Solomon P., Orchard C., Baptiste S., Donio J., Hall, P., Luke R., Ruckholm E.
THE INSTITUTE
E-BASED LEARNING MODULES
• Is a virtual learning center
PRE-LICENSURE STREAM
• Is a consortium of:
McMaster University, Laurentian University, University of Western Ontario, University
of Ottawa and the Council of Ontario Universities
GOALS
• To foster changes in attitude towards
IPE
• To increase the number of health
professionals trained in IPE and
collaborative patient-centered care
• To create high quality interprofessional
education curricula and increase the
number of educators teaching IPE
methods
PROJECT PHASES
PHASE 1: DEVELOPMENT:
June 2005-December 2006
PHASE 2: IMPLEMENTATION:
• Students from: medicine, nursing,
physiotherapy, occupational therapy,
audiology/speech pathology
• Clinicians from various health
professions from a variety of health
settings
• Interprofessional Education Facilitators
(IPEFs) at each clinical site to facilitate
IPE with teams members and learners.
(teams)
EDUCATIONAL SETTING
Practice
modules
Generic
modules
• Communication Pt I
• Communication Pt II
• Evidence based
practice
• Ethical practice
• Aboriginal Health
• Community
practice/Health
promotion
• Palliative care/end of
life
• Rural practice
CLINICAL SETTING
Team-based
modules
• Awareness of realities of
project
• Helping groups reconceptualize
• Norms of practice
• Evaluating team
practices
STUDENT
•Student feedback form on modules-ongoing
•Content analysis of dialogue-ongoing
•Short answer/MCQ on Interprofessional Education-after
module completion
•Focus groups-after completion of project
•Completion of Interdisciplinary Team Scale, Interdisciplinary
Education Perception Scale-pre and post project completion
•Project Evaluation-post project completion
TEAM
PHASE 3:
•Completion of Collaboration and Satisfaction with Care
Decisions Scale, Interdisciplinary Team Performance Scale and
Attitudes Towards Health Care Scale-pre and post team
development
EVALUATION/SUSTAINABILITY:
•Development of Team Specific Patient Outcomes by all teamspost team development
January 2007-December 2007
IP TEAM WORK
March 2007-April 2008
SCOPE OF PROJECT
Participants:
(students)
PRACTICE STREAM
EVALUATION
E-BASED LEARNING
MODULES
• Problem based modules
• Patient scenarios to illustrate
concepts
• Facilitated interactive discussions
from an interprofessional perspective
• Asynchronous learning experiences
•Structured interviews with IPEFs and interviews with team
members-pre and post team development
ETHICS MODULE EXCERPT
You have a new client – Zoë – who broke her femur when snowboarding with her family. She had surgery for internal fixation. The referral from
the fracture clinic states “weight bearing as tolerated to full weight bearing”. Given her surgery was 10 days ago, you think this is unusual, but
you are not familiar with this surgeon’s protocols. You try to get Zoë walking but she complains of a lot of pain. Her parents are very anxious
and question how she can be expected to stand on her leg. Before Zoë’s next appointment, you decide to call the fracture clinic and check the orders. You are
told you were sent the wrong orders due to a ‘clerical error’. Zoë should be feather weight bearing.
Discuss online possible factors in the system or institution that might
have contributed to the problem. In your interprofessional group, reason
through what you would do using the Interprofessional Health Care
Ethical Decision Making Model. An important aspect in ethical decision
making about a dilemma is to use an intentional, step-by-step process.
Some of the questions to consider during the process are:
Should you tell the client?
Who is to ‘blame’?
Would it make a difference if no perceived harm occurred from the incident?
What if the incident had a lethal result or caused permanent disability?
Should the client receive an apology and/or compensation for the incident?
•Project Evaluation-post team development
FINDINGS/CHALLENGES
•Modules needed for Francophone speaking clinicians
•Acquiring support from sites has been challenging due
to concerns for clinicians’ schedules
•Need for development of on-line pedagogical
techniques to facilitate IPE
•Sequence of preferred learning may not always be
feasible.