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Assessment of IPL

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Title: Assessment of IPL


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Assessment 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
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Centre for Interprofessional Practice
Interprofessional Learning (IPL) programme
Pre-registration
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Overall 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.
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Theories 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.

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Professions 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)

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Learning 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.

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Aim 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.
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Brief outline of IPL1
Lindqvist et al, 2005a
  • Small multi-professional groups (6-8 students)
  • Set in the classroom for 7 consecutive weeks
  • Case-based learning
  • Students produce a joint management report and a
    presentation
  • Each group is supported by an educational
    facilitator throughout

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Brief outline of IPL1 cont.
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Assessment used in IPL1
Formative assessment
  • Joint Report
  • 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.

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  • 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.

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  • 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?

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Aim 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.
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Brief 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.

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Outline 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.

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CIPP 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?

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Assessment 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.

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Pass/ 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.

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Future plans...
IPL1
Classroom based
IPL2
Integration into practice
IPL3
Involvement of patients
IPL4

Opportunities to specialise
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Any comments most welcome!
Centre for Interprofessional PracticeInstitute
of HealthUniversity of East AngliaNorwich, UK
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