Using online communities to develop IPE in practice.

Interprofessional education has been perceived as problematic to teach, because of the logistics involved in managing large groups of students. The two universities in Aberdeen (Robert Gordon University and the University of Aberdeen) decided to co-develop an online module that would combine face-to-face practical experience with computer-mediated discussion. Students interacted in interprofessional groups of 30, working to complete tasks depending on the year and course of study. These groups have the potential to stay together for the duration of the students' courses, helping to establish virtual learning communities that facilitate informal and serendipitous learning

Playing games in IPE: a Japanese and Scottish experience.

This report describes the outcomes of a project funded by the Great Britain Sasakawa Foundation in 2013, which aimed to develop an educational toolkit for health and social care students and professionals

Diversity in interprofessional education: disciplines and topics.

This paper challenges the notion that interprofessional education is only about health and social care, and examines perspectives on diversity in relation to inclusivity and relevance in university education. It draws on evidence from the implementation of an interdisciplinary event titled "Strictly Come Dining" and a module titled "The Arts and Humanities in Health and Social Care Contexts" - both are within undergraduate curricula. Diversifying the disciplines and topics involved in interprofessional education brings holism to staff and student development, both personally and professionally. It develops graduate attributes for students and promotes employability

Interprofessional basic life support.

This presentation focuses on the implementation of basic life support (BLS) for health and social care students. BLS is the first action taken to resuscitate a person who has become unresponsive. This interprofessional peer-teaching initiative used senior students from medicine, nursing and diagnostic radiography, from the University of Aberdeen and Robert Gordon University. These students taught undergraduate students from schools that currently have minimal BLS teaching; health sciences, pharmacy and life sciences, and applied social studies. Student teachers were trained in pairs to teach their skills to first- and second-year students, facilitated by academic staff from both universities

A Scottish and Japanese experience of patient-centred diabetic care: descriptive study of interprofessional education on live webinar.

To minimise the global burden of diabetes, the awareness of appropriate intervention methods for diabetes education and practice is essential. This project is the first international interprofessional education (IIPE) for the awareness of diabetes, with a focus on patient-centred care wherein three medical and four pharmacy students from Japan and one medical, two pharmacy, two nutrition and one occupational therapy (OT) student from Scotland participated. We described IIPE effects using interdisciplinary education perception scale (IEPS) before and after the programme among Scottish and Japanese students. University of Aberdeen/ Robert Gordon University and Nagoya University developed and established a shared online platform that provided knowledge to students on diabetes in both languages. We developed a case-based scenario that reflected diabetes care in each country using a standardised patient (SP). Lastly, a student-led live webinar was conducted on 14 November 2014 (the World Diabetes Day) to discuss and exchange care methods for SP. Each participating national team presented their care plan and all students discussed the diabetic care plan online. Both Japanese and Scottish teams were able to accurately assess the patient’s condition and empathise with the SP. In conclusion, all participants learned that interprofessional collaboration was clearly required for diabetes management focused on patient-centred care. All participants appreciated the differences in the approach of the two countries involved because of the cultural and health related differences. This programme was significant in raising awareness regarding the need for international interprofessional intervention on diabetes towards developing a model for live webinar IIPE

Interprofessional education in practice.

This presentation focused on the implementation of interprofessional education (IPE) in practice-based settings for health and social care students. Building from recommendations and evidence accumulated during a classroom-based IPE programme at two universities from 2003-2008, "IPE in Practice" was piloted in two placement areas - operating theatre and primary care - using smaller groups and replicating the methodology from the previous, classroom-based study. This approach led to IPE in Practice being implemented in other areas, with IPE scenarios specific to those placement areas

Reflections on delivering interprofessional education in practice

The interprofessional education (IPE) programme in Aberdeen has been in existence since 2003. Commencing with undergraduate students from medicine and pharmacy, it expanded to include: applied biomedical science; diagnostic radiography; dietetics; midwifery; nursing; nutrition; occupational therapy; physiotherapy and social work. To cater for these different courses the programme has been diversified using blended learning strategies and innovative technologies. Models for practice delivery have been tried and tested, and research evidence has underpinned the development. This paper will highlight three of these tested models that can be used to deliver IPE in practice namely: simulation using gaming; face-to-face IPE in practice and the creation of virtual communities for student learning. A critical factor to enhancing the excellence of this curriculum development was the quality of the partnership working between the Universities and the practice settings. Fundamental to this was the staff development in IPE facilitation and training. Students demonstrated transferable skills from university to placement settings, applying their learning to interprofessional and inter-agency working. These formal and informal learning approaches have been crucial to the students’ acceptance of each other as equal partners in delivering health and social care

A Scottish and Japanese experience of patient-centred diabetic care : descriptive study of interprofessional education on live webinar

To minimise the global burden of diabetes, the awareness of appropriate intervention methods for diabetes education and practice is essential. This project is the first international interprofessional education (IIPE) for the awareness of diabetes, with a focus on patient-centred care wherein three medical and four pharmacy students from Japan and one medical, two pharmacy, two nutrition and one occupational therapy (OT) student from Scotland participated. We described IIPE effects using interdisciplinary education perception scale (IEPS) before and after the programme among Scottish and Japanese students. University of Aberdeen/ Robert Gordon University and Nagoya University developed and established a shared online platform that provided knowledge to students on diabetes in both languages. We developed a case-based scenario that reflected diabetes care in each country using a standardised patient (SP). Lastly, a student-led live webinar was conducted on 14 November 2014 (the World Diabetes Day) to discuss and exchange care methods for SP. Each participating national team presented their care plan and all students discussed the diabetic care plan online. Both Japanese and Scottish teams were able to accurately assess the patient’s condition and empathise with the SP. In conclusion, all participants learned that interprofessional collaboration was clearly required for diabetes management focused on patient-centred care. All participants appreciated the differences in the approach of the two countries involved because of the cultural- and health related differences. This programme was significant in raising awareness regarding the need for international interprofessional intervention on diabetes towards developing a model for live webinar IIPE