Ketamine as a Therapeutic Intervention
Learning outcomes:
1) Understand the effect of ketamine on the brain in the context of KAP
2) Recognize client factors that facilitate and hinder efficacy/appropriateness of KAP as a therapy intervention
3) Understand the screening, intervention, and follow-up process that differentiates KAP from other forms of talk therapy
Interprofessional capability framework
This capability framework was informed by the orginal Canadian competency framework published in 2010 but describes interprofessional competencies/capabilities in the Australian education context. More specifcally Curtin University's health science faculty which includes 26 disciplines.
Interdisciplinary studio-based work-integrated learning
This guide is based on lessons learned from a 12 month project titled 'Archietcuring health' that brought together students studying a health professional qualification with architecture students and staff. The aim of the project was to explore how health and wellbeing can be optimised through interdisciplinary collaboration and space activation. The guide's aim is to assist staff to create, implement and evaluate interdisciplinary work integrated learning utilising design thinking - specifically studio-based learning - as a key element.
Interdisciplinary Project-Based Work-Integrated Learning:
This Guide is designed to inform the incorporation of interdisciplinary project-based learning into undergraduate or postgraduate programs. Interdisciplinary project-based learning provides an opportunity for university staff, students, and industry partners to enhance their capabilities through collaborating on authentic problem solving.
A kickstart guide to interprofessional fieldwork (clinical placements)
Based on experiences with interprofessional education in health professional education, this guide provides the key approaches to establish effective interdisciplinary/interprofessional team learning during clinical placements/rotations. The guide can be used to establish an interprofessional team based placement or program of placements with multiple industry hosts. The guide gives an overview of the essential dimensions required to establish and evaluate interprofessional placements. This includes tips, suggested readings and several proforma tools.
Transition to practice: can rural interprofessional education make a difference?
This study investigated student learning experiences over the first two complete years of the programme, comparing responses from participating students with those from a cohort of non-participating peers. This study finds that if multiple learning objectives can be met concurrently in well supported rural IPE programmes, learning outcomes can be maximised for a wide range of health professional students in ways that are sustainable and beneficial for local communities.
Interprofessional education in a rural clinical setting: case study
An interprofessional programme, with cohorts of students from six different health professions, was developed from an initial business case and implemented as one of two parallel rural sites. First-year results indicate significant community commitment and very positive student feedback in relation to local hospitality, feeling part of the healthcare team, learning from students of other disciplines and much greater appreciation of the rural health environment. Students report greatly increased confidence in working with Maˉori, and enjoy producing their community projects.
Five years on: Influences on early-career health professionals from an IPE program
This longitudinal study aimed to ascertain former students' perceptions of and influences from a final-year pre-registration, rurally-located, clinically-based, 5-week interprofessional program on their subsequent work and career in the health professions. The study found that this work reports positive influences on subsequent careers among respondents who had previously participated as final-year students in the IPE program, particularly with respect to interprofessional working, rural health, and contextual and cultural influences.
Interprofessional postgraduate education in primary health care: Is it making a difference?
This paper explores attitudes to, and perceptions of, the impact of interprofessional postgraduate education for primary healthcare professionals, based on a postal survey of 153 primary healthcare professionals undertaking postgraduate qualifications in New Zealand. This study found that interprofessional postgraduate qualification study for primary health care professionals in New Zealand resulted in personal and professional benefit for individuals and their clinical practice, and increased understanding about their own and other health professionals’ roles.
Interprofessional education... What is it and why do it?
Interprofessional education serves to strengthen professional identity, value all the health professions, and celebrate difference. It is fundamentally aligned with and integral to a range of important current practice discourses—the need for practitioners to optimise skills, relentlessly pursue quality and safety, be culturally competent, undertake ethical decision-making, be able to participate effectively and respectfully in health care teams, and be able to lead health system reform that reduces health inequalities, and benefits individuals, families and communities.