Using a research-informed interprofessional curriculum framework to guide reflection and future planning of Interprofessional Education in a Multi-site Context

Abstract Background: Over the past two years health educators in Australia have benefited from funding made available from national organizations such as the Office of Learning and Teaching (OLT) and Health Workforce Australia (HWA). Funded research has been conducted into educational activities across the country that aim to promote integrated and sustainable interprofessional learning. Methods and Findings: A collaboration between multiple stakeholders led to the establishment of a consortium of nine universities and interprofessional organizations. This collaboration resulted in a series of research studies and the development of a conceptual framework to guide the planning and review of interprofessional health curricula. A case study of the development of a suite of health education programs at a regional university in Australia is used to demonstrate how the framework can be used to guide curricular reflection and to plan for the future. Shedding a light on interprofessional health education activities across multiple sites provides a rich picture of current practices and future trends. Commonalities, gaps, and challenges become much more obvious and allow for the development of shared opportunities and solutions. Conclusions: The production of a shared conceptual framework to facilitate interprofessional curriculum development provides valuable strategies for curricular reflection, review, and forward planning.The authors acknowledge the contribution of the Interprofessional Curriculum Renewal Consortium, Australia (2014)

Curriculum renewal for interprofessional education in health

In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi

Curriculum renewal in interprofessional education in health: Establishing leadership and capacity - Report to the Office for Learning and Teaching 2016

The Curriculum Renewal for Interprofessional Education in Health: ‘Establishing Leadership and Capacity’ (ELC) project builds from a number of Australian and global studies and reports that address a range of critical issues associated with the development of interprofessional education (IPE) and interprofessional practice (IPP) within Australia and globally2. Informing the focus and design of the project was the view that Australian IPE had reached a point where a whole of system approach to development was now possible and required. This was talked about in terms of Australian IPE development having reached a ‘tipping point’; and Australian IPE now needing a new and scaled-up change focused methodology. There was also a sense that project based initiatives, whilst important, were unable to generate the momentum and system wide buy-in that was now seen as necessary. These views are not surprising as one of the most consistent findings from studies of IPE in Australia is that it has been local and disconnected from a broader national context. The ELC project took these views as its point of departure. The project aimed, firstly, to test these views – did they represent a broad based consensus position; and, secondly, if they did, was it possible to identify what an Australian whole of system approach would look like? Clearly, testing and working with these ideas would require an inclusive ‘national conversation’. As a way of creating such a conversation, the project held two fora in 2014 – a national forum in Sydney, New South Wales, and a state based forum in Perth, Western Australia. The fora brought together a diverse group of stakeholders engaged in various aspects of IPE and IPP, and, more broadly, from Australian health professional education. Participants – individuals and groups - represented key bodies from higher education, health service provision, the health professions, government agencies, workforce development and regulatory bodies. To keep the work of the fora focused and based on previous Australian learning, the fora were structured in relation to the findings and recommendations identified in the Curriculum Renewal Studies (CRS) development and research programme (see below). What emerged from the fora, and what is reported below, can be described as the design for a ‘national IPE architecture’. This architecture is defined by a ‘National Work Plan’ (NWP). The aim of the NWP is to build an inclusive, collegial and participatory national approach to understanding, communicating, learning about and developing IPE/IPP in Australia. Most critically, the NWP is about the development of an interprofessional approach involving the widest possible participation of all groups involved with or impacted by IPE/IPP. The NWP is structured to align with the key recommendations of the CRS. It proposes the establishment of a governance and development framework that addresses: National leadershipCurriculum and standards developmentIPE capability development in all relevant faculties/schools etc. Research, and knowledge development, management, utilisation and dissemination Sustainability