Figure 1

UT IPE Core Competency Framework

•  "Let's Not Play House" competencies are highlighted (see Summary of Results - Details for specifics)
  • These are at the competence or entry-to-practice level across the three constructs (in orange) of values and ethics, communication and collaboration
  • Contact susan.wagner@utoronto.ca for a copy

• In this curriculum, learners are required to participate in four core and a number of elective IPE learning activities (e.g., "Let's Not Play House") in order to cover the core competencies

• What is “Let’s Not Play House”

o    The name of this learning activity is based on the U.S.A. television series, House, starring Hugh Laurie as Dr. House, who heads a diagnostic program for challenging cases, but focuses on medicine and a uniprofessional team excluding other professions and an interprofessional team approach

o    This case-based simulation utilizes standardized patients/clients and family members around a complex intriguing scenario that involves collaboration by the interprofessional team to achieve best results 

Format (Continued)

· All detailed assessments, including profession-specific reports, laboratory and radiological results, consults, etc. are obtained from an all-knowing facilitator in the room who has the health chart and provides information upon request

· Each interprofessional team member provides interpretation of the information obtained to further team deliberations

· The team has the opportunity to interview the patient/client and some of his family and friends in order to obtain a clearer assessment picture and consider future management.

· Finally, students write a shared interprofessional management plan

Case

· William is a 59 year-old man who presents in the Emergency Department of UT Hospital with respiratory failure, ataxia and confusion 

· Standardized actors also portray two sons and two friends

Participants (Continued)

· Students participated from the following programs:  dentistry, medicine, medical radiation sciences, nursing, occupational therapy, pharmacy, physical therapy, social work and speech-language pathology

· A total of 19 facilitators participated who completed a facilitator education session prior to this learning activity

Assessment and Evaluation (Continued)

· A five-point Likert global rating scale with three anchors was used for the assessment of each IPE core competency

· Facilitators also assessed team performance and the team management note 

· In addition, a focus group with facilitators was conducted

Competencies

The specific competencies targetted for student self-assessment using global rating scales at the competence or entry-to-practice level, are below

Collaboration:

·        Work collaboratively with others to assess, plan, provide care/intervention and make decisions to optimize client/patient/family health outcomes and improve quality of care

·        Demonstrate leadership in advancing effective IP team function through a variety of strategies including:

·        Reflection

·        Promotion of effective decision-making

·        Identification of factors that contribute to or hinder team collaboration, including power and hierarchy

Communication:

·        Communicate effectively, including giving and receiving feedback

·        Perform as an effective IP team member by:

·        Sharing information

·        Listening attentively

·        Using understandable  communications

·        Providing feedback to others

·        Responding to feedback from others

Values and Ethics:

·        Practice ethically in an IP environment

·        Accept, through respect and value, others and their contributions in relational-centred care       

Assessment

Self-Assessment Form 

Table 1

 Let’s Not Play House            Profession:

                                          Year:

                                    Student Number:

Self-Assessment of Learning: 

Before the session 

Circle the rating that best reflects your judgment of your knowledge, skills/behaviours and

attitudes in the following categories:

Frequency of Global Ratings

Selected Core Competencies 

Figure 2

Figure 3

Figure 4

Evaluation

 Quantitative - Student

Table 2

• Based on a five-point Likert scale