UTAS Home › Faculty of Health Science › School of Medicine › › Interprofessional Learning (IPL)
A working definition of Interprofessional Learning is:
"Interprofessional Education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care." CAIPE 2002
In March 2011 the School of Medicine established an Inter-professional Learning working party. The role of this working party is to explore IPL competencies that will be embedded in the professional courses offered within the School and to act as a resource for staff and students wishing to develop or participate in IPL programs.
A continuum of interprofessional learning
Bramble, M., Bull, R., Ennever, E., Walls, J. & Zimitat, C. (2012). Inter-professional learning in a blended learning environment: Rhetoric, reality and opportunity. Paper presented at the Annual HERDSA Conference, Hobart Tasmania 3-5 July.
Inquiries regarding the School of Medicine IPL Working Party can be directed to: Mr Dale Edwards, Chair of the IPL Working Party.
| Activity | Key contact | Professions involved |
|---|---|---|
| An inter-professional learning workshop for first year MBBS and BParaPrac students | Dr Marianne Catchpole |
|
| Integrated Interprofessional Learning Self-Directed Learning Space (I-IPL-SDL-S) – Anatomy and Pathology | Dr Derek Choi-Lundberg |
|
| MIRECLES (Multi-disciplinary and Interprofessional Real-life Education in Clinical Learning Environment for Safe patient care) | Dr Kwang Chien Yee |
|
| Wilderness Weekend | Assoc Prof Geoff Couser |
|
| CORES Suicide Intervention and Mental Health First Aid | Mrs Eve De Silva |
|
| Perspectives on Ageing | Dr Marguerite Bramble |
|
| IPL Placements and Supervision in Wicking Teaching Aged Care Facilities | Prof Andrew Robinson |
|
| IPL Placements and Supervision in Private Hospitals | Ms Annette Marlow Prof Craig Zimitat |
|
A continuum of interprofessional learning is tabled here, based on inductive reasoning process:
| Level | Teaching and Learning Activities | IPL Outcomes |
|---|---|---|
| 0 | There are no planned interactions between learners from different professional groups, subject matter is not multidisciplinary. | No IPL outcomes |
| 1 | Learners from different professional orientations cohabitate and study same unit – interactions between learners are unplanned; subject matter may be multidisciplinary, exposure to professionals as part of study. | Low level IPL outcomes:
|
| 2 | Learners from different professional orientations study together, and collaborate or work together in teams on understanding subject matter from different personal and role perspectives, and learning about different roles in health care system. Teamwork may be modelled by a multidisciplinary/IPL teaching team. | IPL outcomes relate to:
|
| 3 | Learners from different professional orientations collaborate in a clinical/authentic context to understand different roles and responsibilities in care of patients. | IPL outcomes relate to:
|
| 4 | Learners from different professional orientations collaborate in a clinical context to understand different roles and responsibilities for care of patients, with the explicit goals of improving working relationships for the ultimate benefit of patient care. | IPL outcomes relate to:
|
Authorised by the Head of School, Medicine
28 March, 2013
Future Students | International Students | Postgraduate Students | Current Students
© University of Tasmania, Australia ABN 30 764 374 782 CRICOS Provider Code 00586B
Copyright | Privacy | Disclaimer | Web Accessibility | Site Feedback | Info line 1300 363 864