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Information for Facilitators We have a fabulous team of facilitators from a range of disciplines and academic backgrounds who work with us to deliver the IPE activities. To see who they are and how to contact them, please click here.
For Facilitators in the Early Years programme ("Universal Precautions"): Download
the Handbook for Universal Precautions
(requires Acrobat
Reader) For Facilitators in the Middle Years programme: Download the Middle Years Common Learning Student Study Book. (requires Acrobat Reader) At your training session you would have received various documents outlining the IPE programme and offering support for the sessions that you run. You can find all these documents below: 5-Strand strategy for interprofessonal education Briefing note for common learning General notes for facilitators Detailed notes for running an introductory session Detailed notes for running a debriefing session
The following are some ideas of how to approach an interprofessional class. • Spend time enabling students to get to know each other. • Use terms such as Health and Social Care Students when referring to interprofessional groups, rather than being discipline-specific. • Ensure that all professions are included in scenarios, simulations and reference lists. • Use active learning strategies e.g. Problem/Enquiry Based learning, Narratives, simulation, group work. • Technology enhanced learning (E-learning) can support but not replace face-to face contact and learning • Recognise that professions use different languages and therefore clarification of terms and words is needed to develop understanding. • Facilitate students to work as a team and to learn from each other. • Use previous knowledge and experience from group members • Allow time for students to discuss and question each other • Social
time is important. • Students will have strong professional identities and sometimes see IPE as a threat to their professional identity • Reflection helps students learn either by group reflection or individually using portfolios •
Assessment drives learning
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