Aberdeen Interprofessional Healthcare Education

Simulated ward conferences: A novel
approach to demonstrate the importance
of multidisciplinary team working
Michael Gibson & Lesley Diack
What is Interprofessional Education (IPE)?
When two or more professions learn with,
from and about each other to improve
collaboration and the quality of care
CAIPE: The UK Centre for the Advancement of Interprofessional
Education 2002
Background 1
• IPE between can develop more positive attitudes†:
– Recognition of importance of teamwork and communication
– Increase knowledge and understanding of other professions
– Remove stereotypes
• Aberdeen IPE project aims to:
– Identify & develop a number of IPE courses
– To establish these courses within the curricula
• Pilot IPE project (2004) demonstrated a desire for
interprofessional learning
†Parsell G., Spalding R. & Bligh J. (1998). Shared goals, shared learning: evaluation of a multiprofessional
course for undergraduate students. Medical Education 32 (3): 304 - 311
Background 2
• Previous studies in Aberdeen have shown†:
– A positive attitude towards interprofessional working
– Less positive attitudes towards interprofessional learning at
later stage of courses
• Existing Year 1 interprofessional workshops:
– Explore different professional roles based on a case study of an
elderly patient
– 9 courses: nursing, midwifery, social work, diagnostic
radiography, occupational therapy, physiotherapy, pharmacy,
medicine, nutrition and dietetics
– 1000+ Students per year
– Groups of 8-10 students
T.M. & Diack H.L. (2006). Views and attitudes of undergraduate pharmacy and medical
students towards interprofessional learning. International Journal Of Pharmacy Practice S2 B35
Aims & Methodology 1
To analyse the components of interprofessional
team-working and to demonstrate its potential
impact on patient or client experiences
Stage 1 – Development:
Case study content developed by cross-university
IPEA group
3 video clips of simulated multidisciplinary ward
meetings recorded
Structured discussion points for each clip
Video 1: A neurology multi-disciplinary ward meeting
three days after a patient’s admission
Video 2 : Reconvened meeting two weeks later demonstrates poor teamwork and communication
Video 3: Discharge meeting - demonstrates an example of
good interprofessional practice
Sample questions
“Would all the professionals have the same
priorities, if not why not?”
“What issues emerged during the course of meeting
regarding the functioning of the team?”
“What are the important factors to ensure good
interprofessional working and a positive outcome
for the patient/client?”
“Identify what issues need to be addressed in order
to devise a care plan to facilitate rehabilitation and
to look towards discharge.
Methodology 2
Stage 2 - Delivery
• All 2nd year Pharmacy, Social Work and Nursing students
(600+ students)
• Students provided with aims and objectives & an outline of the
case prior to session
• Multi-disciplinary groups of 8-10 with 1 facilitator per 3 groups
• Guidelines provided and where appropriate IPE facilitation
training before sessions
• Students provided written group feedback on their experiences.
Analysis of Feedback
• The data from the group feedback were imported into N-Vivo™
and key themes identified
The recognition of the importance of good communication
for effective team-working
“Opened our eyes, made us realise how important communication
within each role”
“It afforded the opportunity to see all professional points of view in
the area of communication”
An appreciation of the delivery method used for the
“Good to have visual aid to see how a situation should be handled”
“Good to observe interaction by video clips”
Feedback 2
An increased awareness of others’ professional roles
“Gives us each an understanding of what our own role responsibilities would
be in a similar interprofessional team”
“Very successful as [it] gave us a better understanding of other health
professionals’ roles and how working together as a team can improve
An improved understanding of the role of good team
working in effective care
“Showed if different roles don’t work together then that may effect patient
“Each profession is just as vital as the other. All opinions should be valued”
The desire to have more professions represented in these
“It was helpful but [we] feel it could have been better if there had been more
people - a representative from each of the health and social care professions”
“We felt that all the disciplines should have attended as their input would
have been valuable”
Conclusions 1
• Students enjoyed the novelty of learning with
others from different subject areas.
• The use of video footage seen as particularly
• Such technology should be considered, where
appropriate, in the development of future
interprofessional learning resources
Conclusions 2
• Enabled students to identify where their own
profession fits in multidisciplinary settings
• Initial difficulties with timetabling now been
overcome and workshops will now include all second
year health and social care students in 2007
• With IPE at earlier & later stages will provide
students with a continuous interprofessional
experience from classroom through to practice
With thanks to the Interprofessional Education in Aberdeen
(IPEA) Group and especially Joan Leece for co-ordinating the
script and actors for the video clips
Thanks also to:
– The actors in the video for their contributions
– The University of Aberdeen’s Department of Medical Illustration
for their time and expertise in recording and editing the video

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