This article addresses one of the most important unresolved issues of interprofessional education (IPE): assessment. Here we describe our process and experiences designing and operationalizing a toolkit of qualitative and quantitative IPE assessment instruments for online and face-to-face education programs developed concurrently in both English and French. The toolkit includes a) the quantitative W(e)Learn program evaluation survey, which aligns with the W(e)Learn framework, b) the quantitative Interprofessional Collaborative Competencies Attainment Survey (ICCAS), to self-assess competency development in collaborative practice using a post-post design, and c) qualitative team and learner contracts, with explanatory exemplars, that serve as both learning and assessment tools. These instruments are currently undergoing validation in hopes of a) increasing the likelihood that IPE experiences are planned and delivered effectively and b) increasing the justification and accountability of IPE experiences and practical outcomes. Although this validation process will continue for some time, the development of the IPE assessment tools is worthy of particular attention in order to guide further work in this field.French and English copies of the toolkit assessments can be downloaded from http://ennovativesolution.com/WeLearn/IPE-Instruments.html. Although these instruments were designed with interprofessional healthcare teams in mind, we feel they could readily be transferable to a variety of interdisciplinary tasks and settings, such as social work and human services education.Keywords: Interprofessional education; Healthcare; Toolkit; Survey; Learner contract Introduction Interprofessional education (IPE) entails engaging professionals to learn with, from, and about each other in order to work more effectively in teams. Although this article addresses interprofessional healthcare education, we feel the processes and products described can be applied to a variety of interdisciplinary tasks and settings, such as social work and human services education.Education and training can teach methods and approaches to increase clinical capacity for interprofessional care (IPC), optimize the use of staff expertise and skills, improve communication among healthcare professionals, and increase the efficiency of case management [1,2]. Researchers have argued that "by learning and working together in educational settings, healthcare professionals will be able to work more effectively with one another in occupational settings" [3]. Barr [4] proposed that IPE is fundamental to a more efficient and effective healthcare system and, ultimately, better patient care.
Purpose: This study investigated the perceived impact of a paired 5-week clinical placement on physiotherapy (PT) and physiotherapist assistant (PTA) students' skills. Students were supervised by a PT clinical instructor (CI), and a collaborative peer-coaching model was used. Method: Three pairs of PT and PTA students participated in concurrent paired placements incorporating the concepts of reciprocal peer coaching and the 2:1 model of supervision. Qualitative data were gathered using pre-and post-placement interviews and the participants' journals. Results: The participants reported that using this clinical education model increased their self-directed learning. This outcome was anticipated by the researchers with the incorporation of the 2:1 model of supervision. The post-placement interviews also indicated that there was informal teaching among students, as expected from the integration of reciprocal peer coaching. Participants reported an improvement in the students' competencies in communication, consultation, and assignment of tasks within the physiotherapy team. The students further reported an increase in their confidence with regard to their respective roles and an improvement in their ability to work effectively within the physiotherapy team. Conclusion: As indicated by the comments and reviews of the participants, pairing PT and PTA students on clinical placements and incorporating a collaborative peer-coaching model can result in improvements in the students' skills in communication, consultation, and assignment of tasks. Mots clé s : apprentissage collaboratif, é ducation clinique interdisciplinaire, enseignement par les pairs, physiothé rapeute adjoint, physiothé rapie 75
Physiotherapists' participation in physiotherapy students' clinical education varied widely among Ontario regions. Future research could explore whether regional differences are persistent, why they occur, and whether they should be reduced.
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