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