Transcript Fiona Frame
Making the transition from student to practitioner The impact of Interprofessional Education (IPE) Dr Fiona Frame Foundation Doctor Oxford Deanery CAIPE, November 2012 Outline • Background • IPE as a nurse • IPE as a medical student • IPE as a junior doctor • The future About Me • Trained as a nurse in Edinburgh from 1994-1998 • Trained as a doctor in Leicester from 2008-2012 • I am currently working in the Oxford Deanery IPE as a nurse • No IPE in the undergraduate curriculum during my nurse training – but it became integral to my daily clinical practice • Staffed in the Intensive Care Unit (ICU) at the Royal Infirmary • Taught medical students at the University of Edinburgh • Was a clinical researcher in an interprofessional team (ECCRG) • Had lots of IPE experience through education and research My experiences of IPE as a medical student (1) • As a graduate entry medic every day is about IPE! • In addition, IPE is a core element of the undergraduate medical student curriculum at the University of Leicester • I participated in IPE in each year of the course • I experienced variety through diversity • I used reflection to develop a final portfolio of work My experiences of IPE as a medical student (2) • Opportunities for IPE in clinical practice were sometimes limited • Encouraged to utilise my IPE experience outside the curriculum • Organised interprofessional study days/learning events • Completed a medical education elective: developing interprofessional Open Educational Resources (OERs) • Delivered a range of undergraduate and postgraduate interprofessional teaching via established courses Transferable knowledge, skills and attitudes My experiences as a medical student have reinforced the benefits that can be derived from IPE by highlighting the impact of: • Making patient-centred integral to daily clinical practice • Taking the opportunity to listen to patients and their families in order to provide responsive, individual quality of care • Having the opportunity to learn alongside different professional groups, in order to create shared realities and experiences • Reaching a greater understanding of the roles and responsibilities of others - to make teamwork more effective IPE as a junior doctor • Structured Foundation Programme: some IPE! • TAB assessments • ICU at the JR Hospital in Oxford: promotes an interprofessional team approach • Provides opportunities for IPE in daily clinical practice • Allows me to utilise the knowledge, skills and attitudes that I have learned and experienced to date • Facilitates personal and professional development On reflection: the future • I have been fortunate to work in an environment where interprofessional teams are valued and accepted • The impact of consistent and continued IPE has been reinforced through my recent undergraduate training • I can be a positive role-model • I will maintain my on going commitments to IPE, whilst continuing to grow and develop as a practitioner Thank you [email protected]