Title: Assessment of IPL
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3Assessment of IPL
-
- Dr Susanne Lindqvist
- s.lindqvist_at_uea.ac.uk
Special Interest Group Meeting Nottingham 15th
June 2005 Interprofessional Learning Assessment
Underpinned by Theory
4Centre for Interprofessional Practice
Interprofessional Learning (IPL) programme
Pre-registration
5Overall aim of the pre-registration IPL programme
To develop the knowledge, skills, attitudes and
behaviour that facilitate effective
interprofessional team working from the very
beginning and throughout the students training.
6Theories underpinning thepre-registration IPL
programme
Includes
- Adult Learning as the programme is problem
based and aims to stimulate reflective and
self-directed learning
- Contact hypothesis as the programme encourages
interaction between students and the students and
their facilitator, in a safe environment.
7Professions involved in the pre-registration IPL
programme
- Occupational Therapy (70)
- Medicine (130)
- Speech and Language Therapy (20)
- Midwifery (20)
- Operating Department Practitioners (20)
- Physiotherapy (70)
- Nursing (270)
- Pharmacy (80)
8Learning objectives
For students to
- identify key principles that facilitate effective
interprofessional team working
- understand why improvements in interprofessional
practice (IPP) are important to patient care
- describe their own role as a health professional
as part of a multi-professional team
- learn about the role of other health care
professionals and how they would collaborate to
provide the best patient care
- begin to understand the benefits of and
constraints on interprofessional team working.
9Aim of the first level of IPL - IPL1
To give first-year health care students an
opportunity to work in multi-professional groups
around a case scenario to explore each
professions role within a team.
10Brief outline of IPL1
Lindqvist et al, 2005a
- Small multi-professional groups (6-8 students)
- Set in the classroom for 7 consecutive weeks
- Students produce a joint management report and a
presentation
- Each group is supported by an educational
facilitator throughout
11Brief outline of IPL1 cont.
12Assessment used in IPL1
Formative assessment
- To aid the students in writing the report they
receive 12 questions that relate to the case
scenario and wider issues related to
interprofessional working.
- Each facilitator is provided with a marking sheet
where they rate each question as poor, good or
excellent.
- Each report is double marked blind marking.
- Each group will receive one overall mark and
constructive feedback from both markers.
13- Peer assessment of presentations
Each group in the audience will comment on
- what was good about the way in which the students
presented their work and the content of the
presentation
- how the students could have improved the way in
which they presented their work and the content
of their presentation
- how the students demonstrated their understanding
of interprofessional working.
14- Self assessment of each group
Each group will consider the 5 key principles
that they, at the outset of the programme, agreed
facilitate effective interprofessional team
working and address the following questions
- Which one(s) of their key principles were they
particularly good at and why?
- Was there anything else they were good at?
- Which of the key principles could they have
improved upon and why?
- Was there anything else that they could have
improved upon?
15Aim of the second level IPL2
To give second-year health care students an
opportunity to work in multi-professional groups
around a case scenario and to stimulate students
to reflect, whilst on practice, on how members
of a multi-professional team collaborate to
provide the best patient care.
16Brief outline of IPL2
- Students meet 3-5 times (3 of which are
compulsory) during their second year in their
multi-professional groups to discuss issues
around a case scenario and issues related to
communication in particular.
- The case scenario is based on
- communication within the multi-professional team
- communication between the multi-professional team
and the patient.
17Outline of IPL2 cont.
- In preparation for these meetings, students
- Discuss communication within the team with two
other health students.
- Have a ½ day shadowing experience with a health
professional. Discuss communication between the
team and the patient.
- Write 2 reflective statements on each of the
above mentioned experiences, using either their
own or the CIPP reflective model.
18CIPP reflective modelKolb (1984) and Driscoll
(2000)
- EXPERIENCE REACTION
- (something that has happened in your clinical
experience) - What happened?
- What did I see?
- What was my instinctive reaction?
- What did I do?
- PLANNING FOR FUTURE EXPERIENCES
- (formulating new understanding and ways of
acting) - Do I need to prepare myself in case a similar
situation happens again? - What can I do differently if a similar
situation happens again? - What have I learnt from this experience?
- INITIAL REFLECTION
- (analysing the experience)
- What did I think?
- How did I feel at the time of the event?
- MAKING SENSE OF THE EXPERIENCE
- (finding meanings, justifications and rationale
for your actions) - Why did I feel or think in the way that I did?
- What am I thinking now?
- How am I feeling now?
- What were the effects of what I did (or did
not) do? - What could/ should I have done or thought
differently?
19Assessment used in IPL2
Formative assessment
- Reflective statements (2)
- To aid the students in writing the reflective
statements students may use the reflective model
provided by CIPP.
- Each statement is double marked blind marking.
- Each student will receive constructive feedback
of each piece from both markers.
- Each student will receive a final, combined mark,
for - both statements at the end of the programme.
20Pass/ fail during IPL
- Students are formatively assessed.
- Students can only fail the IPL programme if they
dont attend.
- In IPL1 students need to attend 5/7 meetings.
- In IPL2 students need to attend 2/3 meetings.
- CIPP keeps a record of absence and contacts
students who are at risk of failing.
- Each school decides if a reason for absence is
legitimate or not.
- Students receive a certificate of attendance
together with formative marks and constructive
feedback after each level of IPL to add to their
personal portfolio.
21Future plans...
IPL1
Classroom based
IPL2
Integration into practice
IPL3
Involvement of patients
IPL4
Opportunities to specialise
22Any comments most welcome!
Centre for Interprofessional PracticeInstitute
of HealthUniversity of East AngliaNorwich, UK