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The resources listed below are available to download from this site (or are linked to an external source). Each resource listed has an Educational Summary Report, providing an overview of the resource’s purpose and scope, as well as the resource format, author(s), instructional/assessment method(s) and competency domain(s). Some Medical Subject Headings (MeSH) are also included to assist you in finding similar resources in your own search.

6 Steps to Creating a Culture of Person and Family Engagement in Health Care

The 6 Steps to Creating a Culture of Person and Family Engagement in Health Care is a guide designed for health care practices looking to improve on their person and family engagement. It teaches the six steps that help create a practice culture based on the attitudes, behaviours, practices and norms that reflect collaborative engagement. Practice culture shapes how patients, families and staff experience the office. Person and family engagement culture in an office will lead to better health outcomes. This guide includes a 30-day kick start plan, key long-term changes, tools, and resources.

Academic Health Council – Interprofessional Collaborator Assessment Rubric (ICAR)

The Interprofessional Collaborator Assessment Rubric (ICAR) developed by the Academic Health Council is intended to be used to assess student competencies in the areas of communication, collaboration, roles and responsibility, team functioning. and conflict management. The rubric can be applied across health care disciplines and in various learning contexts. It was not developed to coincide with a certain year or level of a learner and can be used as a formative or summative assessment. This synopsis handout outlines how the ICAR was developed and it’s reliability.

Activity #1 – Reflection on an Interprofessional Education Session

Activity #1 – Reflection on an Interprofessional Education Session is a useful guide for learners (students) that take part in interprofessional education sessions during their clinical placement. Students are provided a list of different types of educational sessions they can participate in while on their clinical placement, along with a list of potential learning objectives and pre- and post-session reflection questions, which may be modified depending on the context of the learning that the student receives.

Activity #2 – Shadowing a Patient

Activity #2 – Shadowing a Patient is a useful guide for learners that are shadowing a team member during their clinical placement. Students are provided with learning objectives, suggested interview questions, and reflection questions once they have arranged their opportunity to shadow another profession.

Activity #3 – Participation in a Team Meeting

Activity #3 – Participation in a Team Meeting is a useful guide for learners (students) that engage in team meetings during their clinical placement. Students are provided with learning objectives, prior considerations, and reflective questions.

Advancing Teamwork in Healthcare: A Guide and Toolkit for Building Capacity and Facilitating Interprofessional Collaborative Practice and Education

Who is it for? (faculty, health administrators, clinical educators, and students)

What stage of IPE? (i.e. planning, evaluation..)

  • This guide and toolkit are intended to facilitate the identification and on-going development of interprofessional collaborative practice and learning environments (ICP & LE) within BC health authorities, and in conjunction with other process/systems, support the placement and quality of learning of students at those sites.
  • The identification and on-going development of ICP & LE within health authorities has the potential to realize benefits related to: staff satisfaction and retention; productivity and effectiveness; patient centred care; and ultimately improved health outcomes.
  • The appropriate placement of students within ICP & LE provides an opportunity for interprofessional education and can help students achieve their own personal and learning objectives related to collaborative practice.
  • Section 1: Linking Learning & Practice
    • Foundational concepts of ICP and IPE and an introduction to the model for Practice Site designation as Evolving or Master IP sites.
  • Section 2: Accessing Capacity
    • An IP criteria checklist for Practice Education sites to assess and gauge their level of ICP and LE as an Evolving or Master IP Site
  • Section 3: Strengthening Capacity
    • A model, tools and resources to assess, plan, implement & evaluate IP interventions to strengthen capacity for ICP & LE.
  • Section 4: Planning for Placement
    • Descriptions of IP Practice Education Sites & processes for identifying, requesting & planning an IP placement.
  • Section 5: Facilitating IPE
    • Tools and Resources to facilitate learning: roles & responsibilities, assessing competency, teaching/learning strategies, evaluation.

BCCH Interprofessional Competencies: Competence Assessment, Planning, Evaluation (CAPE) Tool

The BCCH CAPE Tool is a useful tool for both students and clinical educators/practitioners who wish to reflect on and gain an understanding of their current level of comfort and ability to engage in the different interprofessional collaboration competencies.

It is a tool based on the CIHC National Competency Framework. The tool consists of a rubric that allows for individual reflection on each of the different subcomponents under the six different CIHC competencies; it is self-assessed based on a 4-point-scale.  It also outlines a series of reflection questions/points for self-reflection or discussion, with regards to the different interprofessional competencies. The completion of the self-assessment will allow the user to reflect on their areas of strength and development, to help serve as a guide for further improvement in their interprofessional collaborative competencies.

Collaborative Care Alliance Guides

The Collaborative Care Alliance Guides v 4.0 consists of three guides: Collaborative Care TEAMDFINDER (CCTF), Collaborative Care Activation Inventory (CCAI), and Collaborative Care Resource Inventory (CCAI). The CCTF is a self-assessment tool for care teams to recognize their patients, settings, and team roles & connections. The CCAI is a self-assessment tool for care teams to recognize and strengthen the characteristics of the work environment that help collaborative care emerge. The CCRI is a discussion tool for care teams to recognize different contextual resources that are useful in the collaborative care environment; care teams discuss these resources to learn about each role’s perspective.

Collaborative Peer Review Process

The Collaborative Peer Review Process (CPRP) is an informal interprofessional learning tool, unlike more formal tools, such as collaborative clinical placements. Informal learning experiences allow students to develop more personal knowledge and perspectives on other professions.

The CPRP brings together two students from different disciplines to review a manuscript together, on the topics of healthcare policy or clinical practice; typically, health professionals would review manuscripts separately. Following this review, student participants can share their thoughts on the experience in a focus group setting.