Interprofessional Student Clinic

1. Interprofessional Student Clinic Sept 2017

2. Background

3. Background

4. Transformational learning A learning theory base is recommended for IPL activities • Transformational learning • Experience – of individuals and the team • Critical reflection – what would you do differently next time? • Development – a plan for how to do it differently the next time • THEN: try it and critically reflect again

5. 2016 Clinic objectives • Reduce time between client initial assessment and commencement of care planning • Provide an authentic and meaningful interprofessional learning experience for tertiary professional-entry students, based on the principles of transformational learning • Increase client numbers in BCH group programs • Measure client satisfaction with the student-led assessment and screening process

6. 2016 Clinic outcomes Successes • 21/22 clients went to Podiatry or Exercise Physiology within 10 minutes of their INI • 6 clients referred to an exercise program, 2 to counselling, 1 to dietetics • High level of client satisfaction • Positive student learning experience Challenges • Process for managing referrals • Tracking of client progress • Collection of client feedback (14/22) • Documentation of ideas within debrief sessions • No control group for comparison

7. 2017 Clinic objectives • Reduce time between client initial assessment and commencement of care planning. • Increase client numbers in BCH group programs • Provide an authentic and meaningful learning experience for tertiary professional-entry students • Apply and test the principles of transformational learning.

8. 2017 Clinic outcomes Successes • 14 clients attended • 6 were referred to a subsequent appt • High level of client satisfaction • Shared learning and the interprofessional experience Challenges • Recruitment of clients in the absence of a waiting list • 6 DNAs (5 in the first week) • Collection of client feedback (10/14) • Tracking of client progress

9. Different in 2017 • Inclusion of Social Work student • Use of K10 as part of the Initial Needs Identification • For over 65s – offer of assistance to clients to register for MyAgedCare • Run-through of Podiatry and Exercise Phys screening for student group

11. 2017 Student Clinic

12. Client feedback • No patient declined to be involved on the basis that the clinic would be conducted by students. • 2016 – 78.5% satisfied, 21.5% very satisfied • 2017 – 70% satisfied, 30% very satisfied • Hudson et al (2010) found that most patients are positive about assisting students to develop professional skills and attitudes. *Hudson, J. N., Weston, K. M., Farmer, E. E., Ivers, R. G., & Pearson, R. W. (2010). Are patients willing participants in the new wave of community-based medical education in regional and rural Australia?. The Medical Journal of Australia, 192(3), 150-153.

13. Client feedback ‘Excellent information and future guidance. All very polite.’ ‘The supervising clinician gave good support to the student who I found to be very competent. Well done.’ ‘Pleasant experience. Thank you for helping me.’ ‘Thanks for your friendly chat.’

14. Student feedback Based on Transformational Learning (experience, critical reflection, development) students were asked ‘Did you apply your goals/strategy from yesterday’s plan? If so, what was the result?’ • Flowed better, more confidence. • My goal to organise questions helped with the assessment. • I was able to interview the clients more comfortably. • My plan to preface my questions better seemed to have worked

15. Student feedback What do you feel you have learnedfrom this experience? ‘I learned about the diverse roles of podiatrists and exercise physiologists’ ‘How to conduct an effective client interview’ ‘Communication skills’ ‘Understanding roles of other health professionals’ ‘How to make difficult questions less confronting’ ‘Be careful of language in my future consultations’

16. Student feedback

17. Student feedback

18. Supervisor/staff feedback What do you believe the students gain from critical reflection and/or the group debrief? ‘The group debrief gives the students an opportunity to talk about their assessment in a safe professional environment. It gave each student an opportunity to see how other disciplines work and how best to achieve the best outcome for the client.’ ‘Students able to reflect on novel or unexpected scenarios and find a response that is suitable.’

19. Case study • Single woman, living alone, aged 58 • Slightly overweight – gained 15 kilos in the last 2 years • Osteoarthritis, back and knee pain (recent knee surgery) • Attended clinic to access exercise physiology

20. Questions…

21. References • Student-Run Clinics: Opportunities for Interprofessional Education and Increasing Social Accountability (2012). Journal of Research in Interprofessional Practice and Education Vol. 2.3 August, 2012 • Hudson, J., Weston, K., Farmer, E., Ivers, R., & Pearson, R. (2010). Are patients willing participants in the new wave of community-based medical education in regional and rural Australia? Medical Journal Australia, Vol 192 No 3. pp150-153 • Framework for Action on Interprofessional Education & Collaborative Practice (2010). World Health Organization, Geneva, Switzerland • Dochy, F., Gijbels, D., Segers, M., & Van den Bossche, P. (2011). ‘Transformational learning: the perspective of J Mezirow’. Theories of learning for the workplace. Building blocks for training and professional development programs, pp37-51. London: Routledge.