OUR MODULES

A Virtual On-line Institute of Interprofessional Education

P. Solomon1, S. Baptiste1, P. Hall2, R. Luke3, C. Orchard4, E. Rukholm5, L.Carter5

1McMaster University 2 University of Ottawa 3George Brown College 4University of Western Ontario 5Laurentian University

•A virtual learning centre supported by four universities.

•Offers web-based learning modules on key interprofessional knowledge and skill development for students and clinicians.

METHOD/TOOLSStudents from dietetics, health promotion, medicine, nursing,

occupational therapy, pharmacy, physiotherapy, social work, speech-language pathology and spiritual care evaluated the modules through a module feedback form.

Students also participated in a personal interview or a focus group.Each on-line facilitator (n=13) was interviewed at completion of the

module.All on-line discussions were analyzed.Each interview, focus group and on-line discussion was analyzed

through an open coding qualitative content analysis.

RESULTSAnalyses of the student feedback form indicated that 87% agreed

they learned how to work collaboratively with others for better patient outcomes and 96% agreed they learned about other professional roles and responsibilities.

Students were less confident about their skills in joint planning and decision-making (63% agreed) and coordinating actions (67%).

Thematic analysis of the transcripts revealed that… Students can learn collaborative skills in an on-line

environment. Expert facilitation of the module is essential to promote

teamwork and IPE. Module and problem design need to be more directive than

traditional Problem Based Learning. Students struggle with the on-line environment and need

guidance with completing group activities.

FUTURE DIRECTIONS

The Institute of Interprofessional Health Sciences Education is now a not-for-profit institute that is developing new modules and will be offering access to the e-learning module to interested institutions. Check the website for more details – www.iihse.ca.

Production of this material has been made possible through a financial contribution from Health Canada

OUR ASSUMPTIONSAsynchronous on-line learning will address barriers related to

timetabling.On-line learning has appeal to learners.On-line learning alone is insufficient to develop collaborative skills.

OUR GOALTo evaluate the effectiveness of on-line modules in promoting collaboration and learning among students.

IMPORTANT PEDAGOGICAL ELEMENTSProblem-based and interactive to be engaging and contextually

relevant.Facilitation is essential for role modeling and guiding students

through group dynamics and team issues.Asynchronous to eliminate timetable barriers and promote reflection.Flexible delivery: stand alone, integrated within a course or

combined.Objectives reflect IPE and specific content.

Communication 1

In “Establishing and Understanding Relationships,” students explore the importance of interprofessional communication in development of positive relationships. Students examine the impact of their values and beliefs on team decision making processes.

Communication 2In “Making the Most of

Groups and Teams,” students focus on how to work as a team within

a patient-centred environment and how to establish and work towards common team goals. Students are guided

by the Interprofessional Practice Model and learn foundational concepts of

relationship-centred care.

Ethics

This course explores fundamental ethical issues found in clinical

practice. Students are introduced to an interprofessional ethical

decision-making model.

Interprofessional Stroke Care: An Evidence-based

Approach

Students are introduced to the concepts of evidence-based team decision-making using stroke care as a model. Students are guided towards making team decisions that incorporate best evidence,

patient values and their own professional perspectives.

Palliative Care/Total PainStudents are introduced to the

suffering of Neil, who is

terminally ill, through his

own narrative. Students collaborate to identify all the

elements contributing to his total pain and develop an

interprofessional care plan.

Interprofessional Development: Promoting

the Health of Communities

Students develop a mutual understanding of, and respect for,

the contributions of various professionals working in the

community and are socialized to work towards shared problem-solving and decision making to

enhance community health through health promotion.

Aboriginal Health Students learn about the

Aboriginal world view and an interprofessional approach to

managing aboriginal health issues including physical, mental,

emotional and spiritual health.

Students are guided through their learning by Aboriginal Elders.

Rural Health

Students use an interprofessional model to plan care for a francophone stroke patient and learn about the importance of collaboration in a rural community.

WHAT IS THE INSTITUTE?