1. An Overview of IPL in Medicine
Tien K Khoo
MRCP(UK), PhD

2. Griffith University IPL framework
3-phase implementation
Phase 1 (Y1)
Introduction to health professions
Phase 2 (Y2-Y4)
Simulated professional team experience
Phase 3 (Y4)
Real service professional team experience

3. Compulsory activity (Yes/No) Assessed activity (Yes/No)
MBBS/ MD
YEAR
PHASE
ACTIVITY
Compulsory activity (Yes/No)
Evaluation
Assessed activity (Yes/No)
PARTICIPANTS
2013 1
Health Professional Literacy
Yes No
159 2
Advanced Communication Skills
151
CLEIMS 3
146
CLEIMS 4
153 3
Chronic Disease Wellness Program (Robina Health Precinct) 4
2014
Neuropsych Workshop 85
Mental Health Practice Workshop
(151)
143

4. Phase 1: PBL Y1-2 MBBS/ MD degree PBL: Learning objectives
A 70 year old widow, fractured neck of femur, post-operative delirium with ongoing cognitive decline.
“Describe the roles, practices and expertise of effective members of each of the other major health professions, in this case focusing on psychologists”
 “Describe the support services available for individuals with a dementing illness, and their carers”

5. Phase 2 - CLEIMS
Clinical Learning through Extended Immersion in Medical Simulation (CLEIMS)
Extended simulated patient care experience over a week and are joined at realistic points in the story by students from other professions.
Narrative contrivances and guided reflection to enhance fulfilment of interprofessional learning outcomes
Year 3: One patient
Year 4: Eight patients
BMC Med Educ 2014; 14:90

6. Phase 2: CLEIMS Expectations & objectives need to be outlined
Guidance required; combination of resource sessions (didactic seminars and skills workshops)
Alignment of student professions crucial (incl level of study)
Test-retest useful to reinforce learning

7. Phase 3: Chronic Disease Wellness Program
2013 pilot project - Y4 elective/ selective placements
Robina Health Precinct; outpatient facility primarily catering for chronic diseases (COPD, diabetes, renal failure, heart failure) and rehabilitation (stroke, MS, orthopaedic).
2 students per placement embedded into specific multidisciplinary teams with a focus on interprofessional practice

8. Phase 1-3: Reflective journals
Modified Krathwohl scale

10. Phase 3: Chronic Disease Wellness Program

11. IPE through e-learning
Health Challenges for the 21st Century (PBH1205), School of Public Health/ Medicine
10 CP, part of Foundation Course
15% IPL Quiz based on e-learning module of half-interviews on 18 health professions.
Two sets of MCQ; 20 questions
Formative MCQ completed prior videos & summative MCQ.
2nd assessment = marked component
Also part of Communication Skills for Oral Health (DOH1008) course, School of Dentistry
5 CP

12. IPE through e-learning
Example MCQ:
There is a change in weather and Belinda’s asthma flares up. She has been using her current medication but it is not helping. Which health professional listed below would be most appropriate for Belinda to consult in order to get advice on her asthma situation and more appropriate treatment?
A pharmacist to change Belinda’s regular prescription to a stronger prescribed medicine that gives her better asthma relief
A radiographer to capture x-ray images of her lungs to rule out the changes are not related to a lung infection and provide a referral to a medical specialist for treatment.
An asthma nurse practitioner, a specialist nurse trained to assess asthma and to prescribe medication for asthma
A social worker to advise Belinda on available financial support for asthma treatment and provide an asthma action plan.
An occupational therapist to advise Belinda how to change her home environment to reduce stimuli that will exacerbate her asthma and prescribe an appropriate alternative medicine.

13. IPE through e-learning
PBH(MED)1205: Data analysis in progress
336 students who participated in 2013
287 (85.4%) complete data sets

14. Survey of IPE e-learning package
POSITIVE
What was good about the online package?
Able to access anywhere
Can do it on my own time
Really outlined well a lot of health professionals
Clear and easy to follow
Entertaining video-aided learning
Allowed me to go over what was said in lectures
Helped me learn about different roles
Concise

15. Survey of IPE e-learning package
NEGATIVE
What was bad about the online package?
Dependent on internet activity
Didn’t always load properly
Detail was a bit unclear
Some questions were too broad and ambiguous
A lot of information to take in

16. Survey of IPL lectures (PBH1205)
POSITIVES
What was good about IPL lectures?
Provided insight
Professional lecturers
Building knowledge and skills on health professionals; more interesting then previous topics
Multiple viewpoints
Very interactive and personalised, much more effective than normal

17. Survey of IPL lectures (PBH1205)
NEGATIVES
What was bad about IPL lectures?
Not too much, most what they taught was common knowledge
Didn’t attend

18. Financial optimisation
Example: CLEIMS Y4 (School of Medicine) Cost of hardware, consumables, academic staff, facilitators, simulated patients; AUD$31,000/ run
4 runs per year = $124,000/ year
cost per medical student/ year = ~$827
Following IPE ‘buy-in’ from other schools; dietetics, pharmacy, physiotherapy/ exercise physiology;
Cost per health school student/ year = ~$460*
45% cost impact
*based on per student participation

19. Challenges Readiness to change – Program level
Readiness to engage – Individual level
Resources
Incentives for change
“How do you raise the need for change within your institution?”
“What will you be saying to your head of school/ dean/ PVC/ director?

20. Acknowledgement
ALL COLLEAGUES involved at the School of Medicine, especially;
CLEIMS team
Communication skills team
PBL team (incl facilitators)
Health IDEAS
Pit Chan, Fiona Ellem & Gary Rogers