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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 Queen’s journal review marking rubric is a useful tool for students who wish to write a reflection journal based on their interprofessional experiences and need some guidance. It may also be used by clinical educators to help facilitate this process with their students.
The rubric consists of 5 different components of a reflection that can be rated based on the level of depth (3 tiers – ideas, connections, and extensions) that the student provides for each of the categories during their reflection.
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The Queen’s Pre-Post IP Perceptions Questionnaire is a useful tool for students who wish to self-reflect upon their changes prior to and after an interprofessional educational experience. It can also be used by clinical educators who wish to observe any changes in the students’ self-perception based on the experience that they offer to their students.
The questionnaire asks the student a series of questions with regards to their interprofessional learning and interprofessional communication, which the student can rate on a 5-point-scale.
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The Queen’s Shadowing Guideline for Students is a useful resource/guide for students that wish to shadow different healthcare professions during their clinical placement. 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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The Queen’s Student Exit Questionnaire is a useful tool for clinical educators that wish to gather feedback on the students’ clinical placement experience (both interprofessionally and uniprofessionally).
The questionnaire asks the student a series of questions with regards to their experience at the placement site, of which the answers to these can be used for further enhancing student experience in the future.
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The Queen’s University Interprofessional Education in Action: Preparing for an IP Placement website is useful for both students and clinical educators in preparing for and learning about interprofessional education. The website consists of two sections, one to help students prepare for an IP placement and one to help clinical educators prepare to help students learn in an IP placement setting.
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The SBAR toolkit on the Institute of Healthcare Improvement website contains a poster, lessons plans, detailed guidelines on the use of the SBAR technique and more.The Situation-Background-Assessment-Recommendation (SBAR) technique is a structured communication model allowing individuals to convey a great deal of information in a succinct and brief manner. This technique is used when asking healthcare team members for help or guidance with a patient care issue. It has been designed to improve listening. The acronym is broken down as follows:
S=Situation (a concise statement of the problem)
B=Background (pertinent and brief information related to the situation)
A=Assessment (analysis and consideration of options – what you found/think)
R=Recommendation (action requested/recommended – what you want)
Posted in Browse All Resources, Collaborative Practice |
The aim of this work is to help students and teams share an understanding of effective interprofessional collaborations in current practice. The National Interprofessional Competency Framework is used as a guide for this work (CIHC, 2010). A student-led appreciative inquiry approach enables the identification of tacit knowledge, successful collaborative practice, and barriers to collaboration that may not normally be revealed during students’ placements. Student(s) will be leading AI one-on-one interviews or focus group discussions with health care professionals from within the organization/team.
The purpose of the interviews is to gain an understanding of collaborative practice activities/procedures used to improve the quality of care and to clarify health professionals’ perceptions of the same. Interprofessional values, collaborative decision-making, role understanding, and functions of teams are explored.
Appreciative Inquiry for Preceptors
Appreciative Inquiry for Students
Posted in Browse All Resources, Collaborative Practice, Student-Led Appreciative Inquiry for the Placement Setting |
TBC on the Run is an open access online module series designed to promote collaborative models of practice and support the development of team-based competencies. This online module series is based on the National Interprofessional Competency Framework developed by the Canadian Interprofessional Health Collaborative (
www.cihc-cpis.com).
The TBC on the Run module series includes:
1. Foundations of TBC
2. Interprofessional Communication
3. Patient/Client/family/Community-Centred Care
4. Role Clarification
5. Team Functioning
6. Interprofessional Conflict Management
7. Collaborative Leadership for Shared Decision-Making
Each module takes 30 minutes to complete online individually and provides activities and resources to engage with others.
For more information, visit UBC Health: TBC on the Run.
Posted in Browse All Resources, Clinical Educator, Collaborative Practice, UBC Health Collaborative Practice Activity for the Placement Setting |
The Team Observed Structured Clinical Encounter (TOSCE) is a useful tool for both healthcare teams that wish to assess their interprofessional competencies in a primary healthcare setting and for clinical educators that wish to assess students’ interprofessional competencies during their clinical placement. In practice, the TOSCE has teams work in mock clinical settings to develop a care plan for a common clinical presentation. The resources provided with the TOSCE consists of an Observer Checklist, Observer Checklist Instructions, Observer Debriefing Guide, Assessment & Debriefing Guide, and patient-specific documents for ten different clinical presentations.
The Observer Checklist and its Instructions allow for assessment of students based on their demonstration of: communication, collaboration, roles & responsibilities, collaborative patient-family centered approach, conflict management/resolution, and team functioning. The Observer Debriefing Guide includes reflection questions for the team, patient, and observer. The Assessment & Debriefing Guide provides a global rating for a team and provides an assessment for responses and reflections in the team debrief.
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This published report summarizes a conference that was held to promote the advancement of interprofessional education. The document provides an overview of the importance of collaborative care and describes its core competencies. It also gives an account of the key learnings of the conference such as factors that advance and restrain interprofessional education. Lastly, it includes action strategies with specific recommendations for how to advance interprofessional education and collaborative care.
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