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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.
The National Interprofessional Competency Framework (NICF) Self-Assessment tool is useful for students and clinical educators/practitioners to reflect upon 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. 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.
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The ICPLE SCHR Reflection Journal is a useful tool for student learners who are hoping to reflect on their interprofessional experiences during their clinical placements. It may also be used by clinical educators to help facilitate this process with their students.
The reflection journal asks a series of guiding questions relevant to each of the 6 CIHC competencies, to help the student reflect upon their experiences in each respective domain. This reflection can be conducted at any point in the clinical practicum.
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The Institute for Healthcare Improvement has developed a number of case studies presenting problematic scenarios in the healthcare setting. Their purpose is to demonstrate to learners what changes to healthcare processes can be made in order to promote better outcomes. Each case study has specific learning objectives, discussion questions and corresponding facilitator and student handouts. Although these case studies are primarily focused on medical students and aren’t intrinsically interprofessional, students from other disciplines may find some of them valuable. The IPE Facilitator Guide can be referred to for supplementary strategies to lead case study discussions.
Posted in Browse All Resources, Collaborative Practice |
The Interprofessional Practice Education Guide is a useful resource for educators who wish to incorporate interprofessional experiences during a student’s practice education setting. The guide consists of an introduction to interprofessional education & its competencies, things to consider when running interprofessional education sessions, and a list of different education activities that students can be involved in on site.
Posted in Browse All Resources, Clinical Educator, Collaborative Practice |
The Interprofessional Reflection Guide is part of the Interprofessional Skills Assessment, created by the University of Alberta. This guide is intended to help students writing individual and team reflections, following an interprofessional team experience. This guide is also useful for educators who assess student reflections, so they can provide consistent feedback.
This guide defines reflection, explains why it should be used, and how it should be done. A grading scale accompanies the part of the guide with the stages and questions of reflection. Although there is no specific mention in this guide to interprofessional competencies, it explains that reflection is still important to help with self-assessment and improvement, regardless of what the reflection is used for.
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The Facilitator Guide is a useful compilation of tools and strategies for facilitators that are hoping to orchestrate student interactivity that is needed for effective interprofessional learning.
The guide introduces the concept of and highlights the importance of interprofessional education. It also provides effective facilitation strategies for reflections and discussions, whether they be online or in-person. The Grab and Go Guide (also available as a separate resource) is incorporated into this guide.
Posted in Browse All Resources, Collaborative Practice, PRISM Interprofessional Student Clinic | Tagged collaboration, interprofessional, multiprofessional |
The Learner in Difficulty modules, and their supplementary resources, were created by Brenda Hardie and Bill Upward of UBC’s Department of Family Practice in the Faculty of Medicine. The Learner in Difficulty modules focus on identifying learners in difficulty based on symptoms, diagnosing causal factors, and addressing learner difficulties through intervention. In order to facilitate these modules, the following resources are provided: Facilitation Guides, PowerPoints that correspond to the facilitation guides, a Learning Plan Template, the Lacasse Educational Diagnosis Wheel, Case Studies, and Role Play Cards.
Referencing and Use:
This resource may be reprinted and distributed in its entirety for non-commercial purposes without prior permission. The authors must always be acknowledged when facilitating these modules. Proper citation of this work is as follows:
Hardie, B., & Upward, B. (2016). Learner in Difficulty [PDF]. Vancouver, Canada.
These modules were designed for use exactly as they are laid out and pedagogical integrity must be maintained. Based on the Case Studies and Role Play Cards, recognize that they were designed for use by Family Practitioners and Family Practice Residents. If modified for use by other disciplines, reference must be made to the original resource.
Posted in Browse All Resources, Clinical Educator |
UBC Health’s Learning IN and FROM Teams: LIFT Self-Assessment Tool is an assessment for students comparing their interprofessional collaborative practice competencies pre- and post- involvement in a clinical setting. This tool can be used in a variety of settings and by different people in the setting, such as clinical educators.
The tool includes a 5-point Likert scale to assess comfort/ability with behaviours that correspond to different interprofessional competencies. It also includes a self-reflection with four questions, for students to comment on their learning experience. These same reflection questions are also asked of students when they complete the Student Exit Survey.
LIFT – For Preceptors
LIFT – For Students
Posted in Browse All Resources, UBC Health Collaborative Practice Activity for the Placement Setting |
The PRISM Retrospective Pre/Post Self-Assessment is meant to be completed by students at the end of their placement. This self-evaluation tool assesses areas of team functioning, collaborative working relationships, client/patient centred practice, trust, and communication. It’s retrospective pre-test/post-test design is helpful because it allows a comparison of student learning before and after the placement with one survey.
Posted in Browse All Resources, Learning Packages, PRISM Interprofessional Student Clinic |
The Queen’s University Inter-Professional patient Shadowing Guideline is a useful resource for students that are hoping to shadow a patient to observe the patient’s daily interactions with a variety of different healthcare professionals.
It is a step-by-step guide that helps the student prepare for the shadowing session, conduct the shadowing session, and reflect on the session. This guide can be used with the Queen’s journal rubric for students who wish to conduct self-reflection upon the end of the shadowing activity.
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