University Staff Insights on Interprofessional Education and Student-Led Clinic Opportunities at an Australian University

Figures & data

Table 1 Participant Characteristics

Gender	Male	5
	Female	11
Department	Health Sciences and Biostatistics (includes biomedical science, clinical technologies, exercise and sports science, forensic psychology, health promotion, neuroscience, nutrition, and statistical modelling)	5
	Nursing and Allied Health (dietetics, occupational therapy, physiotherapy)	6
	Psychological Sciences	3
	Other	2
Level	B/C*	9
	D/E*	6
	Other (Professional staff)	2

Notes: *Refers to academic levels as determined by the Australian Government Fair Work Ombudsman.¹³

Table 2 Themes Describing Academic and Professional Staff Perspectives on IPE and SLC Opportunities

Academic and professional staff commitment: Academic and professional staff s are highly invested in developing a workforce responsive to mental health, chronic conditions, aged care, and disability	Academic and professional staff s have a “birds-eye” view of gaps in healthcare. Particular industry gaps are perceived in mental health, management of chronic conditions, aged care, and disability. Insufficient opportunities exist to expose students to these clinical areas. Academic and professional staff are highly invested in exploring opportunities for better preparing students for future healthcare.
Better/smarter IPE: Interprofessional education requires better and smarter approaches	IPE empowers students to think broadly and deeply. Terminology around IPE is variable and sometimes inconsistent. IPE extends beyond mainstream health disciplines. Fieldwork placements do not consistently expose students to good models of interprofessional practice. IPE is siloed and lacks cohesive planning and execution.
Student-led clinic potential: University-based student led clinics have potential but are limited in scope and vision	Uni-discipline clinics operate successfully. SLCs can offer opportunities for skill development. SLCs perceived to be unsustainable and not meet current educational needs. “Student-led” is a misnomer.
Vision and Innovation: Expansive, innovative solutions to healthcare education are envisioned by academic and professional staff	Solutions to interprofessional education extend beyond traditional student-led clinic models. Multiple industry partnerships as preferred approach. Partnerships are possible with existing primary and tertiary healthcare providers, community facilities and services for older adults.
Strategy and Resourcing: Implementing IPE innovations requires strategic, focused resourcing	IPE is siloed and lacking a unified vision. High level planning and IPE strategies are needed. Co-design with consumers and academic and professional staff is needed.

Australian Government Fair Work Ombudsman. Higher education industry-academic staff-award 2020. Available from: https://library.fairwork.gov.au/award/?krn=MA000006#_Toc141265466. Accessed January 12, 2024.

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