collaborative practice and teamwork?
0
1
2
3
10. Does your school provide spaces for clinical decision-making processes between students of different health professions?
0
1
2
3
11. Have your classes provided students with changes in perceptions or attitudes towards collaborative patient-centered care?
0
1
2
3
12. Have your classes provided students with information on the roles of the health professions on a health team?
0
1
2
3
13. During your clinical training, have you had opportunities to work as a team with other health students?
0
1
2
3
14. Does the graduation profile of your school include skills related to a collaborative practice focused on improving patient outcomes?
0
1
2
3
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Interpretation of the scoring grid: The scores range from 0 to 42, establishing 4 categories in the scores being the following: a) 0-9: Seek to make your classmates aware of the importance of interprofessional education and start looking for stakeholders such as health students b) 10-21: Your school contains some positive experiences using interprofessional education, so it is advisable to continue building capacities and advocating for a better education c) 22-33: Your school is using various interprofessional education strategies, so it is advisable to identify specific needs and weaknesses and work together with other stakeholders in order to bridge the gap. d) 34-42: The school believes that interprofessional education is a very important strategy and is generating a health workforce ready for collaborative practice. Seek to promote continuous quality improvement measures for your school and also help others to reach this level. The details of the scoring grid are explained in Annex 2.
When advocating for IPE several barriers should be addressed: ●
Scheduling and time constraints: For faculties scheduling and time constraints are major barriers. Advocating for fixed IPE time slots will ensure the continuation of IPE practices. Showing faculties the different moments, when students from different professions are already interacting , at wards for example, will also help.
●
Curricula: Forming a curriculum or educational exercise that is beneficial for all participants is difficult for the faculties. When advocating, a liaison should be found in each participating faculty. These dedicated advocates can work together on clear learning objectives, ground rules and harmonization of content.
●
Faculty: Limitations in resources and numbers of students are major barriers at the level of the faculty. Only a faculty committed to IPE is able to overcome these constraints. When advocating for IPE the focus should lie at getting members with high power from the faculty administration to commit to IPE. Showing benefits of IPE, for example, less burnouts and better patiënt care will help in this regard.
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References: 1.
Xavier, N., & Brown, M. R. (2020). Interprofessional Education in a Simulation Setting. In StatPearls. StatPearls Publishing.
2.
McPherson, K., Headrick, L., & Moss, F. (2001). Working and learning together: Good quality care depends on it, but how can we achieve it? Quality in Health Care : QHC, 10 Suppl 2(Suppl 2), ii46-53. doi:10.1136/qhc.0100046.. [doi]
3.
Sunguya, B. F., Hinthong, W., Jimba, M., & Yasuoka, J. (2014). Interprofessional education for whom? --challenges and lessons learned from its implementation in developed countries and their application to developing countries: A systematic review. PloS One, 9(5), e96724. doi:10.1371/journal.pone.0096724 [doi]
4. Bridges, D. R., Davidson, R. A., Odegard, P. S., Maki, I. V., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical Education Online, 16. https://doi.org/10.3402/meo.v16i0.6035 5.
Herath, C., Zhou, Y., Gan, Y., Nakandawire, N., Gong, Y., & Lu, Z. (2017). A comparative study of interprofessional education in global health care. In Medicine (Vol. 96, Issue 38, p. e7336). https://doi.org/10.1097/md.0000000000007336
6. Kurtz, M. J., & Starbird, L. E. (2016). Interprofessional Clinical Ethics Education: The Promise of Cross-Disciplinary Problem-Based Learning. AMA Journal of Ethics, 18(9), 917–924. 7.
Liller, K. D., Pruitt, Z., & Burke, S. G. (2020). Interprofessional Education: Reaching Health Professionals With an Interactive Professional Virtual/Online Event on Advocacy and Policy. In Frontiers in Public Health (Vol. 8). https://doi.org/10.3389/fpubh.2020.606394
8. Ratka, A., Zorek, J. A., & Meyer, S. M. (2017). Overview of Faculty Development Programs for Interprofessional Education. In American Journal of Pharmaceutical Education (Vol. 81, Issue 5, p. 96). https://doi.org/10.5688/ajpe81596 9. Truong, H.-A., Gorman, M. J., East, M., Klima, D. W., Hinderer, K. A., Lawrence Hogue, G., Brown, V., & Joyner, R. L. (2018). The Eastern Shore Collaborative for Interprofessional Education’s Implementation and Impact over Five Years. In American Journal of Pharmaceutical Education (Vol. 82, Issue 4, p. 6522). https://doi.org/10.5688/ajpe6522 10. Walker, L., Cross, M., & Barnett, T. (2018). Mapping the interprofessional education landscape for students on rural clinical placements: an integrative literature review. In Rural and Remote Health. https://doi.org/10.22605/rrh4336
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11. Reeves, Scott & Boet, Sylvain & Kitto, Simon. (2015). Interprofessional Education and Practice Guide No. 3: Evaluating Interprofessional Education. Journal of Interprofessional Care. In Press. 10.3109/13561820.2014.1003637. 12. Core competencies for Interprofessional collaborative practice: 2016 Update. IPEC 13. Valentina Brashers, Julie Haizlip & John A. Owen (2019): The ASPIRE Model: Grounding the IPEC core competencies for interprofessional collaborative practice within a foundational framework, Journal of Interprofessional Care, DOI: 10.1080/13561820.2019.1624513 14. The Interprofessional Curriculum Renewal Consortium, Australia (2013), Curriculum Renewal for Interprofessional Education in Health. Sydney, Centre for Research in Learning and Change, University of Technology, Sydney. 15. Thistlethwaite, J. E., Forman, D., Matthews, L. R., Rogers, G. D., Steketee, C., & Yassine, T. (2014). Competencies and Frameworks in Interprofessional Education. Academic Medicine, 89(6), 869–875. doi:10.1097/acm.0000000000000249 16. Thistlethwaite J, Moran M; World Health Organization Study Group on Interprofessional Education and Collaborative Practice. Learning outcomes for interprofessional education (IPE): Literature review and synthesis. J Interprof Care. 2010;24:503–513
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Annexes Annex 1: Examples of Activities Example of a Level 1 Activity: IPE 101 When introducing a new concept to a group of students, it is important to justify its importance and the potential impact the initiative has on their professional and personal growth. Interprofessional education can be taught using a didactic format with elements of peer-peer learning. You can have a total of 4 sessions, each addressing the four Interprofessional Professional Education Collaborative (IPEC) core competencies to instil flexibility between the professionals. These include: - Mutual respect and shared values between individuals of different professionals. - Roles and responsibilities of each member in an interprofessional environment. - Interprofessional communication. - Team dynamics - Plan, prepare and evaluate a patient-centred approach. - Barriers to IPE and how to overcome them (Applied to the local context) Emphasis should be made on the importance of a community, population, patient and family-centred approach. Sessions should be able to meet expected learning outcomes and provide resources for reference purposes. Each session should ideally last for 1hr 30min- (50 min didactic and 40 min for multidisciplinary group discussions). Target group: Health care students (medical, nursing, pharmacy, public health, etc). At least target more than two professionals to embrace the multidisciplinary environment. Setting: Classroom or Online Resources: You can find some useful resources in this Google Drive. Evaluation plans: A pre and post-IPE exposure questionnaire to assess the change in knowledge, confidence and attitudes towards IPE. [ATHCT- survey]
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Example of a Level 2 Activity: Sim-IPE Route 1: This activity/teaching format is addressed to all health care students. In the activity, students will form interprofessional teams,discuss and solve case scenarios. These case scenarios can be in clinical or outpatient settings and stem from all specialities/be interdisciplinary. In their respective teams, students work together on specific questions related to management of the case. This can be done either completely paperbased/theoretically or practice-based as well. In practice-based settings tools such as simulators, simulation dolls, simulation patients and/or digital scenarios and virtual reality (VR) can be used. In cases like this, the interprofessional student teams should not only work on questions and management of the case but also perform tasks on the simulators and SPs, such as injections, examinations, etc. together. After the activity, students reflect the scenario either individually, in the group or both. For these, Evaluation Tools are given out. For Group Reflections, questions to guide the feedback will be provided. Assessment can be done by TMEX. Route 2: This Activity can be used as a base for competitions as well. The interprofessional teams compete against each other and are all given the same scenarios to solve in a given amount of time. Assessment can be done by TMEX. Settings: Depending on the level of interaction, Sim-IPE can be done online (“Paperbased”, digital scenarios) or has to be done in presence / in a simulation lab (practicebased) Resources: You can find some useful resources in this Google Drive. Example of Level 3 Activities: 1. Clinical based setting For this activity, you will need the partnership of a faculty and hospital / outpatient clinic staff. This activity takes the “Sim-IPE” one step further - rather than working together on Simulators and Simulation Patients, the interprofessional student teams can work together in the treatment of actual patients in either wards, outpatient clinics or ambulances. Students take over the complete care and management of patients, either for full time (24/7) in shifts or for set time, performing all necessary tasks, as far as possible. They need to be supervised by professional staff during the whole activity.
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Evaluation: Assessment is done by the professional staff, self-evaluations and Patients. Students can use the IPEC Competency Survey Instrument, Staff can use TMEX and patients use the Collaboration and satisfaction about Care Decisions Tool. Partnership with faculties and hospitals and clinics is needed for supervision. Guiding and accompanying activities (such as both activities mentioned above) should be included. Resources: You can find some useful resources in this Google Drive. 2. Community-based setting IPE can be practised in a community- based environment, where students are able to utilise available resources to provide holistic services to the patient through a team-based approach. This is known as Collaborative interprofessional prevention education service-learning projects. Identify a community partner and engage its members through a service project. Students from various professions can join hands to discuss project ideas, map out stakeholders, plan and execute in the form of actions. For example, health screening projects (e.g. Diabetes,), where students use their background knowledge of their profession to educate and screen members of a specific community. Other examples include community-based research, nutrition/fitness training, prevention of STIs, etc.
Target group: Community members. Evaluation plans: Data on the impact of the activity on the students as well as the community will be collected through a questionnaire. Students provide their experiences of working in a healthcare team, project planning and how their knowledge helped meet the community's needs.
Other Activities: Research Research is a scientifically acceptable tool used to generate evidence which is used to make critical decisions in health care and promote evidence-based medical training. The process of research is an activity on its own and students can collaborate to measure the knowledge, attitudes and perception of IPE. The data collected will ensure other IPE activities are applicable to the local context and are able to resolve
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challenges or conflicts that may exist in an interprofessional setting - data collected can be used to advocate for IPE at faculty level. Target Group: Health care students. Evaluation: Outcome and data of the research IPEC Competency Survey Tool, ATHC
Annex 2: Scoring Grid Explained A. How does your school work? Key question
Goal
Indicators
A1: Does your school collaborate?
The medical school collaborates in some aspect of education (from admission processes, research, etc.) with another at the institutional level
1.
A2: Does your school include other health professionals?
The school provides students with perspectives on health from other health professions and includes them on the governance structures and faculty staff.
1.
Sources of evidence
There are explicit programs / projects / activities / agreements in which the medical school agrees to work with one or more health sciences schools
Does your school have any kind of collaboration with another health school related to research, learning, simulation, etc? Is it published in an official medium? Is it something frequent that is carried out or disclosed in your university?
Within the governance structure of the school, there are health professionals in positions of power and teaching staff includes other health professionals 2. There is collaboration and meaningful involvement with other health professionals from the admission process to postgraduate 3. There are no cultural barriers that establish hierarchies between professionals
Does your school's governance structure include other health professionals? Do they have decision-making power over research, academic or social projection processes? Is the proportion of other professionals in positions of power greater than 30%? Do you have main teachers or associates who are other health professionals?
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A3: Does your school want an IPE?
A4: Does your school believe in IPE?
The values, competencies and elements of IPE are within the graduation profile, competencies to be acquired, curricular mesh and other normative documents on learning
1.
The school establishes competencies related to collaborative practice and mentions other health professions in its graduation profile, competencies to be achieved at the end of each year. 2. Curriculum contains spaces for the development of learning objectives related to IPE competencies
At your school, do the learning achievement normative documents* include components related to IPE?
The school embraces the values of IPE and is committed to generating a healthy workforce that is ready for collaborative practice.
1.
What are the school's mission and vision statement? Do they address the values and competencies of IPE? Are they available on the website? Did you know them before you applied? Do you listen to them in class? Are all your teachers looking to generate a list of health personnel for collaborative practice?
The values and competencies of IPE are made explicit in the mission and vision of the school 2. School’s culture embraces the values of an interprofessional education and collaborative practice
Are they published on your school's website? What is published? Do you really have experience in your education? *Curriculum, graduation profile, syllabi, etc.
B. How does your curriculum work? Key question
Goal
B1: Are HPE curriculum related?
The curricula of health sciences schools share content to generate collaborative educational experiences that promote IPE competencies and values.
Indicator 1.
The curricula of at least 2 health professions contain modules or activities in some subject to generate shared educational experiences 2. During educational experiences, students have the opportunity to meet, share and learn from each other.
Sources of Evidence Do the curricula contain spaces for shared educational experiences? Are they published in official school media? Are they within specific subjects?
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B2: Are there clear IPE objectives?
The learning objectives in the different subjects seek to provide students with skills that help them build a professional profile for a collaborative practice
1.
The curriculum and syllabi of the subjects establish explicit learning outcomes on 1 or more IPE competencies 2. Educational experiences reflect what is proposed and foster collaboration among health students
Do the syllabi of the subjects explicitly have learning objectives or learning outcomes for any of the 4 IPE competencies? Do they actively promote collaboration among health students?
B3: Are the teachers trained in IPE?
The faculty staff is committed to generating successful educational experiences that seek to build capacities in collaborative work, communication and other competencies for a collaborative practice.
1.
Teachers receive specific training so that they can facilitate and guide sessions that involve collaborative learning. 2. There are faculty development programs so that they can improve their abilities to guide interprofessional education sessions 3. The educational experience reflects the knowledge and skills of the teacher to guide it in the best way.
Do you perceive that your teachers are trained to facilitate IPE sessions? Do you know of any teacher training programs? Is this program continuous? How many training sessions does a teacher receive? Are these trainings reflected in the educational experience?
B4: Educational strategies include other students?
The curriculum establishes educational strategies that involve students of the health sciences using principles such as transformative and team-based learning to foster competencies for collaborative work.
1.
Do the syllabi of the subjects use educational strategies to encourage collaboration? Do you use team-based learning? Do they include adult or transformative learning principles? Do they promote the achievement of the objectives or outcomes set out in the syllabus? The educational experience is of quality and builds capacities for teamwork, communication, values, etc? Do students perceive these strategies as very useful? Is there an
The syllabi of the subjects establish the realization of educational strategies that involve other students to learn about, from and with each one. 2. Educational strategies include Team-based learning, adult learning, and other evidencebased theories 3. The educational experience experienced correctly reflects what is planned in the syllabus or curriculum to build capacities in collaborative work 4. There is high satisfaction among students when they are part of the educational experience and enhances learning among them.
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evaluation of the development of these educational strategies?
B5: Collaborative educational experiences are assessed
The tools used to assess and evaluate learning outcomes are reliable and reflect the skills to be acquired during the educational experience
1.
The syllabi of the subjects include learning assessment tools for educational experiences shared among health students
Do teachers value learning with reliable, validated and evidence-based tools? Do these tools reflect the skills to be achieved during the learning session? Do students perceive that these tools help them improve where they are failing?
C. How is your learning developed? Key question
Goal
Indicator
C1: Are there spaces for shared clinical decisionmaking?
During the curriculum and educational experiences, there are spaces to generate shared clinical decisionmaking in which all health students are involved.
1.
The educational strategies used to promote shared clinical decision making are explicitly in the syllabi and other documents. 2. Students have an educational experience that reflects planning and engages them with other students in shared decision-making, building IPE competencies. 3. Students have great satisfaction and experiences meet their needs
Do the syllabi of the subjects explicitly express activities and learning outcomes related to shared decisionmaking? Is what was planned reflected in the educational experience? Are health students significantly involved? Do students have the initiative to collaborate and make shared decisions? Is it generated within a safe space and in which all opinions and experiences are valid? Do the strategies involve simulation or work with patients?
C2: Has a change been generated in
Students have an open and predisposed
1.
Do you perceive a readiness among students towards collaboration with health
Students' perceptions have changed with collaborative educational
Sources of evidence
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perceptions towards IPE?
attitude towards collaborative educational experiences that foster IPE competencies
experiences and they seek to learn from and with health students
C3: Do they know the roles of each member of the health team?
Health students through educational experiences have managed to learn about the roles of each one in a health team to work collaboratively and ethically.
1.
C4: Is it learned through teamwork?
Educational experiences have contributed to building capacities for effective teamwork among health students who are ready for collaborative practice.
1.
C5: Is there an
Through
1.
The learning outcomes of educational experiences include spaces for students to understand and identify their roles within a health team 2. Educational experiences provide the necessary tools to students so that they can work knowing their roles and under values such as respect, ethics and commitment. 3. Students have a positive perception of collaborative experiences and consider them very important in their professional training The educational experience provides students with the tools to apply team development knowledge applied to patientcentered care 2. During the experience, students share responsibility and actively engage in reflections on disagreements about values, roles, goals, and actions with patients, families, and community members.
students? Has any study been generated on it? Do educational experiences meet student expectations?
Does the syllabus explicitly establish the achievement of learning objectives or outcomes with respect to the IPE competencies and sub competencies? Does the educational experience reflect what was planned? Are there cultural or hierarchical barriers that inhibit students from participating or getting involved in IPE activities? Are the tools they provide for teamwork, effective communication and role knowledge effective and for life-long learning? Do students share the responsibility to actively engage in patient-centered care?
Educational experiences
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improvement in communication in the teams?
educational experiences, students are able to communicate effectively for patient-centered attention and their needs.
provide students with the tools to express their knowledge and opinions to the healthcare team with confidence, clarity, and respect. 2. During the experience, students perceive good communication between them and validate their experiences / opinions as well as actively listening.
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