Supporting clinical educators in interprofessional placements

Lessons from an international experience

Research output: Other contribution to conferenceAbstract

Abstract

Introduction/background:
Establishing skills in collaborative health practice is seen as critical to developi
ng allied health (AH) professionals who are able to practice within patient centred models of care. Embedding inter-professional (IP) experiences within clinical placements enables AH students to develop authentic collaborative skills. IP placements, however, add challenges for Clinical Educators (CEs) around aspects such as managing students’ perceptions; limited guidance on assessing students from other professions; and need for increased collaboration between staff. One method of supporting CEs can be the use of a well
-designed, IP supervisory and assessment model which addresses these issues.
Aim/objectives: The aim of this research was to analyse the strengths and challenges of an IP approach to supervising and assessing undergraduate AH students on their clinical placement in Vietnam.
Discussion:
Four AH professions were involved in developing, trialling and refining over a period of 4 years, a core skills IP assessment approach and tool for a final year IP placement in Vietnam for AH students. All CE’s who had participated in the program were invited to attend a focus group session to evaluate the strengths and challenges of this innovated approach.
Issues for exploration:
This paper explores those aspects of the shared supervisory and assessment approach which supported the CE’s confidence and skills in assessing students from other disciplines, including:
complete collaboration at all levels; joint IP assessment using a tool which they had been involved in developing; articulated key priorities; focus on the student learning journey; program leadership; and ongoing reflective practice.
Original languageEnglish
Pages67-68
Number of pages2
Publication statusPublished - 01 Jul 2018
EventAustralian & New Zealand Association for Health Professional Educators (ANZAHPE) 2018 Conference - Hotel Grand Chancellor, Hobart, Australia
Duration: 01 Jul 201804 Jul 2018
https://www.anzahpe.org/copy-of-2017-conference (conference proceedings)
https://docs.wixstatic.com/ugd/363deb_83bdc53169c048fb88656ee0671abb89.pdf (Conference proceedings)

Conference

ConferenceAustralian & New Zealand Association for Health Professional Educators (ANZAHPE) 2018 Conference
Abbreviated titleSustainability for Health Professions Education
CountryAustralia
CityHobart
Period01/07/1804/07/18
Internet address

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Cite this

Skinner, K., & Robson, K. (2018). Supporting clinical educators in interprofessional placements: Lessons from an international experience. 67-68. Abstract from Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2018 Conference , Hobart, Australia.
Skinner, Kay ; Robson, Kristy. / Supporting clinical educators in interprofessional placements : Lessons from an international experience. Abstract from Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2018 Conference , Hobart, Australia.2 p.
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Skinner, K & Robson, K 2018, 'Supporting clinical educators in interprofessional placements: Lessons from an international experience' Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2018 Conference , Hobart, Australia, 01/07/18 - 04/07/18, pp. 67-68.

Supporting clinical educators in interprofessional placements : Lessons from an international experience. / Skinner, Kay; Robson, Kristy.

2018. 67-68 Abstract from Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2018 Conference , Hobart, Australia.

Research output: Other contribution to conferenceAbstract

TY - CONF

T1 - Supporting clinical educators in interprofessional placements

T2 - Lessons from an international experience

AU - Skinner, Kay

AU - Robson, Kristy

PY - 2018/7/1

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N2 - Introduction/background: Establishing skills in collaborative health practice is seen as critical to developing allied health (AH) professionals who are able to practice within patient centred models of care. Embedding inter-professional (IP) experiences within clinical placements enables AH students to develop authentic collaborative skills. IP placements, however, add challenges for Clinical Educators (CEs) around aspects such as managing students’ perceptions; limited guidance on assessing students from other professions; and need for increased collaboration between staff. One method of supporting CEs can be the use of a well-designed, IP supervisory and assessment model which addresses these issues. Aim/objectives: The aim of this research was to analyse the strengths and challenges of an IP approach to supervising and assessing undergraduate AH students on their clinical placement in Vietnam.Discussion: Four AH professions were involved in developing, trialling and refining over a period of 4 years, a core skills IP assessment approach and tool for a final year IP placement in Vietnam for AH students. All CE’s who had participated in the program were invited to attend a focus group session to evaluate the strengths and challenges of this innovated approach. Issues for exploration:This paper explores those aspects of the shared supervisory and assessment approach which supported the CE’s confidence and skills in assessing students from other disciplines, including: complete collaboration at all levels; joint IP assessment using a tool which they had been involved in developing; articulated key priorities; focus on the student learning journey; program leadership; and ongoing reflective practice.

AB - Introduction/background: Establishing skills in collaborative health practice is seen as critical to developing allied health (AH) professionals who are able to practice within patient centred models of care. Embedding inter-professional (IP) experiences within clinical placements enables AH students to develop authentic collaborative skills. IP placements, however, add challenges for Clinical Educators (CEs) around aspects such as managing students’ perceptions; limited guidance on assessing students from other professions; and need for increased collaboration between staff. One method of supporting CEs can be the use of a well-designed, IP supervisory and assessment model which addresses these issues. Aim/objectives: The aim of this research was to analyse the strengths and challenges of an IP approach to supervising and assessing undergraduate AH students on their clinical placement in Vietnam.Discussion: Four AH professions were involved in developing, trialling and refining over a period of 4 years, a core skills IP assessment approach and tool for a final year IP placement in Vietnam for AH students. All CE’s who had participated in the program were invited to attend a focus group session to evaluate the strengths and challenges of this innovated approach. Issues for exploration:This paper explores those aspects of the shared supervisory and assessment approach which supported the CE’s confidence and skills in assessing students from other disciplines, including: complete collaboration at all levels; joint IP assessment using a tool which they had been involved in developing; articulated key priorities; focus on the student learning journey; program leadership; and ongoing reflective practice.

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ER -

Skinner K, Robson K. Supporting clinical educators in interprofessional placements: Lessons from an international experience. 2018. Abstract from Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2018 Conference , Hobart, Australia.