pilipiliĀž»­

 

Better together: How Dal students bridge disciplines in health care

- April 10, 2013

Students and facilitators from the IPE program at Capital Health's Rehab Clinic (L to R): Catherine McPhail, Marylyn Andrews, Tayah McLaren, Alison McDonald, Jenny Billett. (Danny Abriel photo)
Students and facilitators from the IPE program at Capital Health's Rehab Clinic (L to R): Catherine McPhail, Marylyn Andrews, Tayah McLaren, Alison McDonald, Jenny Billett. (Danny Abriel photo)

The health-care sector is complex, with a wide variety of patients and staff coming into contact with one another on a daily basis. Learning to work together effectively and efficiently is one of the most important things students can learn ā€“ which is why interprofessional education (IPE) has grown to become a vital aspect of a health-care workerā€™s education across the country.

Students in the Faculties of Medicine, Dentistry and Health Professions at pilipiliĀž»­ are required to undergo IPE as a part of their training. This training involves both theoretical education in the classroom, as well as a practice setting component in which students must apply the concepts to real life. The idea is to give students an opportunity to work collaboratively with other professions in order to provide a more well-rounded education and ultimately, a better patient experience.

There are a number of benefits to IPE. For one, it helps health-care workers understand what it is exactly that other professions do when they work with patients. This role clarification is essential for working in teams, particularly in scenarios where there may be overlapping tasks. This, in turn allows the team to communicate better, solve conflicts, avoid duplication of tasks and generally provide better care.

Teams across the province


Each year there are a number of IPE student ā€˜teamsā€™ working at health-care sites across the province, which are comprised of both Dalhousie students and other students from across the province and country.

One of these teams spent its term at the Nova Scotia Rehabilitation Centre. The group of nine students are from a wide variety of backgrounds, including prosthetics and orthotics, physiotherapy, recreation therapy, medicine, speech language pathology, medical lab technology, and radiological technology. The students were all doing their practicums in the stroke unit, and had at least one patient in common. They met once a week for five weeks to discuss how they were working together as a team, and what they could be doing to improve their collaborative practice.

At the end of their five weeks, the students gathered to present the results of their experience to fellow students and staff at the Rehab Centre, performing a skit that showed the very real and serious consequences of not working as a team. They demonstrated the ā€˜patientā€™ being shuffled from staff member to staff member, becoming confused and exhausted as a result.

As the students explained to their audience afterwards, the experience highlighted the importance of each member of a health-care team not only being aware of the daily tasks of other health-care workers, but also being aware of the patientā€™s goals and approaching the treatment accordingly. Ā 

For example, physiotherapy student Stephanie Gillcash related how she and fellow physiotherapy student, Scott Symonds, sat in on a session that their teammate, Kathleen Chiddenton, a speech-language pathology student, was holding with a mutual patient.

ā€œWe noticed that she would really give him the time to let him get out his words and to say them again. Previous to that I would have been doing physio with him and not realizing that I was [trying to finish his sentences],ā€ she says. This changed how she worked with the patient going forward, so that while he was getting physio treatment, she could also help him in other aspects of his therapy by allowing him to finish his sentences.

Ā ā€œI think just having a better understanding of what their goals are as a whole, it helps us as students and professionals to just sort of really let them work towards meeting those goals,ā€ she adds.

Professional tunnel vision was another common challenge noted by the students. ā€œWe get hyperfocused on our own professions, so I think itā€™s really good to see others,ā€ said Chiddenton. ā€œIt gives you ideas to incorporate into your own profession.ā€ Knowing how other professions work with their patients can help health-care workers to identify what kind of treatment their patients need most urgently, and then make the appropriate referrals.

Finally, IPE can also lead to improved professional confidence. ā€œComing in as a student to a place like the Rehab Centre, you have a lot of questions and youā€™re uncertain about a lot of things,ā€ said Symonds. ā€œYouā€™re trying to impress everyone while youā€™re here. I found something like this was really good because it took away some of the uncertainties.ā€

Working as a team


The Yarmouth Regional Hospital also hosted an IPE team, which had students in fields like nursing, occupational therapy, recreation therapy, pharmacy, medical lab technology and dietetics. The students were subdivided into two teams: one working in palliative care and the other team on the stroke unit. The students worked together during the course of their practicums, and met once a week on Wednesdays to discuss their collaboration.


Members of the Yarmouth team (L to R)Ā Michelle Lutz, Tammy Fitzgerald, Karine Smith, Sasha Wilson, Tasha Doucette (Provided photo)

Natalie Pothier, a clinical dietician at Yarmouth Regional and one of the group facilitators, says that one of the most important things the students learn is that working as a team is not easy. ā€œOne of the goals is to get them to understand one another and what everyone brings to the table, and work towards the same goals.ā€ Students donā€™t often get the chance to practice working with other professions, she said. ā€œPeople need to practice being a team.ā€

But itā€™s not just a learning experience for the students. All the IPE facilitators remarked on how the experience of guiding the students helps them to re-evaluate their own practices. ā€œItā€™s an opportunity for the facilitators to learn about each other as well,ā€ says Adele LeBlanc, a faculty member with the Dalhousie School of Nursing, Yarmouth site. ā€œItā€™s a capacity builder within the students, and within the health-care sector, and within the site.ā€

Catherine McPhail, a prosthetist at the Rehab Centre and a facilitator, agrees. ā€œWe very often donā€™t take time to stop and think about how weā€™re doing what weā€™re doing,ā€ she says. ā€œHaving the IPE experience and participating in it as a clinician and facilitating and working along with the group of students ā€¦ it kinds of reminds us to continually check our practice, make changes, based on that patientā€™s experience.ā€

This comes back to one of the central tenets of IPE ā€“ an emphasis on patient-centered care. Tayah McLaren, a radiological technology student who was part of the Rehab Centre team, says she has taken away a new appreciation for the importance of focusing on the patientā€™s goals.

ā€œ[Itā€™s about] adjusting your practice to suit the patientā€™s goals as opposed to applying a bit of a ā€˜this is how it isā€™ approach.ā€