Transcript Medical Science ( PPT 609KB)

Inter-Professional Learning for
Non-Clinical Health Science
Students
IPL Symposium
31st Oct 2014
Indu Singh
Griffith Health Group Vision
Griffith Health will, through leadership and
innovation in teaching, research and
community engagement, create sustained
improvements in all aspects of health and
health care for the local, national and
international communities
Inter-professional Collaboration
 Health Group recognises for the vision to be
achieved and for human health to continue to
improve in the 21st Century, it will be essential for
health care workers to develop and utilize high
level competencies in inter-professional
collaboration
 Both the Griffith Health Strategic and Operational
plans emphasize the Group's commitment to this
area through identifying it as one of the priority
programs areas within Health IDEAS
What Could We Do To Include
Generic Health Program Students?
Griffith Health schools needed to review curricula to
incorporate and/or build upon existing IPL activities
For the programs that do not lead directly to
qualification as a clinical health professional, a
modified range of inter-professional learning
activities had to be investigated
Role of IPL in Non-Clinical Health
Professional training
 Increased access to health care
 Improved outcomes for people with chronic
diseases
 Less tension and conflict among caregivers
 Better use of clinical resources
 Easier recruitment of caregivers
 Lower rates of staff turnover
Lemieux-Charles L, et al. What do we know about health care team
effectiveness? Med Care Res Rev 2006;63(3):263–300
Why MSC generic health programs
require IPL?
 IPP is defined as, “participation of all members of
the team involved in direct and indirect health
service delivery to accomplish common goals of
improving health care”
 Graduates of generic and allied health science
programs tend to administer and manage projects in
health care industry and research
 Prevention and management of chronic disease in
individuals has become health care priority
Clinical service professional students experience with
a real life, work integrated, learning experience of
practice in an inter-professional team, under
supervision
This is an issue for generic degrees, Med Lab
Science students will meet this requirement while
on clinical placement, but what can we do with
Health Science and Biomed Science???
IPL – Phase 1 Foundation Year
Course: Health Challenges in 21st Century
A core course for the first year students
from all MSC programs
IPL – Phase 11
Courses: Molecular Medicine & Haematology II
Core courses for all 3rd and 4th year Biomedical
Science and Medical Laboratory Science
students and elective for many other programs
across the school
IPL Activities
Communication skills & Workshops
 Communications Lecture
» Delivered by Linda Humphries
 Communications Work Shops
» Coordinated by Pit Chan, Heather de Watteville-Doe,
Linda Humphries and Simulated Persons/Patients
 IPL Workshops
» Designed and coordinated by academics of MSC and
Pit Chan under guidance of Gary Rogers
Learning Outcomes: IPL Exercises
 Work effectively in a team, both as team member & leader
 Describe the potential barriers to effective teamwork &
strategies through which they may be overcome
 Express professional opinions competently, confidently &
respectfully to colleagues in any health related profession
 Listen to the opinions of other health professionals (directly
or indirectly involved in patient care) effectively &
respectfully, valuing each contribution in relation to its
usefulness for the patient, client or community concerned
rather than on the basis of the professional background of
its contributor
Adapted from The Framework for Interprofessional Learning at Griffith Health 2011-2014
IPL – Students and facilitators
 Teams
» 109 students divided into about 18 teams of 6 students
each
 Student cohorts
» Biomedical Science 3rd year, Med Lab Sc 3rd & 4th year,
Nursing PG & Med Sc
 Facilitators
»
»
»
»
Health IDEAS staff involved in IPL
Simulated patients
MSC academics
Demonstrators and other volunteers
Communication Lecture & Workshop
 Students spent 20 minutes to discuss material
presented at the communication skills lecture
before the start of the first simulation
 Each student worked for about 10 minutes with a
SP who enacted a case scenario created to try
communication skills provided in the lecture
» Rest of the students from the group observed the
interaction through a one way glass window.
 Following the simulation, the student who was in the
simulation received feedback from all the observers and SP
IPL – Scenarios for workshop
4 scenarios discussed and presented by 4 groups each of 6
students formed from different disciplines and programs
Student groups did not change between communication and IPL
workshops
 Group A – Leadership, Teamwork, Efficiency and
Communication
 Group B – Serious Hazard of Transfusion (SHOT) and
Transfusion Policy
 Group C – Ethics, Teamwork, Communication and Working
with community
 Group D – Case management of chronic disease
IPL – Scenarios for workshop
 Group A – Leadership, Teamwork, Efficiency and
Communication
» Due to the global financial downturn, each department of a major
biomedical corporation must increase efficiency by 5%
» The departments in the organisation include laboratory testing,
research unit, drug development, quality improvement & assurance,
occupational health and safety, biotechnology (engineering), IT,
administration, management, finance, and marketing.
 Team Challenge:
» Role play as each department manager
» Device a strategy to meet the above scenario
» What sort of things can they do as individual department to improve
efficiency or increase sales?
» Should they try to understand the needs and different users point of
view with patient care as primary focus before making any cuts?
IPL – Scenarios for workshop
 Group B – Serious Hazard of Transfusion (SHOT) and
Transfusion Policy
» Emergency blood transfusion required for an elderly patient, with
multiple lapses in judgement from ordering of blood, collection and
transport of sample, testing and administration of blood
» Due to time constraint certain guidelines were also overlooked, as a
result the patient had a transfusion reaction
 Team Challenge:
» Knowing that 50% of transfusion reaction events are attributed to
multiple errors, students to discuss all possible sources of errors in
the above scenario
» What sort of things can they do as a Blood Transfusion Committee
to improve safety for the patients and reduce the inefficient use of
blood products donated by public?
IPL – Scenarios for workshop
 Group C – Ethics, Teamwork, Communication and Working
with community
» A group of junior scientists assigned to the team involved in the
recruitment of participants after obtaining Human Research Ethics
Committee’s (HREC) approval
» The research proposes to explore the relationship between health
professionals and people with mental health issues in a small,
socially closed rural community with a lot of social problems. A
“dual relationship” exists in this community because patients are
likely to know their health professionals both socially and
professionally
 Team Challenge:
» Are the team leaders concerned these dual relationships may
cause a conflict of interest, or affect the treatment of the participants
they are trying to recruit? How will they proceed?
IPL – Scenarios for workshop
 Group D – Case management of chronic disease
» An elderly lady with NIDDM prescribed medication and asked to
change her life style and see the diabetes care plan professionals
without lot of guidelines or support
» She made appointments with a dietician, exercise physiologist ,
podiatrist and ophthalmologist
» She went to pharmacy and was asked about her condition, other
medications, treatment plan.
» She felt conflicting suggestions were made by pharmacist who did not
have any information from her GP
 Teams challenge:
» How to support the patient and deal with the lack of communication
between care providers?
Facilitators Checklist & Debriefing
Group
Team work

Collaboration
 Division of tasks
Leadership
Communication

Active listening

Non-verbal
communication

Paraphrasing
 Empathy
Valuing self and others
contributions
 Respect
Ethical issues
Group
Reflections and Assessment
 Students submitted reflections (draft for a feedback) followed by final
reflections for grading as part of Molecular Medicine assignment
 Students were given reflection writing guidelines (questions to guide
reflections based on learning objectives and facilitators feedback) and
 Following marking rubric was used by students as guideline as well
(modified to fit the purpose from Griffith University Affective Learning
Scale (GUALS provided by Gary Rogers)
1
No
Evidence
of affective
learning
Team work
Leadership
Communication
Valuing self &
others
contributions
Ethical issues
2
Evidence of
noticing some
aspects of
experience
3
Evidence of
some reflection
of the personal
experience
4
Evidence of
some value of
the experience
to the student
5
Evidence of
significant
impact on the
student’s value
Student Feedback: Communication
skills lecture & workshop
1.The workshop was well organized
strongly
disagree disagree neutral agree
1
8
strongly
agree
8
2.I received helpful feedback on my performance
3
14
3.The workshop engaged me in learning
6
11
4.The lecture prepared me for the workshop
5
9
3
5.Overall I am satisfied with the quality of this workshop
1
7
9
Most free comments reflected:
• Benefit of personal feedback on how they can improve & understanding the way
different SPs communicate and thinking about what I would do if I were interviewing
• Listening skills- being able to listen and give back sympathetic and empathetic
• Difference between open and closed questions
Student Feedback: IPL Workshop
 A survey with 19 questions was completed voluntarily by students
(questionnaires are yet to be analyzed)
 Overall Qualitative feedback (open end questions ands
reflections) was positive (well received and appreciated)
» Reflections indicate students understood how other health
professionals perform in the real world and provided them with the
sense of comradeship
» They felt they could identify people’s real strengths and enjoyed
learning with and from each other
» They could view a situation from different angles and realized
students/professionals from different backgrounds need to
contribute effectively and efficiently to patient & community care by
understanding each others role and perspective
MSC Facilitators
Feedback
 The preparation the students had was good and from speaking with them
they all enjoyed the role playing/acting sessions
 Really impressed with the mature way the students approached to
scenarios and the way they self facilitated their groups
 Very valuable learning experience for our students, enjoyed being
involved, it was an excellent addition
 Learning to interact or making then aware of just how many different
categories of people they are actually going to encounter in their careers,
is rather crucial
 I was lucky enough to be able to sit in on the first session with PC and I
found it was so informative and useful for following IPL workshop
 I think it is a positive step forward in the students training
 Watching the students interact with a wider group and having to come up
with a set of common goals is in fact a reality in the “real world”
 IPL activities were a great learning exercise for students to analyze,
troubleshoot and find ways to work-around the scenarios that they would
face in the workforce.
Acknowledgements & Thanks
School of Medical Science
Health IDEAS & IPL team
 Dr Roselyn Rose’Meyer
 Leon Christopher
 Dr Dean Pountney
 Helen Bodell
 Dr Jessica Vanderlelie
 Niki Edwards
 Dr Helen Massa
 Leisa Petersen
 Dr Helen Irving-Rodgers
 Karen Lynch
 Mrt Abishek Santhakumar
 Mr Stephen Smith
 Ms Pam Taylor
Nursing
 Ms Julie Shaw
 Ms Yun Mi Nguy
All SPs