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	Authors	Institution
	Steinsbekk Aslak	Norwegian University of Science and Technology

Theme

5JJ Interprofessional education 2

One or two days of learning integrated care?

Background

As part of a strategic initiative from organisations involved in health care delivery, research and education in in Central Norway, an educational activity where all the 3^rd year students from different professions meet has been developed.

The theme is “Competency in Integrated care across professional disciplines”, and the aim is to increase the students’ awareness of each other’s profession and knowledge about integrated health care.

Aim

The aim of this study was to describe the students’ Readiness for Interprofessional Learning Scale (RIPLS) and satisfaction with a one day version conducted in 2013 and a two day version conducted in 2014.

Summary of Results

RIPLS score

In 2013 their total RIPLS score was 77.4 at the start and 77.5 at the end. In 2014 this was 76.8 at the start and 77.9 at the end.

Students from medicine and bioengineer had significantly lower score in 2014

Statisfaction

The students overall satisfaction was 7.4 in 2013 and 7.1 in 2014.

Students from occupational therapy were most satisfied and students from medicine least satisfied.

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Conclusion

The students rated both the one and two day versions as very successful. There was a higher change in RIPLS score in the two day version.

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Summary of Work

A total of 600 3^rd year students from medicine, nursing, social work, physiotherapy, occupational therapy and social education (welfare nursing) took part in 2013. 700 students also including students from bioengineer and radiograph took part in 2014.

Students were asked to rate RIPLS bot at the start and the end and their overall satisfaction on a 0 to 10 scale at the end.

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Take-home Messages

Picture of a blackboard where the characteristics of the differenet professons are described

Learning to know other professions was clearly rated as the most valuable experience.

Students really enjoy meeting each other, making the heavy burden of practical work worthwhile.

Acknowledgement

The work is presented on behalf of the working group.

Designed & Managed by Innovative Technology®

Summary of Work

Time	Content	Format
90 min	Getting to know each other, watching video about dysfunctional integrated care (20 min), making a presentation of examples of and reasons for dysfunctional integrated care.	Student lead group work.
90 min	Introduction to integrated and coordinated care with discussion.	Plenary with student presentations (30 min) and lectures (60 min).
105 min	Learning about each other's professions based on self-presentation.	Student lead group work.
60 min	Competency needs in integrated care with examples from clinical practice.	Plenary with lecture.
120 min	Influence from workplace culture. Making a short presentation about “what is the main message you want to give employees in the health and welfare service to teach them about integrated and coordinated care?”.	Student lead group work with video lecture (15 min)
40 min	Presentation of the group work.	Plenary with student presentations
20 min	Example of integrated care pathway (stroke)	Plenary with lecture.
60 min	Watching video about optimal integrated care (same setting as in the first video).	Plenary.
40 min	Coping and self-management. Take home speech by Dean	Plenary with lecture.