Making the transition from student to practitioner T he impact of Interprofessional Education (IPE)

1. Making the transition from student to practitioner The impact of Interprofessional Education (IPE) Dr Fiona Frame Foundation Doctor Oxford Deanery CAIPE, November 2012

2. Outline • Background • IPE as a nurse • IPE as a medical student • IPE as a junior doctor • The future

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. Thank you fframe@doctors.org.uk