Interprofessional Education in Action: Preparing for an IP Placement

Objective 6: Learning Activities to Achieve the IPE Objectives

Planning the IPE Sessions

After laying the groundwork for the IP placement, it is now time to determine what and how you will deliver your collaborative learning session. The IPE placement may involve various teaching and learning activities. The components that you choose will depend upon your clinical environment and how the IP placement has been organized. For example, a placement that is asynchronous will be organized very differently than a placement in which all students are completing their placement together.

Important considerations:

• Availability of team members to provide expertise to the sessions
• Patient involvement
• IT support and overall comfort with technology if on-line learning will be used
• Consistency of team members

Based on student and team feedback we recommend the IP placement include the following:

• An introductory tutorial
• Patient Shadow
• Reflective journal

Once you have decided upon the IPE curriculum, the implementation of this will depend largely on the nature of your setting and the type of placements (synchronous vs asynchronous). Because much of the curriculum is done in a group format you will want to familiarize yourself with resources on small group facilitation.

IP Teaching and Learning Website Resources

• Making Practice Based Learning Work
• UK Centre for the Advancement of Interprofessional Education
• University of Toronto

Teaching and Learning Tools

	What?	When?	How?	Who?
Introductory Tutorial	Opening tutorial to introduce students to each other and the IPE placement objectives.	At the beginning of the placement - if students are asynchronous, this should take place before the students begin their placement, or on an on-line format.	A 1-2 hour session that may take place during placement hours or in the evening. May occur within the facility or outside. Offering snacks during this initial session can foster a relaxed and sharing environment.	All students participating in the IPE placement and the IPE tutorial leaders.
IPE Foundational Skills/Common Competencies Tutorials	Tutorials that are specifically designed to address the foundational skills/ common competencies of collaborative practice. Topics may include: learning styles, teamwork, communication and conflict, scopes of practice, collaboration.	This may be a regular weekly component or embedded into case based tutorials or other learning activities throughout the placement.	Topics will be chosen by the IPE team and tutorial leaders. Tutorials leaders may run these as topic specific tutorials or on-line self study modules.	All students participating in the IPE placement, the IPE tutorial leaders. Academic faculty may be invited as guest presenters or OIPEP.
Case Based Tutorial	A tutorial that is centred around a patient of the IP team. This patient will be used as a case upon which to discuss and learn from, with and about each other.	This may be a regular and weekly component of the IPE placement or may be one of multiple learning tools that are used.	Patients are chosen 1 week in advance of the tutorial. Alternatively, written cases are developed. Content experts are brought in to help facilitate the content specific information, however sessions are led by the IPE tutorial leaders. Patients are discussed in the IPE tutorial to learn about a particular content area (i.e. discharge planning), the roles of other professional in addressing a specific area and develop IPE collaborative competencies.	All students participating in the IPE placement, the IPE tutorial leaders and designated content experts.
Patient Shadowing	Students shadow a patient for a ½ or full day - attending appointments and becoming aware of the interactions experienced by a patient.	Anytime during the IPE placement.	A student is matched on a one to one basis with a patient receiving care, preferably during a weekday and spends a half or full day with them.	All students participating in the IPE placement, and a patient matched with each student.
Professional Shadowing	Students shadow 1-3 team members for part of a day (the length will depend on the setting) - the shadow experience must involve some patient care.	Shadowing experiences can be dispersed throughout the placement.	Student each choose the professionals they wish to learn more about and set up a shadow experience based on the availability of the clinician.	All students participating in the IPE placement and 1-3 team members per student.
Lived Experience Tutorial	A tutorial session led by a past or current patient. Personal experiences are shared, specifically focusing on the IP aspect of care.	Any time during the placement.	A 1-2 hour session that may take place during placement hours or in the evening. May occur within the facility or outside.	All students participating in the IPE placement, IPE tutorial leaders, past or current patient.
Guided Reflective Journal	A journal kept by each student to reflect on their IPE experiences. Journal entries are guided through the use of weekly questions and reflective exercises.	Throughout the IPE placement - students can create entries on a daily basis, but at a minimum of once per week.	Weekly questions and reflective exercises can be provided at the beginning of each week - via email/web posting or on paper. Questions can be discussed within larger group tutorials.	All students participating in the IPE placement.
On-Line Discussion	On-line inter-professional discussions. Topics may be prompted by the tutorial leaders or may simply be an open reflection forum.	Throughout the placement or anytime before/during or after the direct placement.	Via webct or another web-based platform (i.e facebook).	All students participating in the IPE placement, IPE tutorial leaders may be involved to monitor or to answer questions posed by participants.
Interprofessional Presentation	A student led presentation to the IPE placement team.	Towards the end of the IPE placement.	Students work as a team to decide, plan and present a relevant IPE topic to the clinical team. Presentations should be between 30-40 minutes with 10 min for interactive questions and discussion.	All students participating in the IPE placement, the IPE tutorial leaders and all IPE team members.
Wrap Up Tutorial	Closing tutorial to review program and student objectives, share experiences, synthesize knowledge and obtain feedback.	At the end of placement - if students are asynchronous, this should take place before the last student has completed their placement.	A 1-2 hour session that may take place during placement hours or in the evening. May occur within the facility or outside. This should have a celebratory and sharing atmosphere.	All students participating in the IPE placement and the IPE tutorial leaders.

Interprofessional Placement: Introductory Tutorial

Objective: This is the first tutorial whose objective is to introduce the goals and objectives and structure of the interprofessional placement. The first tutorial sets the stage for the expectations and learning environment that will take place over the course of the placement. Ideally the introductory tutorial is scheduled prior to the start of the placement at a time when all members are available. This may necessitate a session that takes place after placement hours. If the placement is asynchronous, the introductory tutorial should take place prior to the start of all placements to initiate communication and team building among the group.

The goal of the first tutorial is to start the students working together as a group. This first tutorial therefore should be an opportunity for the group to get to know each other and to develop an initial understanding of each other’s professional roles. It is also important to identify common goals, interests, knowledge, experiences and what they would like to learn from the IPE placement.

Interprofessional Placement: Foundational Skills/Common Competency Tutorials

Objective: Common competencies have been identified and these tutorials are directed at providing students with the knowledge and skills to become competent collaborative practitioners. Tutorials are aimed at providing specific knowledge that can be applied to collaborative practice. These tutorials provide the basis on which the IP placement is founded.

Tutorial topics may include:

• Learning styles
• Communication and conflict management
• Teamwork
• Scopes of practice
• Collaboration
• Establishing trust
• Patient safety
• Culture and healthcare

These topics may be addressed within other tutorial formats, guided reflections or on-line discussion. It is important for the IP tutorial leaders to specifically plan and develop their IP Placement curriculum to ensure that core competencies are addressed.

Interprofessional Placement: Case Based Tutorials

Objective: The case based tutorials are designed to provide a forum to both learn about a specific content area and to learn from each other about the role of health professionals in addressing a particular area of concern. These tutorials continue to develop IP competencies, while expanding content knowledge.

The case based tutorials are run by the IP Facilitators and depending on the case, may include a context expert who introduces the specific content area and acts as an expert resource. For example within a SCI program, an occupational therapist may lead a case based tutorials that has a specific focus on equipment.

The following are guidelines that you can consider when planning the case based tutorials.

• Case studies can be developed and written by the CLU in addition or instead of using ‘real’ patient cases.
• Patient cases should be decided upon 1 week in advance to allow students to research clinical issues and become familiar with the patient.
• Patients can be identified according to a range of criteria ie. Specific clinical issue, chronological order (ie. Admission, mid-way through the program and discharge) or team collaboration.
• The group can identify specific content areas they wish to explore, for example pain
• Issues may not be fully addressed by any one content expert - in this case students are encouraged to conduct their own interviews to gain other professional perspectives
• Issues of confidentiality and professional behavior are critical to discuss and address

Adapted from Sinclair et al (2007).

Interprofessional Placement: Example of a Case Study for Case Based Tutorials

This case study is also available as a PDF.

Helen is a 78 year old woman admitted to St. Mary’s of the Lake Hospital after a 6 week stay in the Kingston General Hospital following surgery to remove a cancerous tumour of the colon. Although the cancer was successfully removed, two surgeries were required, as well as a temporary ileostomy, leaving Helen very weak and socially withdrawn. She is currently unable to transfer independently and requires a walker for mobility. During her stay in the general hospital, she was assessed by a neurologist who told her that she was in the early stages of Parkinson’s disease. As well, she was seen by a cardiologist as she had a pacemaker inserted 15 years earlier and has had longstanding cardiac arrhythmia and angina. The cardiologist suggested that a valve replacement should be considered.

Helen is a widow and lives alone in a rural community 1 ½ hours from Kingston. She has 7 children, one of whom lives in Kingston - the rest live elsewhere in the province. She is an active member of her church at home and enjoys community volunteer work.

The geriatric team is meeting for the first time the day after admission to review Helen’s chart and prepare to meet with her. The team on this particular morning consists of the charge nurse, a registered practical nurse, a physician, a social worker, an occupational therapist, a psychologist and a member of the spiritual care team.

1. As a ___________________, what 3 additional pieces of information would you like to know about Helen?
2. What is the most important issue you would like to address with Helen?
3. From the initial information provided above, would you recommend a referral to another profession? If yes, identify the profession and give your rationale.

A. O’Riordan 2007, modified C. Donnelly, 2008

Interprofessional Placement: Example Case Based Discussion Questions

Share your answers with the rest of the team and remember that there are no right or wrong answers - only the opportunity to learn and understand:

• Discuss the similarities (areas of overlapping scopes of practice) and differences in responses. What surprised you? What confirmed your expectations?
• Would you prioritize differently now that you have information from everyone else?
• Create a scenario to demonstrate a collaborative team that is meeting to focus on the creation of an initial plan of care for Helen.
• Create a scenario to demonstrate a non-collaborative team that is meeting to create Helen’s plan of care.
• What characteristics are evident for each of these teams?

Helen’s team meets again 2 months later for a discharge planning conference. Helen has shown steady progress in her rehabilitation program and everyone agrees that she is ready for discharge, though there are differing opinions about where Helen should live. She has spent 2 weekends at her daughter’s home in Kingston and is facing further surgery in the future to reverse the ileostomy. Helen is eager to return home though anxious about her ability to care for herself. How might the team approach this situation?

A. O’Riordan 2007, modified C. Donnelly, 2008

Interprofessional Placement: Patient Shadowing

Objective: Each student will shadow an inpatient receiving service by the clinical placement team for up to one day or one shift in order to more fully understand and appreciate the patient’s perspective of and role on the health care team. With a better understanding and appreciation of the patient perspective, it is hoped that the student will be able to collaborate and communicate more effectively with his/her patients while on placement and in future practice.

The following guidelines are offered in order to assist you in the planning, implementation and reflection of this essential part of your Interprofessional clinical placement:

• Discuss this activity with your clinical supervisor in order to determine the best time for this activity
• Ask your supervisor for their assistance in deciding which patient to approach about this activity. You may also consult with the IPE facilitators.
• Ensure that the patient is willing and gives consent (verbally) for this activity to proceed.
• Explain the Interprofessional placement goals and activities and the specific rationale for this activity with the patient.
• Try to schedule a day/shift that represents a ‘typical’ day in this patient’s life in the hospital.
• Discuss with the patient the logistics/process of the day to ensure that there is mutual understanding of how the day will proceed (ie. if you are able to shadow all activities or if the patient feels that some activities are not acceptable for you to observe; is the patient agreeable to questions at any time?)
• Let the patient know that if at any time, they would prefer to end the shadowing activity, that this is understandable and should be communicated to you.
• Explain to the patient that your observations and reflections about this activity remain confidential within the hospital and will be shared only with the student’s supervisor and the IP team with patient’s name being anonymous.
• Reflect on this activity by writing a reflective journal entry to deepen your learning and provide feedback to the tutorial facilitators. Be prepared to share your perceptions and learning with the rest of the IP team during tutorials. Refrain from using any identifying information about a patient to ensure confidentiality (use a pseudonym or initial rather than their name).
• The patient perspective will be reinforced during one of the tutorials during which a person who has been discharged from the inpatient geriatric service will present their perspective on their hospitalization and care.
• Be sensitive and respectful of the patient’s need for privacy, rest and consideration.

A. O’Riordan 2007, modified C. Donnelly, 2008

Interprofessional Placement: Interprofessional Shadowing

Objective: As one of the unique components of this Interprofessional placement, students will shadow a number of professionals in order to increase the students’ understanding of the roles and scopes of practice of various members of the clinical team on the geriatric service and the hospital as a whole. With a better understanding and appreciation of the roles of a diverse group of health care professionals, it is hoped and expected that students will feel better equipped and more comfortable collaborating with and understanding the unique contributions made by each team member. Students may be involved in shadowing other professionals for up to one-half day per week during full-time placements, with the aim of each student shadowing between 3 and 5 professionals in total. Specific times should be coordinated with the student’s supervisor to ensure that the student does not miss appointments and meetings that are part of their regular placement requirements.

Students who have taken part in Interprofessional placements have highlighted the importance of the Interprofessional shadowing in their evaluations, commenting that their understanding of the roles and scopes of practice of other health care professionals was greatly enhanced through this educational opportunity.

The following guidelines were prepared in order to assist you in the planning, implementation and reflection of this essential part of your Interprofessional clinical placement:

• A list of professionals who are willing to be shadowed, along with their contact information, has been prepared and will be given to you
• Discuss your preferences for shadowing with each of the other student team members to determine if there are particular professionals that more than one of you wish to shadow and to ensure diversity in your choices. It is important that each professional is shadowed only once. With this in mind,
• Consider pairing with another student (from a different profession) for this activity, when possible, to allow sharing your learning with a team-mate and for efficiency.
• Plan your shadowing time with your preceptor/supervisor to ensure that it is at a convenient time for your supervisor and your patients (ie. so that you are not missing critical meetings or appointments in your own placement)
• After discussing possible meeting times with your team-mate, one student from each pair should take the lead to contact the health care professional in order to work out timelines quickly and with everyone’s schedule in mind
• Shadowing times are flexible but it is suggested that you spend a few hours or up to half a day with each professional you shadow in order to increase your understanding of their role and scope of practice.
• Discuss specific expectations of the shadowing activity with each professional (ie. Can I ask questions during a patient interaction or treatment session?)
• Reflect on each shadowing experience by writing a reflective journal entry for this educational activity (1 page is sufficient). You will also be asked to write a journal entry for each of the 4 tutorials as a way to deepen your learning and provide feedback to the tutorial facilitators. Be prepared to share your perceptions and learning with the rest of the IP team during tutorials

A. O’Riordan, 2007, modified by C. Donnelly, 2008

Interprofessional Placement: Lived Experience Tutorial

Objectives: The Lived Experience Tutorial provides an opportunity for students to understand the patient perspective as a current or past recipient of service. Students learn about other health professional through the eyes of the patient. The overall goal of the tutorial is to sensitize students to perspective of the patient as a foundation for patient centred care.

The patient describes their experience and story, specifically focusing on the team experience of their care. Students are given time at the end to ask questions and participate in an open discussion with the patient.

Guidelines and Suggestions for Patient:

This project involves students learning to work together as a collaborative team with the aim of improving patient-centred care. Providing them with your perspective, as a patient, will help them to understand what is important in providing care and communicating with patients and with other health care professionals.

We are pleased that you are willing to offer your point of view. Please consider sharing your story and perceptions for about 10 minutes in this informal presentation so that we will have time for a few questions.

The following ideas are provided so that you may think about what information to give the students and the kinds of questions they might have for you. These are guidelines only. Feel free to use your own style.

• The students are interested in “your story”. How did you come to be a patient/client at ____? What challenges are you facing? What feels positive for you at the moment?
• What are your priorities when it comes to receiving care at ____? Do you feel like your priorities are currently being met?
• What qualities do you value most in the health care professionals working with you?
• Do you feel like you are a member of the health care team?
• What experiences have you had here that are positive and have made a difference in your progress, comfort, rehabilitation or recovery?
• How can health care professionals improve the experiences of patients in the ____?
• What can the hospital/community/agency do to improve your experience here?
• What important messages would you like to give the students in this project?
• Do you have any questions that you would like to ask the students?

Interprofessional Placement: Guided Reflective Journal

Objective: The objective of the guided reflective journal is to provide the students with specific questions/scenarios/statements for them to consider over the course of the week. Reflective questions can be used to:

• begin each tutorial as students share their thoughts from the previous week
• foster discussion in an on-line forum
• stimulate writing within their reflective journal

Guided reflective questions can assist students who find it difficult to “free write” as well as facilitate discussions on specific topics of interest.

Open Reflective Journal

Students may maintain a journal without the guidance of reflective questions and may instead wish to maintain an open journal in which to reflect on issues that may have arisen over the course of the week. Entries are not necessarily shared with the group, however journals are reviewed by the IP facilitators and possibly the student discipline specific clinical educator/preceptor.

A format for reflective journaling has been developed - ORID - Objective, Reflective, This format help to provide some structure to the entries and ensure students probe issues with depth and consider the impact on future clinical encounters.

Interprofessional Placement: Reflective Journal Framework (ORID)

Objective Level (in it comes)

Present information, report facts, and describe the situation/experience. Offer a sensory impression; what was seen and heard, as well as any touch, smell or taste involved. What scenes do you remember? What words or phrases caught your attention? What was there? What did people say? What events do you remember?

Reactive/responsive level (processing the experience by feeling it)

Describe personal reactions, associations, emotions and images associated with the experience. What was your first response to the situation/experience? What about the experience angered, excited, frustrated, intrigued or frightened you? What memories or internal images were triggered by the experience? What were high (or low) points of the experience? What moved slowly (or quickly) for you? What concerned you?

Interpretive level (processing by thinking about it)

Discuss the meaning, value, significance, purpose and implications of the experience. What was most significant about it and why? Why was it important to you? What insight did you gain from this? Why did this happen? Why did it happen this way? How can you make sense of this experience - what did it mean to you? How does this experience relate to others you have had, the values you hold and the things you already know?

Decisional level

Come to some conclusions about the experience. Resolve how to use your learning from this experience in the future. What next steps might you take? What do you feel committed to as a result of this experience? What change is needed? What could you say about this even/experience to someone who was not there?

(Stanfield, 2000)

Interprofessional Placement: On-Line Discussion

Objective: The objective of the on-line discussion group is to enable students to informally or formally discuss issues related to IPE and collaborative practice. The on-line discussions can also facilitate conversations in asynchronous placements. Most students have facebook or myspace accounts and this can be an excellent way to use technology that students both enjoy and are familiar with. On-line discussion groups can be used:

• during asynchronous placements where it is not possible to have face-to- face discussions
• for pre-placement introductions
• to provide a forum for collaborative discussion throughout the placement
• as a forum to discuss guided reflections
• as an opportunity to maintain collaborative discussion post-placement

Discussion groups may be formal or informal depending on their intended objectives.

Informal

A discussion group is set up by the placement facilitators, but not monitored. This approach enables students to casually reflect on issues of collaborative practice. Guided reflective questions may or may not be used to facilitate discussion.

Pros	Cons
Students may be more open in their discussions May feel more comfortable critically reflecting on their experiences	There is no way of ensuring discussions stay on topic May or may not be used

Formal

A discussion group is set up by the placement facilitators and is formally monitored. Facilitators may or may not contribute to the discussions, but will guide students if there are questions or if the conversation strays too far. Guided reflective questions may or may not be used to foster discussion.

Pros	Cons
Students will be focused in their discussions Will be used if designated as part of the formal teaching and learning strategies	Time consuming to monitor

On-Line Discussion Options

Each of these platforms offer the ability to host private groups and discussions.

• WebCT - under discussion tools
• MySpace
• Facebook

Interprofessional Placement: Interprofessional Presentation Guidelines

Objective: This presentation provides the Interprofessional student team with an opportunity to work collaboratively on a project relevant to the placement setting, and team, and/or patients receiving care from the team, incorporating the elements of Interprofessional education that have been highlighted in the tutorial sessions. The project will be presented to the team, students’ supervisors and the Interprofessional faculty at the conclusion of the Interprofessional component of the clinical placements.

The following guidelines are offered:

• Suggested topics will be provided, but the student team should consult with one another about their interests in order to ensure that the project is appropriate to everyone and that each member of the team is able to contribute.
• Please include your perceptions of the IP placement activities as part of your presentation, ie. feedback about positive aspects and challenges of the placement/tutorial.
• The project presentation from the previous IP placement will be provided to you as a sample.
• The tutorial times are designed so that the final hour of the 3 hour period is reserved for this work. If additional time is needed, students may plan to meet during lunch hours or outside of work.
• Elements of the project may be completed individually but remember that the objective of the project relates to Interprofessional collaboration so working together should take precedence, as this will make the experience educational, and hopefully, more fun!
• Remember to focus on content and process as you plan and work together on this project.
• The presentation to the team will take place during one of the team process meetings with a time frame of approximately one half hour. Time and date are to be made in consultation with your preceptor, IPE facilitators and the team.
• The presentation is meant to be given collaboratively by the team, although timing may affect the involvement of one or more students. ie. if a placement has been completed prior to the presentation and the student is no longer in Kingston.
• A written handout or summary of your project is recommended.

Project Ideas:

• Interprofessional interview: A protocol could be developed which would address each profession’s areas of concern and expertise, in a consolidated and efficient manner, while ensuring a patient-centred approach.
• If time allowed, the IP interview protocol could be used with a standardized patient and videotaped as a learning tool.
• A handout or brochure explaining the role/scope of practice of each member of the team. This could be used in the student orientation manual, orientation for new team members and/or new patients.
• Interprofessional case study designed as an educational tool for future Interprofessional placements.

A. O’Riordan 2007, modified C. Donnelly, 2008

Wrap Up Tutorial

Objective: The objective of the final tutorial is to bring together the IP learning that has occurred during the placement, share experiences and obtain feedback. Ideally this should occur as close to the last day of placement as possible, but if this is an asynchronous placements the final tutorial may occur well past the completion of some of the placements.

Adapted from Sinclair et al (2007).

Small Group Facilitation Resources: Troubleshooting with Small Groups

• Poor time planning: Set goals and time agendas, invite the group to select a time keeper, remind group of schedule, delegate tasks, summarize key points to assist the group to move forward, ask group how they would like to address time problems.
• Digression from goals: Use flip chart with group goals listed, redirect, use agreed upon learning objective that were developed by group to guide discussion.
• Students are not active enough: Use probing, open ended questions, give positive feedback, address individually - ask directly to comments, take turns responding in order, give everyone a minute or 2 to think about a particular question, don’ always try to fill the silence - wait for students to participate Sometime students may not actively participate because they may feel intimidated or unsure of the material, ensure that the learning environment is supportive and students.
• Students who dominate: Re-direct, ask other group members to comment. Don’t expand on the statements - acknowledge the comment and move to another team member. Set up the discussions so that you go around the table and receive input from all members.
• Conflict: Identify conflicts openly - “there seems to be a conflict here, how should we as a group move on and address this?” Work to identify the source of the conflict - personal differences, lack of information, environmental stresses. Understand that people deal with conflict differently - it can be important for team members to become aware of their own reactions to conflict. If conflict becomes very destructive and difficult to resolve it might be necessary to hold a full session on conflict and conflict resolution.
• Lack of Feedback: Invite the group to give constructive and positive feedback - ask for specific examples. Use guided questions to elicit feedback - what did you like best, what would you change. Provide small cue cards in which to provide anonymous and immediate feedback.

Adapted from Sinclair et al, 2007

Small Group Facilitation Resources: Icebreakers

Misconceptions

In pairs share with your partner the biggest misconception the public/other discipline have about your profession. How would you educate the public and other disciplines about this misconception? Come back to the large group and share your discussions.

Speed Disciplining

Set up chairs in 2 circles, one inside the other. Have students sit in the circles facing a partner. The facilitator will be the timekeeper. The students have two minutes to find out all they can about the other student’s discipline (education, training, areas of employment, what they do in day to day practice etc). The timekeeper calls time at two minutes mark and everyone switches seats to talk to a new partner and repeat the process. Come back to the larger group and share what you learned or surprised you about the other professions.

Here’s my Card

Hand out cure cards and pens - have the students think of 3 or 4 qualities of their discipline or activities of their profession, but don’t write the name of the discipline on the care. Have them write the 3 or 4 qualities plus a catchy advertising phrase on their business cards. Have the students exchange cards and share what’s written on the care one at a time in the large group. The large group guesses which profession it is.

True or False

Ask the students to say three things about themselves - 2 that are true and one that is not. Everyone has to guess the false one. Student then think of 2 things about their profession; 2 that are false and one that is true. The group must guess the true thing.

Similar/Dissimilar

Get into groups of 3 with one person being the recorder. Write down all the things about your professions that are similar. Write down all the things that are different. Come back and share with the larger group.

Magic Hat

Students write down 2 questions about 2 different professions - put the questions in the hat. Pass the hat around and each student’s pulls a question out of the hat. They have to convince the group that they are that particular profession - after try to guess who the actual profession is.

School Ties

In pairs, share with your partner what profession you are and where you are studying. Share the most challenging and most rewarding part of your education to date. IN the large group where what you think you are going to learn in the IPE placement. Consider writing down the IPE goals on a page to reflect on similarities in learning goals.

Time Capsule

You are building a time capsule and are asked to put 3 things in the capsule that best reflects your profession and what you do in patient care. Introduce yourself to the group and share what things you would choose and why.

Jargon

Acronyms and Jargon - ask everyone to write down 3 acronyms/jargon words that are common to their profession but that may not be as familiar to other professions. You may choose to swap papers and have others guess what they are.

Profession Description

Choose a profession. Ask everyone to write down on a paper (anonymously) what he or she believes describes the role, educational prep etc. The student whose profession was chosen then reviews these and comments on their accuracy.

Ball of Yarn

Stand in a circle facing each other. One person starts, holding a ball of yarn. Share patient care activities with the group. Hold onto your end of the yarn and pass the pall of yarn to someone opposite you. The person then grabs onto the line of yarn and shares their activities. If you notice that someone shares an activity that is similar to what you may do or how you might work with a patient, ask for the ball of yarn to be passed back to you. Continue to hold onto points on the line and build a yarn “patient care” net connecting all of you.

Adapted from Sinclair et al (2007).

Small Group Facilitation Resources: Tips for Co-Facilitation