1. Funded by the Australian Government Office for Learning and Teaching
Interprofessional Education and Practice: Creating Leaders and Opportunities
for Clinical Learning
MODULE 5
Delivering and Implementing Interprofessional Education and Interprofessional Practice  
[FACILITATOR NOTE: SEAT PARTICIPANTS WITH OTHERS FROM THE SAME OR SIMILAR ORGANISATION].
To be used in conjunction with the Facilitator’s Guide.
Ensure participants have read Barr and Brewer (2012) and Wee and Goldsmith ‘s chapters in preparation for this module.
Funded by the Australian Government Office for Learning and Teaching

2. Learning outcomes
Identify the skills and abilities required to effectively facilitate interprofessional education
Explain to participants that at the end of this module they will be able to … (refer to slide).

3. Chronic disease management
Contexts in literature
Palliative care
Pain
Chronic disease management
Communication
Diabetes
Disability
Health promotion
Infectious disease
Ethics
Acknowledge need for interprofessional education for both students and staff to ensure capabilities for interprofessional practice.
Many contexts have been explored in the literature.
Review potential opportunities in participants context(s).
Mental health
Renal failure

4. 4-week interprofessional education student “placement”
Sample interprofessional education placement schedule
Psychology
Physio OT
Social Work RN
Pharmacy
Medicine
Jan
Dec
Nov
Feb
4-week interprofessional education student “placement”
[FACILITATOR NOTE: ANIMATION IN SLIDE – NEED TO USE SLIDE ADVANCER TO REVEAL].
ACTIVITY—Allow 10 minutes
Have groups discuss potential interprofessional activities that could be provided to students during this 4 week overlap in their schedules at this site.
DEBRIEF—Allow 5-10 minutes
Have each group share one idea.
Link this discussion to next slide – having highlighted possible activities now need to focus on how make sure the activities are effective.
Setting X
(Brewer, 2014)

5. The critical elements - reflection and debriefing
Key ingredients for interprofessional education and practice
2+ professions
Significant interactivity between participants occurs
Opportunity to learn about, from and with each other
Teaching/learning moments are explored to highlight
Contributions of team members
How team members can better work together
Strategies for interprofessional communication
The critical elements - reflection and debriefing
Remind participants of this from previous module.

6. Students learn best when
Motivated
Environment is supportive and safe
Clear goals are set
Information is relevant to their learning objectives
Learning reflects the real world practice experiences
Information is pitched at appropriate level
Actively involved
Receive regular, constructive feedback
Given time for reflection
Literature on adult learning informs how we facilitate interprofessional education.

7. Curtin’s student learning outcomes
Students will be able to: 
Describe their professional knowledge, skills, attitudes & values & limitations relevant to these.
Describe the contribution of other professions to health service/care.
Demonstrate effective communication with clients, relatives, students, health professionals & relevant staff to ensure safe, high quality service/care.
Work in partnership with the client & other professionals to plan, implement & evaluate evidence-based service/care including referring on as appropriate.
Facilitate effective team interactions & provide leadership when appropriate.
Evaluate the outcomes of interprofessional team collaborations & own contribution to these & suggest improvements.
[FACILITATOR NOTE: PRIOR TO DELIVERING MODULE READ BIGGS (2003).]
Discuss constructive alignment process (Biggs, 2003).
Outcomes → learning experience/activities →assessment of outcomes.
Example of outcomes from Curtin University’s IPP programme.
Need to link these outcomes to students future learning practice as health professionals.

8. Practice-based interprofessional education model
Students from different professions within their concurrent uniprofessional placements e.g. capturing opportunities for collaborative practice with clients – red flag cases, team meetings
Complementary students activities that are external to concurrent uniprofessional placements - lunchtime meetings, study days & events, shadowing & interviewing other professions
Dedicated interprofessional team-based placements providing planned interprofessional interventions with clients – training wards
Different methods that can provide effective interprofessional education experiences for students such as those described in the pre-reading by Barr & Brewer (2012).
ACTIVITY –Allow 5 minutes.
Briefly discuss how you could adapt these to interprofessional education experiences for staff?
Refer participants to additional activities in resource file – tip sheet for staff and supervisors, interviewing/shadowing a team member and participation in team meetings.
(Barr & Brewer, 2012)

9. Interprofessional Multiprofessional
Multiprofessional to interprofessional
Multiprofessional
Interprofessional
Previously established the difference between multiprofessional and interprofessional.
Often can take what doing currently that is uni - or multiprofessional and tweak to make more interprofessional.
ACTIVITY – Allow 5 minutes.
You have a panel discussion on the management of diabetes, followed by a Q & A session in your workplace. How could this be made interprofessional? Generate ideas at your table.
DEBRIEF –Allow 5 minutes.
Share 1 idea from each group.

10. What does an effective facilitator do well?
ACTIVITY – Allow 15 minutes.
Reflect on your own experience of any learning experiences you have facilitated or participated in. Based on this identify what an effective facilitator does well.
What does an effective facilitator do well?
10 minute brainstorm in small groups.
Large group debrief: each group to share 1 or 2 ideas.
Point out process – trust the group to have the knowledge demonstrated here. Link the participants’ responses to what the literature has found (next slide).

11. Effective group facilitator…
Plans the learning experience
Outlines the learning objectives
Understands group dynamics & individual behaviour within the group
Deals with difference & similarities of professions
Acknowledges the influence of power & status
Promotes thinking & problem solving
Making language barriers explicit
Dealing with emotion & conflict
Unmasks assumptions
Encourages interaction
Highlights clinical relevance
Uses cases well e.g. expands cases or generalises issues to other situations
Summarises the discussion
The listed outcomes are from Howkins & Bray (2008) study of effective interprofessional education facilitators in the UK, and Steinert’s (1996) qualitative study of small groups of medical students with their facilitators.
Refer participants to relevant handouts in resource file – interprofessional facilitation scale, interprofessional practice facilitator guidelines and outcomes (PIPE project, sample weekly timetables).

12. The facilitator embraces…
Difference
Diversity
Responsibility
Risk taking
Individuality
Conflict
Listening
Think about how these link to own interprofessional practice.

13. An interprofessional facilitator is…
“Someone who embraces the notion of dialogue, is self- aware, learns with the group but is able to provide the appropriate learning resources and creates an environment for effective interprofessional education”.
(Howkins & Bray 2008)
In summary, the facilitator …
Has a learner-centred approach which invites learner to take full responsibility for decisions, actions and consequences.
Trusts that the learners have most of the material that you want to teach and have them teach each other. Students discover it from each other and for themselves.
Key role of the facilitator is as a coach or guide of process rather than a content expert.

14. Icebreakers & interprofessional education
Create a relaxing, safe learning environment – socialising as a start to building relationships
Build trust, respect & support
Enhance professional identity
Create inclusion & celebrate diversity
Encourage leadership & self-direction
Foster cooperation & teamwork
Need to build a foundation for collaboration – ice breakers can facilitate this.
Apply to clinicians – team building within their setting and first day with student group.
Suggested icebreaker activities in resource file.

15. Team feedback considerations
What
Why
When
Who – facilitator, self and/or peer
How
Tip – check in, check up, check out
Feedback is a critical component of the learning process.
Always consider:
What feedback you are giving and why you’re giving it
Will feedback just be from you or also from other staff, clients, etc.
How will you give feedback and when?
Refer participants to the 7 stages of feedback handout in resource file.
Model check-in and check-up throughout the programme. Pause here to highlight an example of where facilitator (s) have done this during the programme.

16. Ask team to self-assess
How did we do today as a team?
What enabled/supported our collaboration?
Were team members heard & respected?
Was there anything that happened today that interfered with your ability to contribute?
Is there anything that could improve our team’s collaboration?
Discussed assessment and evaluation in previous module.
Can use a validated team assessment tools such as CPAT or AITSC for staff or Curtin’s IP Capability Assessment Tool for students.
Self assessment which relates to reflection is critical. Need to do this as an individual team member and also as a whole team.
Focus on investment, engagement, ownership & empowerment – want the team to co-construct and address the issues.
Needs to be embedded in all meetings.

17. DVD scenario: medications
Observe facilitator, how might you have intervened as an interprofessional education facilitator?
What did they do? How did this impact on the students?
[FACILITATOR NOTE: ENSURE ACCESS TO DVD PLAYER. SHOW PARTICIPANTS CLIP 6 “MEDICATIONS” FROM THE “FACILITATING INTERPROFESSIONAL COLLABORATION WITH STUDENTS” DVD. ADVISE PARTICIPANTS THAT THE CLIP IS A ROLE PLAT AND THAT IT IS NOT INTENDED TO REPRESENT ANYTHING ABOUT ANY INDIVIDUAL PROFESSION.]
ACTIVITY – Allow 15 minutes
Ask participants to critique and discuss key issues raise in DVD.

18. Your impact on others Visible Doing Invisible Experience Knowledge
Feelings
Expectations
Assumptions
Attitudes
Beliefs
Values
[FACILITATOR NOTE: ANIMATION IN SLIDE – NEED TO USE SLIDE ADVANCER TO REVEAL].
Participants should have read Wee & Goldsmith (2008), Chapter 5., in Howkins & Bray (2008) in preparation. This image represents what Fish and Coles (1998) referred to as the “Iceberg of professional practice”.
As we mentioned at the outset, the evidence shows that the critical factor in the students having a positive experience in interprofessional education is you the facilitator.
Ask participants to also consider how they might have interviewed in the last DVD scenario – highlight the need to be mindful of the impact that you have on others.
(Wee & Goldsmith, 2008)

19. Role play facilitation
Objectives:
Recognise & describe specific interprofessional group dynamics that occur
Practice (or describe) specific interprofessional facilitation strategies
Contribute to the debriefing
Debrief led by observer – facilitator first, then team members, finally observer
Note where the interprofessional capabilities are emerging so that you can name & explore them
ACTIVITY - allow 20 minutes.
Highlight objectives of this activity which provides an opportunity for participants to take their knowledge gained to date and role play facilitating an interprofessional group.
Direct participants to role play handout in resource file.
Ask participants to move into small groups and find own space (without a table between them). Participants can go out of the room if suitable but nearby so that they can return to the room quickly. Assign a time keeper within the group to help manage this.
Refer to next slide.

20. Facilitation practice
Read case description
Choose character name – name tag
Choose one facilitator, one observer and a time keeper
Remaining select a professional role from handout
Role play for 10 minutes followed by 10 minute debrief
Respond to the facilitation
More detailed debrief guidelines are in resource file.

21. Key messages/tips As an interprofessional facilitator:
Plan your interprofessional education with your objectives/outcomes in mind
Know your group/team (be prepared)
Consider co-facilitating
Be mindful of your own verbal & nonverbal communication
Be an authentic role model of interprofessional practice
Attend to group process
Follow the 7 stages for providing team feedback
Link effective team collaboration & client care (need to balance task & process)
Ensure team decision making
Summary as per slide.

22. Strategies to develop interprofessional education facilitation skills
Shadow experienced interprofessional education facilitators - observe, make the implicit explicit & debrief together
Seek a mentor
Co-facilitate - coordinated, purposeful, shared preparation & planning
Provide graded support to novice facilitator
Engage in formative & summative interprofessional education evaluation – formal or informal
Promote critical thinking re: process and effect of interprofessional education
Establish a group of interprofessional education facilitators to pool resources
Read literature
(Howkins & Bray, 2008)
Numerous strategies available.
Seek support from your organisation.

23. Reflection: you as a role model Reflect on your own collaboration
– What are your strengths in collaboration?
– What enables collaboration on your team?
Students and colleagues will learn from what you do much more so than what you say
– Consider how your actions role model collaboration
– What might a student infer from what is seen?
ACTIVITY – Allow 5-10 minutes.
Ask participants to pause for personal reflection.
Ask participants to write down their commitment to a behaviour that will ensure you are a good role model for interprofessional collaboration.

24. Think-pair-share
From what you have learned and experienced today, what opportunities are emerging for you to advance interprofessional education/interprofessional practice in your setting?
ACTIVITY – Allow 5 minutes.
Ask participants to pair with the person next to them to share ideas.

25. Support for the production of this resource has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this Power Point do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.  
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