Student Learner Domain

The Student Learner Domain’s (SLD) primary role is to work with Day Hospital clinical teams to facilitate successful implementation of the IEGC educational sessions.

Achievements and successes

  • Refining and delivering an IPE educational opportunity for learners from five disciplines.
  • Involving faculty and clinical team members as facilitators of the educational experiences.
  • Accommodating the clinical team schedules in planning the IPE experience for the learners.
  • Using feedback from the students and clinical team to modify the delivery of the IPE experience.
  • Participating clinical teams are interested in continuing to provide an IPE learning experience
  • At the completion of the project’s educational research activities, clinical team members were delivering the majority of the teaching sessions.
  • Presenting the logistics of student placements and learnings at two international conferences.
  • Presenting the domain activities and successes at three national conference.
  • Successfully completing 11 IPE educational experiences.
  • Emphasizing the need for ongoing development of HSPnet in Manitoba.

Learners who participated in interprofessional education learning opportunities 2006 - 2007

Date of educational session

Number of sites running IPE

Students participating

January 2006 

 2

 5 

May 2006

 1

 4

November 2006

 1

 3

January 2007

 2

 5

March 2007

 2

 8

May 2007

 1

 2

November 2007

 2

 5

 Total number

 11

32 

Domain challenges

  • Student schedules were already established in each faculty
  • Students were not always available for four weeks, so the experience was adapted to accommodate student overlap
  • Clinical sites were not available to accept learners because of staff issues (turnover, illness) or traditional patterns of student supervision (some preceptors only accepted one student a year)
  • The educational opportuniy could change at the last minute (students dropped out or were not available as initially planned)
  • Clinical sites had their own goals for student learning that did not involve IPE
  • Established a "minimum dose" of time spent in Day Hospital for those learners that were sharing clinical placements between inpatients and outpatients

Suggested improvements

  • Ensure the teams are "bought in" to the IPE experience at the site level prior to the start of the IEGC Project. providing more time to assist the team to buy into the project, prior to expecting them to accept students as part of the project
  • Establish a "point person" at the clinical site to act as a liaison or "champion"
  • Invest more time teaching feedback and facilitation skills to clinical team members
  • Explore opportunities for students to partner with non discipline specific preceptors
  • Find out how much time each discipline is actually at the clinical site. This issue arose with some disciplines since on paper, it looked like the disciplines were available, but in fact they were off site or at another location in the facility.