Defining a set of common interprofessional learning competencies for health profession students

Figures & data

Table

Practice points

Interprofessional learning competencies should: capture the specific knowledge and skills required for interprofessional practice not overlap disciplinary competencies in content be shared across different health professions be assessable and reflect behaviors and practices that students could routinely expect to engage with, and participate in, during the course of their study.

Table 1. National and international interprofessional competency frameworks included in the study.

Authoring body	Statements
Canadian Interprofessional Health Collaborative (2010). A national interprofessional competency framework.	39
Interprofessional Education Collaborative Expert Panel (2011), Core competencies for interprofessional collaborative practice: Report of an expert panel, Interprofessional collaborative.	38
Combined Universities Interprofessional Learning Unit (2004) Interprofessional capability framework: A framework containing capabilities and learning levels leading interprofessional capability.	42
Griffith Health IDEAS (2011). An interprofessional framework for interprofessional learning at Griffith Health 2011–2014.	10
Brewer & Jones (2013). An interprofessional capability framework focusing on safe, high quality client-centered health services Curtin University Interprofessional Capability Framework	24
Faculty of Medicine, Dentistry and Health Sciences (2010). Interprofessional Education & Collaborative Practice. A Curriculum Framework. The University of Western Australia.	12

Table 2. Learning Outcome Statements for Health, Medicine and Veterinary Science.

Upon completion of their program of study, healthcare graduates at professional entry-level* will be able to: (*as defined by each individual discipline)

1. Demonstrate professional behaviors

2. Assess individual and/or population health status and, where necessary, formulate, implement and monitor management plans in consultation with patients/clients/carers/animal owners/communities

3. Promote and optimize the health and welfare of individuals and/or populations

4. Retrieve, critically evaluate, and apply evidence in the performance of health-related activities

5. Deliver safe and effective collaborative healthcare

6. Reflect on current skills, knowledge and attitudes, and plan ongoing personal and professional development.

O’Keefe M et al. (2011). Health, Medicine and Veterinary Science – Learning and Teaching Academic Standards Statement. Australian Learning & Teaching Council

Table 3. Grouping of competencies by Learning Outcome Statements.

Category	Professionalism	Clinical practice^b	Health promotion^b	Evidence basedpractice^b	Collaboration	Life-long learning
Number of statements	45	8	5	6	83	18
Frequency ranking of key terms (highest to lowest)	Respect^a Patient^a Team Practice Care Conflict Knowledge Skills	Patient/client^a Participation Services	Services, Boundaries, Accountability	Evidence	Care Practice Patient Roles Knowledge Communic^a Collabor^a Team^a	Development Profession^a Team Reflect^a

^a Word stem.

^b Very small numbers of statements.

Table 4. The Interprofessional learning competency statements.

IPL competency statements

The principles of interprofessional learning encompass understanding, valuing and respecting individual discipline roles in health care. Interprofessional practice places the interests of patients and populations at the center of health care delivery. A key element of interprofessional practice is the recognition and use of the skills of other health professionals in health care delivery. It is supported by interactions that clarify perspectives, and enable insights and learning from other health professions.

On completion of their program of study, graduates of any professional entry-level healthcare degree will be able to:

• Explain interprofessional practice to patients, clients, families and other professionals

• Describe the areas of practice of other health professions

• Express professional opinions competently, confidently, and respectfully avoiding discipline specific language

• Plan patient/client care goals and priorities with involvement of other health professionals

• Identify opportunities to enhance the care of patients/clients through the involvement of other health professionals

• Recognise and resolve disagreements in relation to patient care that arise from different disciplinary perspectives

• Critically evaluate protocols and practices in relation to interprofessional practice

• Give timely, sensitive, instructive feedback to colleagues from other professions, and respond respectfully to feedback from these colleagues

Canadian Interprofessional Health Collaborative. 2010. A national interprofessional competency framework [Internet]. [cited 2016 Aug 9]. Available from: http://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210.pdf

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Interprofessional Education Collaborative Expert Panel. 2011. Core competencies for interprofessional collaborative practice: Report of an expert panel, Interprofessional collaborative, Washington, DC [Internet]. [cited 2016 Aug 9]. Available from: http://www.aacn.nche.edu/education-resources/ipecreport.pdf

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Combined Universities Interprofessional Learning Unit. 2004. Interprofessional capability framework: a framework containing capabilities and learning levels leading interprofessional capability. The University of Sheffield and Sheffield Hallam University, Sheffield [Internet]. [cited 2016 Aug 9] Available from: http://caipe.org.uk/silo/files/cuilupdf.pdf

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Griffith Health IDEAS. 2011. An interprofessional framework for interprofessional learning at Griffith Health 2011–2014, Griffith University, Griffith Queensland [Internet]. [cited 2016 Aug 9]. Available from: https://www.griffith.edu.au/__data/assets/pdf_file/0010/475768/GriffithHealthIPLFramework.pdf

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Brewer ML, Jones S. 2013. An interprofessional capability framework focusing on safe, high quality client-centred health services. J Allied Health. 42:45–49E.

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Faculty of Medicine, Dentistry and Health Sciences. 2010. Interprofessional Education & Collaborative Practice. A Curriculum Framework. The University of Western Australia [Internet]. [cited 2016 Aug 9]. Available from: http://www.meddent.uwa.edu.au/__data/assets/pdf_file/0006/2495256/IPE_Collaborative-Practice-Curriculum-Framework_Final-2010.pdf

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O’Keefe M, Henderson A, Pitt R. 2011. Health, Medicine and Veterinary Science – Learning and Teaching Academic Standards Statement. Australian Learning & Teaching Council [Internet]. [cited 2016 Aug 9]. Available from: http://www.olt.gov.au/resource-library

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