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Faculty Development IPE Training Toolkit

Engage educators in learning IPE competencies and instructional methods to achieve competency-based learning objectives.

Audience

This toolkit is intended for educators involved in training other educators to be IPE facilitators and/or IPE-competent educators.

Purpose

To be a resource for educators involved in creating IPE faculty development curriculum by providing instructional methods to achieve competency-based/ACGME-linked learning objectives.

To provide engaging learning activities in which faculty in training can learn IPE competencies together.

To provide activities in which faculty in training can develop and utilize different teaching methods for IPE.

Contents

This IPE Toolkit contains free-source activities and methods to actively engage educators in learning and applying various instructional methods to teach IPE competencies. All materials for each activity are available for download and use.
The IPE competencies covered in this toolkit are designed by the Interprofessional Education Collaborative (IPEC). They fall into four domains: Values/Ethics for Interprofesional Practice, Roles/Responsibilities, Interprofessional Communication, and Teams and Teamwork. Learn more about IPEC at https://ipecollaborative.org.

IPEC Core Competencies for Interprofessional Practice

1. Interactive Teaching Methods

Interactive teaching methods are designed around a simple principle: Without practical application, learners often fail to comprehend the depths of the content they are receiving.

UW Professor Lynne Robins, PhD has compiled a list of Interactive Teaching Methods (pdf) adapted from the following sources:

  • The Interactive Lecture, An Instructor’s Manual, Office of Medical Student Education, University of Arizona, College of Medicine.
  • University of Wisconsin-Madison Teaching Academy, Office of the Vice Provost for Teaching & L earning, and DoIT Academic Technology.
  • Bleason, BL, Peeters, MJ, Resman-Targoff, BH et al. An Active-Learning Strategies Primer for Achieving Ability Based Educational Outcomes. American Journal of Pharmaceutical Education 2011; 75 (9)Article 186.
  • Participatory Lectures, Derek Bok Center for Teaching and Learning, Harvard University, 1992.
2. From Madness to Methods Learning Activity

From Madness to Methods is an evidence-based learning exercise developed by faculty from the Medical College of Wisconsin (Simpson et al., 2010) to provide educators with alternative instructional methods for achieving educational objectives. This active group exercise engages participants for a 1.5-hour session. The object is for each participant to identify one or two new instructional methods to incorporate into their teaching repertoire.

Click here for materials and instructions.

Reference:

Simpson D, Fenzel J, Rehm J, Marcdante K. Enriching Educators’ Repertoire of Appropriate Instructional Methods. MedEdPORTAL; 2010. Available from: www.mededportal.org/publication/7968

3. IP Pictionary Learning Activity

Interprofessional Pictionary was developed by Debbie Kwan from the University of Toronto, Faculty of Pharmacy in 2007 then edited and adapted by the University of Washington Macy Grant Team to teach the IPE competency domain “Roles and Responsibilities.”

Learning goals:

  • Understand how professional roles and responsibilities complement each other
  • Identify health profession based on training requirements, usual practice setting and scope of practice
  • Discuss overlap in scopes of practice and training requirements for various health professions
  • Recognize stereotypes and biases depicted in drawings

Click here for instructions and materials.

References:

IP Pictionary Game developed by Debbie Kwan, Faculty of Pharmacy, University of Toronto 2007 for the Educating Health Professionals for Interprofessional Care, University of Toronto (Ehpic 2011 Certificate Course).  http://www.ipe.utoronto.ca/

Edited and revised as Faculty Development Toolkit to teach IPE Competency Domain: role clarity University of Washington Macy Grant Team

Core competencies for interprofessional collaborative practice (IPEC, 2011)

4. Barnga Learning Activity

Barnga is a simulation game developed by educational psychologist, Sivasailam “Thiagi” Thiagarajan, PhD, that helps players address challenges they may face when interacting with a different profession’s culture.

Each group of players receives a slightly different set of instructions for a card game (ace is the weakest or strongest, spades are the trumps cards or there is no trump card, etc.) The winner and loser of each group will then rotate to play with another group; the players are not told that the rules of the game are different in this new “culture” and will be forced to resolve communication problems with people who do not share their understanding of the rules.

Click here for instructions and materials.

5. TeamSTEPPS® Paper Chain Team Exercise

The TeamSTEPPS® Paper Chain Team Exercise  is intended for educators and students and introduces or reviews TeamSTEPPS® skills in a fun, simple format. Educators can use this to set the stage for comprehensive interprofessional simulation team training sessions or role-play activities with students or as an example of a TeamSTEPPS® training exercise during educator/facilitator training. This learning execise is divided into three activities, each progressively more complex. Facilitators may choose to run two or all three of the activities depending upon time constraints.

The objective is for trainees to learn and use TeamSTEPPS® team communication skills as they build paper chains with as many loops as possible. These activities highlight the need for strong team communication and covers TeamSTEPPS® concepts at many levels.

Click here for instructions and materials.

Acknowledgements

This IPE toolkit was developed by the University of Washington Center for Health Sciences Interprofessional Education and Practice with grant funding from the Health Services and Resources Administration (HRSA) and the Josiah Macy Junior Foundation. The developers of the learning activities contained within this toolkit are acknowledged on the web page for each activity.