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Interprofessional Education in Allied Health


Interprofessional Education in Allied Health Caroline Robinson, Annette McLeod-Boyle, Kristy Robson, Narelle Patton, Lauren Blatchford. DO NOT PLACE ANY TEXT OR ... – PowerPoint PPT presentation

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Title: Interprofessional Education in Allied Health

  • Interprofessional Education in Allied Health
  • Caroline Robinson, Annette McLeod-Boyle, Kristy
    Robson, Narelle Patton, Lauren Blatchford.

  • Background
  • Interprofessional working in the Allied Health
  • Clinic
  • Themes for consideration
  • Future directions

  • Charles Sturt University (CSU) was established in
    1989 as a
  • multi-campus institution.
  • It is a progressive University well-known for its
  • approach to education and applied research.
  • Through our network of campuses,
  • and in close association with industry,
  • professions and government, we are
  • committed to maintaining a course
  • and research profile to meet the needs
  • and supports the aspirations of our
  • communities, and contribute to the
  • enrichment of inland Australia.

  • The Faculty of Science has more than 7500
    students and over 350
  • staff.
  • The School of Community Health hosts courses in
  • Health and Rehabilitation Science
  • Occupational Therapy
  • Physiotherapy
  • Podiatry
  • Speech Pathology

The Allied Health Clinic
  • The Allied Health Clinic on the Albury campus was
    established in 2001, initially to provide
    clinical placement experience for podiatry
  • It currently operates 48 weeks of the year.
  • Managing up to 240 clients per week.
  • Up to 85 students and 12 clinical educators
    engage in workplace learning each week.

Community Engagement and Wellness (CEW) Centre
  • This new centre is scheduled for development on
  • the Thurgoona campus, situated close to the
  • Dental and Oral Health Clinic.
  • It will provide purpose designed spaces for
  • and social care provision to the community, by
  • undergraduate students working in an authentic
  • interprofessional setting. Due for completion end
    of 2012.

Interprofessional opportunities within the Allied
Heath Clinic
  • 2006-7 Podiatry and Pharmacy students
  • 2007-present Podiatry and Physiotherapy
  • This collaboration was further developed
    in 2009 to form the Musculoskeletal Clinic
  • 2009-present Podiatry and Occupational
    Therapy students

Interprofessional education
  • Occasions when two or more professions
  • learn with, from and about each other to
  • improve collaboration and the quality of
  • care (Curran, Sharpe, Forristall, 2007).

Interprofessional practice
  • Aims
  • Improve knowledge and skills through
    collaboration, mutual respect and effective
    communication (Conway, 2009)
  • Improve professional relationships, increase
    efficiency and coordination, and enhance patient
    health outcomes (Curran et al, 2007)
  • Improve service delivery and patient care
    (Hammick et al, 2007)

Focus group discussions with occupational
therapy, physiotherapy and podiatry students have
highlighted relevant issues for interprofessional
Client focused care
Inter-professional working
Extending practice knowledge
Professional communication
Becoming a practitioner
Interprofessional working
Scope of practice
Different perspectives
Reinforcing stereotypes
To see how the different allied health
professions work together and to show us that
were not all separate, but we do actually work
together a lot within our professions (2nd year
Understanding how another AHP practices
Addressing prejudices
Challenging the taken for granted
Referral to another practitioner
Client focused care
Holistic care
Enhancing client outcomes
Enhancing compliance
Complex case management
It enables you to take two different approaches
to the problem, so youre more likely to have a
better outcome for the client. So Ive had
physios look at lower back and knee issues and
Ive looked at what I can do for the foot,
orthoses or something, and weve combined the two
things (3rd year Pod).
Continuity of care
Family and carers
Client communication
Client overload
Extending practice knowledge
Learning from other practitioners
Enhancing understanding
I learnt how to feel your core stabilisers so
when to feel youre actually contracting your
pelvic floor and how to get a client to feel
that. I never learnt that through our Podiatry
stuff, but then I did it myself a couple of weeks
after I learnt it with the physio class, just as
myself as a Podiatrist (3rd year Pod).
Broadening perspective
Sharing knowledge
Student as educator
Professional communication
Record keeping
Professional terminology
I dont have a blue clue what theyre on about
when theyre explaining something to you, they
just start talking in Podiatry talk and youre
like no I dont have any idea what youre saying
(2nd year OT). Its really hard if your last
patient was seen by a physio and youre the next
person to see the notes, then to decipher what
theyve written, cause they dont do SOAP notes
like we do (4th year Pod).
Becoming a practitioner
Accepting responsibility
Appreciating your own limitations
Feeling valued
But I think at the same time they do see us not
as a full professional but they have a quality of
respect for what were saying. Theyre not just
going to be like, oh theyre just a student they
dont really know. It was good to see that they
had taken on board what were saying and how
were treating them. Its working as well, thats
exciting (3rd year PT).
Gaining confidence
Mutual respect
Facilitating interprofessional learning
Supervisor behaviour
Continuity of supervision
Structuring the IP learning experience
Role modelling
The way they check your notes they just read
over them but gave you a tip for next time, not
actually criticise so you werent scared to write
it the next time (2nd year OT). They wont
stand there and watch you do the treatment or
watch you give them the exercises or watch you do
the assessment, you actually do it yourself. And
I think it shows their confidence in you (3rd
year PT).
Enabling student participation
Expectations of students
Pre-placement preparation
Environmental factors
But when you come into a new situation on the
first day, youre not going to be able to get in
there and do it. I mean it would take a fairly
special person to be able to come in to a whole
group of people you dont know and just perform.
So coming in more than once would be beneficial
(Year 3 Pod).
Social networking
Time management
The balance of power
Differing levels of experience
Too many opinions
Poor practice
They know exactly what theyre doing and they
look so suave and theyve got it all sorted and
then we come in and were like, what the hell are
we doing in here? (2nd year OT).
Dealing with conflict
Preparation for the workplace
Different to other placements
I think being able to just spend more time
working in the interprofessional clinics.
Especially if you go into a hospital setting or
something like that you will be working with a
multidisciplinary team, so its really important
to have developed those skills (3rd year PT).
Need for additional clinical experience
Preparation for external placements
Shared learning works well when there is a common
goal, mutual respect, mutual benefit and a
balance of power between the different groups
Between different groups of allied health
professionals shared learning promotes respect
for, and a deeper understanding of, the role of
each health professional within the
multidisciplinary team.
Future Directions
  • The development of the Community Engagement and
  • Wellness (CEW) centre will provide many diverse
  • opportunities for interprofessional learning and
  • Podiatry
  • Physiotherapy
  • Occupational Therapy
  • Speech Therapy
  • Health Rehabilitation
  • Pharmacy
  • Psychology
  • Nursing
  • Dietetics
  • Exercise Physiology

Thank you to
  • The other members of the project team
  • Kristy Robson (Podiatry) and Narelle Patton
  • The research assistant
  • Lauren Blatchford
  • The undergraduate allied health students for
    participating in
  • these clinics and for attending the focus groups.
  • The clinical educators, Allied Health support
    staff and
  • fieldwork coordinators, for their support of the
    UG students.

  • Conway, J. (2009). Implementing interprofessional
    learning in clinical education Findings from a
    utility-led evaluation. Contemporary Nursing,
    32(1-2), 187-200.
  • Curran, V.R., Sharpe,D., Forristall, J. (2007).
    Attitudes of health sciences faculty members
    towards interprofessional teamwork and education.
    Medical Education, 41, 892-896.
  • Hammick, M., Freeth, D., Koppel, I., Reeves, S.
    Barr, H. (2007). A best evidence systematic
    review of interprofessional education BEME guide
    no. 9. Medical Teacher, 29, 735-751.

Select one of the issues highlighted in this
presentation which is of interest to you and
discuss how you would address this issue to
enable successful interprofessional collaboration.