An Interprofessional Collaborative Practice model for preparation of clinical educators

Abstract

Work-integrated learning is essential to health professional education, but faces increasing academic and industry resource pressures. The aim of this pilot “Professional Practice Project” was to develop and implement an innovative education intervention for clinical educators across several health disciplines. The project used interprofessional collaboration as its underlying philosophy, and a participatory action research methodology in four cycles: Cycle 1: Formation of an interprofessional project executive and working party from academic staff. Data collection of student insights into work integrated learning. Cycle 2: Formation of an interprofessional reference group to inform curriculum development for a series of clinical education workshops. Cycle 3: Delivery of workshops; 174 clinical educators, supervisors and preceptors attended two workshops: “Introduction to experiential learning” and “Context: utilizing available resources for learning”. Cycle 4: Seminar discussion of the Professional Practice Project at a national health-education conference.

This pilot project demonstrated the advantages of using collaborative synergies to allow innovation around clinical education, free from the constraints of traditional discipline-specific education models. The planning, delivery and evaluation of clinical education workshops describe the benefits of interprofessional collaboration through enhanced creative thinking, sharing of clinical education models and a broadening of experience for both learners and facilitators.

Keywords:

• Clinical education
• education for clinicians
• interprofessional learning

Acknowledgements

Thank you to Dr Laurie Grealish for leadership of this pilot project, initial ideas, curriculum development, and coordination; Dr P. Lynne Johnson for administration, research and operational matters; Dr Coralie McCormack for mentorship and advice on action research, learning and teaching expertise. Thank you to the working party and teaching team for their efforts and enthusiasm.

This project was sponsored by an Australian Government Department of Education, Science and Training, Teaching and Learning Performance fund grant entitled “Improving student placement outcomes.”

Declaration of interest: None of the authors or participants benefitted financially or commercially from the conduct or outcomes of this project. There is no conflict of interest to declare.