Extra Resources
Dalhousie Sample Templates
Dalhousie Learning Taxonomy [NewTab]
A table developed by the Interprofessional Education Coordinating Committee (IPECC) at Dalhousie to help understand the different levels of IPECP design. This taxonomy highlights the continuum of learning activities by bridging principles from revised Bloom’s taxonomy (a framework for categorizing educational goals) and Miller’s modified pyramid (a framework for assessing clinical competence) together with the levels of IPE experiences as described by the University of Alberta.
Dalhousie Mini Course Application [NewTab]
This sample mini course application provides information about IPE mini course designs, and their approval process at Dalhousie University.
Professional Behaviour Rubric (PBR) Guide [NewTab] and PBR Fillable Form [NewTab]
The professional behaviour rubric (PBR) is a resource developed to assess students’ levels of professional behaviour, through a checklist of 17 behavioural markers. Each item includes a section where the assessor can provide an example of how the behaviour was or was not achieved.
IPECP Games and Activities
Features 5 families with 4-6 case studies (and questions) each that students can work through to practice problem-solving a wide variety of healthcare concerns. Equity, diversity and inclusion are incorporated throughout the complex family dynamics involved. Case studies were designed for undergraduate nursing students, however other health professions (e.g. physiotherapy, medicine, occupational therapy, social work) are mentioned in case studies.
Online learning game where students help a teen struggling with their mental health, through videos, medical document reviews, questions and interactive images. Shows different healthcare provider’s (HCP; doctor, social worker, nurse, paramedic) interactions with the patient from both the patient’s view and the HCP’s view. The simulation concludes with a list of questions to be used for a debrief session.
IPE virtual simulation [NewTab]
Game about infection prevention, which takes participants through the perspective of the nurse providing care for Nina, an injured child using videos, interactive images and questions. This activity is interprofessional (includes 2+ different professions and their role in the description (Nurses, Occupational and Physical Therapists)), but authors are only from a nursing background. The resource finishes with a simulation content quiz and a set of reflection questions for students.
Students reflect on the care plan made for Dora, an elderly woman at risk of falls. Includes 2 videos features the team meeting (conflict and resolution) between Dora’s nurse, doctor, pharmacist and her dog’s (Ben) veterinarian. There is a downloadable presentation to guide the activity (including discussion questions), and a student handout outlining the patient case, health provider roles, and team conflict.
Students work through the process of providing care for Simon, a young boy who is having difficulty breathing. This simulation shows different healthcare provider’s interactions with the patient from both the child’s view and the HCP’s view. It includes embedded interactive questions, and there is an option to export a report of participation in the activity at the end of the simulation.
IPECP Research Papers
Discusses the barriers of interprofessional training and explores digital IPE design considerations based on theory and research. Found challenges to training include highly specialized and complex healthcare systems and stereotyping toward different professions. To address these challenges, it was suggested to use online learning systems that foster digital student interaction, videos, explanations of processes in steps, and include synchronous components for active participation.
Approaches to IPE [NewTab]
Investigates the processes and learning models behind designing and implementing IPE programs. Found the most used delivery styles were simulation, online learning and PBL. In the UBC model of learning processes and interprofessional socialization framework stages, the highest number of studies had programs in the “awareness and exposure (uniprofessional identity)” phase, followed by the “immersion and application (interprofessional role learning)” phase (p. 5). The study researched undergraduate curriculums across many professions, including medicine, nursing, physiotherapy, nutrition, pharmacology, radiology, and respiratory therapy.
Paper discussing three best practice models of interprofessional education- an interprofessional experiential learning course at the Rosalind Franklin University of Medicine and Science, a family healthcare visit program at the University of Florida and an interprofessional simulation at the University of Washington. Programs involve many professions- Nursing, Medicine, Clinical Laboratory, Radiation, Psychology, Pharmacy, Public Health, Dentistry, Physiotherapy, Nutrition, Social Work.
This paper discusses the criteria SIM-IPE must achieve to have the most effective outcomes (having a theoretical basis, using best practices, meeting the needs of the community and university, and having an evaluation plan). This paper recommends having evaluation tools with high reliability and validity and measuring the benefits SIM-IPE for students, patients, and workplace culture.
Guidance on Global Interprofessional Education and Collaborative Practice Research: Discussion Paper [NewTab]
Shares ideas on how to guide discussion in Interprofessional Education and Collaborative Practice (IPECP) research through identifying research strategies, models and goals. Includes a lexicon to help find agreement on IPE terminology. Suggestions for future research include: a focus on looking into the impact of IPECP, having clearer research questions and use of theories, and including students and community members in research.
This paper discusses how nursing and medical students feel after participating in IPE, and comments on how social capital theory may contribute to the effectiveness of IPE. Results showed students learned about their own and other health professions, decreased viewing healthcare as a hierarchy, and provided better care to patients.
This paper describes the best practices for IPE simulation (using a theoretical or conceptual basis, using best practices for creation of the program, identifying and overcoming obstacles, and having an evaluation plan). For evaluation, the authors suggest collaborating with those with IPE experience, using reliable and valid assessment tools, and measuring the effectiveness of the IPE program on students, patients and in healthcare.
IPE Design and Implementation [NewTab]
Outlines ways to design, implement and plan IPE sessions and groups. Recommends small group work, peer to peer teaching through student led clinics, and encouraging students to seek out feedback, so they can take initiative in their own learning. Evaluations should be strategically planned, comprehensive, align with existing theories, and learning outcomes.
IPE in geriatric Medicine [NewTab]
Looked at whether medical and nursing students are prepared to engage in case studies for geriatric IPE, their experience in IPE, and what the ideal IPE setup looks like. Results were similar whether nursing or medical students were working with each other, or if medical students were working alone- post-IPE, all groups had increased teamwork and collaboration abilities, and higher levels of positive professional identity. They suggested IPE to occur in smaller groups and take a shorter duration. To assess whether students were prepared to engage in IPE, researchers used the Readiness for Interprofessional Learning Scale (RIPLS) and added open ended questions to better understand their IPE experiences.
IPECP Workbooks
This book examines how facilitation can be used effectively to lead to group success. Topics include goal setting, planning, conflict management, negotiation, group dynamics and evaluation.
Building Bridges: Establishing a Foundation for Interprofessional Collaboration in Healthcare [NewTab]
Discusses Interprofessional Collaboration and Practice (ethics, roles, SDoH, communication, teamwork, TeamSTEPPS) guided by the US IPEC Core Competencies. Includes embedded activities like case studies with interactive questions (e.g. “Choose Your Own Adventure”).
This workbook explains how to successfully design, deliver and evaluate an IPE program using an 8-step outline (with an example). It includes a sample IPE workshop, and an evaluation form.
Guide to effective IPE [NewTab]
This workbook discusses the importance of nursing education incorporating IPE to improve patient care. Through this, it outlines how to prepare for, design, deliver, facilitate and evaluate effective IPE programs in nursing curriculums. Includes a checklist to prepare the institution for IPE, sample IPE activity outlines, and a list of best practices for facilitation. Recommendations for evaluation include regular evaluation and choosing evaluation tools that match IPE assessment goals. Assessments that only ask students about their perspectives are not recommended because they contain no objective behavioral measures.
IP-COMPASS (Interprofessional Collaborative Organization Map and Preparedness Assessment) was developed by the University of Toronto to improve students’ clinical placement settings. This resource describes the 4 step IP-COMPASS process for improving the healthcare organization and an assessment to rate organizational readiness for IPE and IPC.
A 10-page workbook by the University of Toronto, that interprofessional teams can use to identify strengths, set goals, develop a plan to achieve them, and document their progress.
IPE Workbook (based on competencies) [NewTab]
Provides overview and additional resources on US IPEC sub-competencies (Values and Ethics, Roles and Responsibilities, Communication, and Teamwork). These competencies are different than the CIHC IPE competencies (Relationship-Focused Care/ Services, Team Communication, Role Clarification and Negotiation, Team Functioning, Team Differences/ Disagreements Processing, and Collaborative Leadership), however there is some overlap. Includes many different professions (Medicine, Nutrition, Nursing, Speech Language Pathology, Pharmacy, Physical Therapy, Social Work and Occupational Therapy). This workbook includes lab exercises based on each competency, IPE readiness, and Covid-19, but the exercises have a lot of instructions related to materials that are not present (e.g. Not sufficient as standalone).
Describes why guidance on IPE is needed, outlines principles and standards to guide IPE program implementation, and provides materials facilitators can use in their IPE programs. Suggestions of principles include: making the patient the top priority in care, including IPE in all professions, and having IPE be guided by core competencies, and research.
Discusses mechanisms in interprofessional education, collaboration, and healthcare delivery that facilitate effective teamwork. To facilitate effective IPE, this framework suggests having supportive leaders and managers, creating policies that decrease obstacles to collaboration, and fostering an attitude of openness to positive changes in healthcare culture and curriculum. Identifies a lack of regular evaluation of the impact of IPE on patient delivery and care. Recommends regularly improving assessment tools and researching IPE evaluation to gain more evidence to inform techniques. Evaluation methods and tools are not discussed.
