Designing interprofessional modules for undergraduate healthcare learners

Abstract

The need for interprofessional education was identified at the strategic planning session of the School of Health Care Sciences. We identified the opportunity to revise undergraduate curricula to meet important healthcare needs. The Teaching and Learning Committee was mandated to establish a task team(s) with representation from all five departments aimed at determining the potential of such modules and the way forward. Two task teams were established, focusing on research and integrated healthcare leadership. (The process followed for the research module will be reported in a separate article.) Synthesis: Review knowledge The task team for integrated healthcare leadership used the Knowledge-to-Action model to guide the process. The initial team consisted of six members, with an additional member added soon after initiation (Table 1). The curricula and professional board regulations of the five professions were included in the knowledge review. Content was systematically unpacked to identify common exit-level outcomes and graduate attributes. The common exit-level outcomes were consolidated in table format to facilitate comparison of different professions. Potential learning outcomes for interprofessional modules were synthesised and captured. Product tools: Adapt knowledge to local context The proposed interprofessional modules were presented to the School of Health Care Sciences' executive management and academic staff; discussions focused on content, and financial and logistical implications. A proposal outlining the implementation and incorporation of the interprofessional modules was drafted for submission to the Academic Advisory Committee and Faculty Board of the Faculty of Health Sciences. On approval of the submission, two subcommittees were established (Table 1) that were tasked with collating and designing learning material and learner guides for the respective interprofessional modules. These modules are incorporated in the first 3 years of undergraduate training of healthcare professionals, with complementary profession-specific modules in alternate semesters (Table 2) and the final year of undergraduate training. The interprofessional healthcare leadership modules were first introduced in 2015 at 1st-year undergraduate level-to be offered over consecutive years. Discussion Interprofessional education is aimed at creating an environment where future healthcare professionals can learn to collaborate, improving knowledge, skills and attitudes that will increase the wellbeing of patients and clients. [5] It can either commence early in professional training or after the unique aspects of professional training have been completed. [5] Often students complete their studies independently and shared learning only takes place during clinical exposure. Where education occurs in isolation, healthcare students may develop preconceived ideas and biases towards other professions before entering in a multidisciplinary clinical environment. [7] It was therefore decided that the integrated healthcare leadership module be introduced from the 1st year to the 3rd year of study (Tables 1 and 2). Interprofessional education promotes competent and responsible collaborative teamwork. Members need to understand ethics, roles and responsibilities of team members and communication. [8] Interprofessional education in the School of Health Care Sciences started with collaboration among the academic staff members from the five different professions, and may build confidence in a personal and professional capacity. The task team experienced increased collaboration and collegiality, which is in line with the report from Pirrie et al. [9] that group work may lead to improved task achievement as a team and develop critical reflective practice. The impact will be monitored and reported on in due course. As these modules were new in our school, we had to consider educational design before implementing a shared education programme. We included a needs assessment; clear measurable learning objectives; outcomes-based curriculum design; interactive teaching methods; and an evaluation typology. The task team had to consider individual context, environment and university systems. It also had to incorporate the requirements of professional bodies that uphold standards and unique cultures of the respective professions, while simultaneously promoting interprofessional health team concepts. [9] During programme development we had to ensure that the interprofessional team was able to deal with resistance to implementation of the programme. [10] Our group included a front-line healthcare team, health professional educators, administrators, managers and policy-makers. Interprofessional education is challenging and a prepared team of educators is scarce. [2] Our strategic mission had to be all embracing and relied on educators committed to identifying learning opportunities. We faced logistical problems, including clashes in timetable schedules, financial constraints, and lack of administrative support and role models. We also experienced an inability to recognise the value of interprofessional education, resistance to change and an inflexible curriculum. [7,8] We took the theory of constructive alignment into consideration to ensure that there is alignment between the outcomes, assessments and learning activities, as described by Biggs and Tang. [11] Authentic learning, as set out by Leppisaari et al., [12] was also kept in mind, especially the emphasis on the need for a supportive collaborative construction of knowledge. In developing the interprofessional modules, the emphasis on integrated teams was ensured through group projects that are undertaken by students from different professional groups.