derstand the physical and environmental challenges patients are confronted with outside of the health care facility. Speakman added that students also write about the value of the group leaders who provide guidance on how to communicate effectively with patients and other team members.
Learning IPE Through Patient Safety Activities
Pamela H. Mitchell wrote in the chapter “Defining Patient Safety and Quality Care” that “safety is the foundation upon which all other aspects of quality care are built” (Mitchell, 2008). Linking this notion of patient safety to interprofessional practice, workshop session moderator, Hugh Barr of the U.K. Centre for the Advancement of Interprofessional Education, commented on the recent work of Sexton and colleagues. Those researchers found that improvements in teamwork and culture in intensive care units improved the overall safety climate (Sexton et al., 2011). Using safety as a way to educate students on how to collaborate interprofessionally resonated with a number of presenters at the workshop. Two examples of this approach, from Curtin University and from the University of Missouri, are described below.
At Curtin University, Brewer and Jones developed a framework for IPE curriculum development, which is shown in Figure 2-2. Workshop presenter Dawn Forman from Curtin discussed this framework, which underlies the curriculum and also extends into interprofessional practice. The IPE curriculum starts in the first year, she said, with 23 health professional schools following a model for ensuring client safety and quality. The foundation laid in this first year is built upon in the second, third, and fourth years for each of the programs by having one unit for each profession, which is integrated into each of the subsequent years through workshops, simulation activities, and most importantly, placement activities.
Like Forman, workshop speaker Carla Dyer of the University of Missouri School of Medicine uses IPE patient safety as a way to teach collaboration to her students. She and her colleagues address patient safety and quality improvement using “fall prevention” as the interprofessional teaching modality.
According to Dyer, students first learn about fall prevention through an independent, online study that quickly shifts to a simulation and bedside encounter where students are grouped in dyads consisting of a medical student and a nursing student. The interprofessional simulation first focuses on fall risks in the inpatient setting and then transitions to the home environment. For the bedside encounter, Dyer said, students begin by completing a chart review to gather information about the patient’s risk for falls. They