LEVEL 2 INTERPROFESSIONAL EDUCATION AND COLLABORATIVE

PRACTICE

IPECP

LEARNING WITH, FROM AND ABOUT EACH OTHER

INFORMATION FOR FACILITATORS

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 Table of Contents

Introduction to Interprofessional Education and Collaborative Practice (IPECP) at SMU...................3

IPECP general outcomes.......................................................................................................................6
Teaching and learning strategies..........................................................................................................8
Terminology Interprofessional Education and Collaborative Practice (IPECP)..................................10
 Ball throw game: where do they come from (what community) and one common health
challenge there..................................................................................................................................11
Role clarification: DAY 1.....................................................................................................................12
During second year IPECP you need to find out for each of the involved professions:.......................12
Role clarification exercise on DAY 1...................................................................................................12
Case Scenario.......................................................................................................................................13

Addendum 1: SOCIO DETERMINANTS OF HEALTH & SERVICES CLARIFICATION RUBRIC..........16

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Introduction to Interprofessional Education and Collaborative Practice (IPECP) at SMU
Health professionals need to cope with increasing complex health issues that need
professionals to work collaboratively e.g. addressing the HIV AIDS pandemic, people living
with chronic diseases and the aging population.
Interprofessional education (IPE) is where a group of students from health related
occupations and from different educational backgrounds learn together during certain parts
of their education, with interaction as an important goal, to collaborate in providing
promotive, preventative, curative rehabilitative and other health related services (Hall, 2015).
Although IPECP has been recognised for over forty years as a means to facilitate more
effective teamwork in health care there is still limited implementation (Simin, Milutinovic,
Brestovacki, Andrijev & Cigic, 2010).
Critically applying this thinking to the SMU scenario, we have to ask ourselves how we can
expect our students to work in a team after qualification yet we continue to mainly educate
them in our own departments, our silos where we feel comfortable and safe? E.g., First year
MBChB students in POME has one afternoon facilitated by lecturers from Physiotherapy,
Occupational therapy and Speech and Language Pathology regarding a patient suffering
from stroke, yet as far as could be establish they never during their six-year training
programme deliberately work with Health Care Sciences students on actual patients, they
are not facilitated according to the IPE approach, nor assessed for their skills in collaborative
practice. Students from most professions seldom have opportunities to work together.
The benefits of IPECP for SMU includes the effective use of resources, more effective
preparation of students for the world of work and increased collaboration between staff in the
school that can contribute to job satisfaction and research opportunities. It is important that
IPECP forms part of curriculum planning and discussion. The need to explore opportunities
for collaborative learning and teaching in IPECP at SMU is therefore quite clear.
IPECP guiding documents and examples:
The rationale for IPECP can be deducted by briefly referring to some institutional, national
and international guiding documents and examples:
1. The World Health Organisation sees IPECP as an innovative strategy to that can play
an important role in mitigating the global shortage of healthcare worker crisis (WHO,
2010).
2. The Lancet article on Transforming Health Education clearly indicated “team learning
and inter-professional education cannot be confined only to the classroom. Reports
suggest greater impact with ancillary modalities including shared seminars in which cross-
professional dialogue, joint course work, joint professional volunteering, and inter-
professional living-learning accommodations are promoted” Frenk et al, (2010) page
1944.
3. AfrIPEN was established to facilitate more IPECP initiatives at all Sub-Sahara Africa
Universities with their first symposium in September 2017 in Namibia. Before this

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 symposium there is a five-day workshop on collaborative Education and Collaborative
Practice for Sub-Saharan Africa where representatives from all South African Universities
will be represented. AfriPEN has yearly congresses where staff from SMU attend and
present.
4. SAQA NQF level descriptors and requirements specify “Competency in producing and
communicating information (g) and competency in managing context and systems (h).
SAQA 2010, page 8.
5. The HPCSA “Competency model framework” requires that students need to be
prepared for the role of collaborator. The document goes further and specify key
competencies - “participate effectively and appropriately in multicultural, interprofessional
and trans professional healthcare teams, as well as with teams in other contexts (the
community included). See addendum 2.
6. Several South African Universities e.g. UOFS, UWC, Stellenbosch and UP include IPECP
as part of their undergraduate courses.

7. SMU mission statement (SMU, 2015) stating “Promote interdisciplinary research,

education and skills training that recognizes the cross-disciplinary nature of holistic health
care provision.” IPECP is part of the SMU Strategic plan and forms part of the KPA and
KPI’s of different schools and is therefore included in performance management
agreement for staff.
8. Academy of Science of South Africa Reconceptualization Health Professions Education
ASSAF report, 2017 To enable IPECP to become sustainably embedded in Health
Professions Education in South Africa, a multi-stakeholder, national working group should
be formed to develop and guide the implementation of a strategic plan for IPECP.
Exploring the SMU context:
Past:
IPE started in 2013 under the guidance of Prof Treadwell. IPE was offered to final year
students in the format of case scenarios in the skills centre. Two articles were published
on this initiative and it also formed part of several congress presentations. This initiative
unfortunately ceased due to lack of buy-in and commitment from some key partners and
time-tabling challenges. In 2014 IPE continued on small scale for final year students on
Friday afternoons.
There was also an IPE initiative in 2015 aimed at teaching teamwork skills to third year
students based on the TeamSTEPPS programme. One article was published on this
initiative and it was also presented at the SAAHE and OTASA congresses.
In 2017 all Heads of Departments and the staff in School of Healthcare Sciences were
invited to participate in an IPE five week course for third year students to teach teamwork.
The course included staff from the Skills Centre and students from occupational therapy,
physiotherapy, human nutrition and speech language pathology and audiology. The
course was custom made and included the four cornerstones of teamwork namely
situation monitoring, communication, leadership and mutual support. The staff who
facilitated the course as well as the students are positive about the outcomes although it
was challenging.

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 Lessons learnt from this past experience is that academics need to carefully consider:
a) Curriculum structure: when to introduce, how to structure didactic content and
experiential learning, and how to implement assessments – including weighting
placed in the curriculum.
b) Academic planning: Availability and training of course facilitators, as well as time-
tabling, scheduling, venues, transport and teaching platform issues.
An IPE workshop was offered from 6-8 April 2017 on Interprofessional Service learning,
Research & Policy Development and funded by the TDG. The workshop was organised
by Ms Gerda Botha of POME and was facilitated by experts from the University of the
Free State (Prof Yvonne Botma & Dr Mathys Labuschagne). Through a nominal group
process, the following five outcomes for IPE for SMU were suggested:

 Collaborate in an inter-professional team to provide person-centred care in a

variety of health care settings.
 Apply health dialogue principles during interactions with patients, families,
communities and colleagues
 Address social determinants of health through inter-professional and/or inter-
sectorial collaboration
 Support inter-professional colleagues by means of situational awareness
 Negotiate and advocate on behalf of a patient to achieve the best possible health
outcome

A Strategic planning workshop was held during October 2018 involving all Deans and
HoDs. This workshop aimed at planning the way forward for IPECP at SMU.
In January 2018 the first IPECP week for final year students of occupational therapy,
physiotherapy, speech language pathology and audiology, dietetics, nursing, pharmacy
and medicine, was held. In 2019 the week took place from 8 – 11 January for final year
students from all the stated professions including radiography. In 2025 this two weeks, on
Wendsday SMU continue to remind staff and students to embrace this the IPE pedagogy.
SMU also gained impactful recognition through the years the IPECP being led by Dr,
Hanlie Pitout including partaking in the event but also having produced the case scenario
video that was used for AfriVIPE, incorporating one of SMU’s Simulated Patients in the
event. SMU is also part of the Dirisana project collaborating with national and international
universities.

SMU The way forward

There is much that still needs to be done in terms of IPECP at SMU. Staff and students
need to be vigilant about opportunities for IPECP as there are many opportunities that
can be used more effectively to encourage interprofessional education and collaboration.
The representatives of different professions suggested that we look at IPE for all year
groups. A new curriculum was created to include all year groups, and this is piloted in
2023. Each year has different learning outcomes and different activities that contribute to

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 the achievement of competency in IPECP prior to graduation. You are part of the first
group of second year students who participate in IPE.

Student involvement
To ensure success of IPECP we need the involvement and enthusiasm of the students.
All professions assisted in nominating students of all year levels to from part of the “Face
of IPECP”. The students form an important link between the organisers, facilitators and
students who participate in IPECP. They assist in identifying opportunities where students
can learn with, from and about each other. Students are particularly well positioned to
help in marketing the IPECP programme. The initiative to call the programme “Face of
IPECP” came from the first group of students who indicated that if students see their
peers on a poster, they would be more likely to buy into the programme.

IPECP General Outcomes

It is important that facilitators keep these outcomes in mind during interaction with their
groups and the students of their profession to ensure the application of IPE during
collaborative practice. These outcomes to be achieved in this program:
• Collaborate in an interprofessional team to provide person-centred care in a
variety of health care settings
• Apply health dialogue principles during interactions with patients, families,
communities and colleagues
• Address social determinants of health through interprofessional and/or inter-
sectorial collaboration
• Support interprofessional culture with colleagues and students by means of
situational awareness
• Negotiate and advocate for the patient to achieve the best possible health
outcomes.

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 Core Competencies for 2nd year IPE
Values and Ethics
VE1: Place interests of patients and populations at the center of health care delivery,
promoting health and health equity.

VE3: Embrace cultural diversity and individual differences that characterize patients,
populations and the health team

VE6: Develop a trusting relationship with patients, families and other team members.
VE9: Act with honesty and integrity in relationships with patients, families, communities and
other team members.

Roles and Responsibilities

RR1: Communicate ones’ roles and responsibilities clearly to patients, families, community
members and other professionals.

RR2: Recognize one’s limitations in skills, knowledge and abilities.

Interprofessional communication
CC4: Listen actively and encourage ideas and opinions of other team members.

Teams and Teamwork

TT1: Describe the process of team development and the roles and practices of effective
teams.

TT3: Engage health and other professionals in shared patient-centered and population-
focused problem solving.

TT7: Share accountability with other professions, patients and communities for outcomes
relevant to prevention and health care.

TT8: Reflect on individual and team performance for individual as well as team performance
improvement.

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 Responsibilities facilitators for second years
Please note: Facilitators make or break IPECP. Facilitators are role models of
interprofessional teamwork. A facilitator that effectively guides the group of
students to value teamwork has a long-term effect on student’s attitude to
teamwork and professional conduct and therefor on the quality of healthcare in
South Africa. It is a privilege to be a facilitator but at the same time a big
responsibility.
1. Facilitators strive to ensure an open and positive learning environment.
2. Facilitators keep in mind that the focus is interprofessional education and
collaborative practice as specified in the learning outcomes and that the focus
is not on content knowledge but rather on teamwork.
3. Facilitators share information about challenges with the coordinator via e mail
or WhatsApp.
4. Facilitators make sure that they have a list of student team members with
their contact details and ensure students sign in each day. A WhatsApp group
helps – ask Face of IPECP student to create a group.
5. Encourage team coherence by encouraging students to come up with a
suitable team name.
6. Encourage students to take pictures of group activities. Please make sure all
students have signed an informed consent form for the use of their pictures.
7. Facilitators make sure that students as a group develop and agree on norms
and values of the group
8. Arrange a suitable venue for their team to meet. It can be in their own
department or at a different venue. The facilitator structures the venue in a
way where all students sit in a circle so that they can interact optimally. The
facilitator needs to have the necessary stationary available e.g., large papers
to write on.
9. There are tips on facilitation in the facilitator guide including some ice breaker
ideas. Also refers to Ms Zikalala’s tips.

Teaching and learning strategies

There are many teaching and learning theories that can be used for IPECP. Some of the
most used commonly used theories identified and incorporated in the programme include:

 Adult learning principles

 Complexity Adaptive Systems Theory
 Contact Theory

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  Systems Theory
 Negotiated Order Theory
 Organizational Learning Theory
 Use of the International classification of functioning, disability and health (ICF)
 Constructivism
 Problem-based learning

The interprofessional education facilitator will be able to:

 establish and maintain an optimal supportive learning environment that
facilitates IPECP
 model person/people-centred care and communication, including health
dialogue, during interactions with other health professionals and with
patients, families and communities
 explain why interprofessional collaborative practice is essential in order to
improve health outcomes
 use terminology related to IPECP consistently and correctly
 debate the foundational philosophy and values of IPECP as well as their
implication for instructional and institutional reform
 facilitate the learning of students in interprofessional groups in healthcare
and other educational settings
 facilitate role clarification between different professions and trans
professionality in task sharing
 facilitate effective teamwork, including conflict resolution, through the use of
a range of techniques
 develop reflexivity in students by using various techniques
 use the International Classification of Functioning and Disability as a
common language among the healthcare workforce.

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 Terminology: Interprofessional Education and Collaborative Practice (IPECP)

Term Description
Blended learning Learning experiences that combine online technology and face-
to-face components.
Facilitation The process of helping groups, or individuals to learn, find
solutions, or reach consensus without imposing or dictating the
outcome
Multi-disciplinary A group of professionals who treat a client. Limited
collaborative decision making and collaboration.
Interprofessional Education When students from two or more professions learn about, from
(IPE) and with each other to enable effective collaboration and
improve health outcomes (WHO, 2010).
Interprofessional Collaborative When multiple health workers form different professional
Practice (CP) backgrounds work together with patients, families, carers and
communities to deliver the highest quality of care (WHO, 2010).
Interprofessional Students from different professions communicate with each
Communication other in a collaborative, responsive and responsible manner.
Professional competencies in Integrated enactment of knowledge, skills and values, and
health care values/attitudes that define the domains of work of a particular
health profession applied in specific care contexts.
Role Clarification Students understand their own role and the roles of those in
other professions and use this knowledge appropriately to
establish and achieve patient/client/family and community
goals.
Patient/client/family/ Students seek out, integrate and value as partner, the input and
community-centered care the engagement of the patient/client/family/community in
designing and implementing care/services.
Team functioning Students understand the principles of teamwork dynamics and
group/team processes to enable effective interprofessional
collaboration.
Shared values Mutual respect and acceptance of differences in viewpoints and
strengths
Cooperation Work together while respecting the viewpoints of self and
others; willingness to acknowledge and change.
Assertiveness Able to express own viewpoint with confidence without
becoming aggressive and overbearing.
Responsibility Accept and share responsibilities; group decision making and

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 planning.
Communication Share and discuss information
Autonomy Can work independently on own tasks
Coordination Divide tasks in order to maximise participation in group tasks
and assignments

IPECP Games

Students indicated that they would like IPECP to be fun as well as a learning opportunity.
One of the methods to incorporate fun is to combine activities with games. The Face of
IPECP students have been introduced to games and could assist you in doing the games
with the students. Benefits of games in education, especially in IPECP include:

 the use of creative and innovative learning approaches to encourage student

engagement with complex and diverse information.
 the game encapsulates fun and memorable learning styles to explore professional
stereotypes and team approaches to care delivery. Designed to enable the
understanding of professional roles and responsibilities in patient/client care settings.
 can be a valuable teaching tool.
 it serves the educational purpose of achieving learning outcomes related to the
understanding of professional roles.
 can simulate the interprofessional teamwork that occurs in ‘‘real’’ settings
 is governed by rules that can be adapted.
 provides immediate feedback on the answers given was provided by the group.
 intrinsic motivation can be demonstrated by the need to learn with, from and about
other professionals

You will be doing the games in small groups, each day a different game. These games
will include:

 Ball throw game: where do they come from (what community) and one common
health challenge there
 Privilege game: 1st Level program

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  Throw the paper: 1st level program
 Day 3: 30 Seconds
 Snakes and ladder
 Wool pr rope web

ROLE CLARIFICATION: DAY 1

An important aspect of IPE is to be able to identify the unique role of your own profession in the
treatment of a patient. You also need to understand the roles of all other team members. We all
strive to provide person-centered care to patients and their caregivers. Knowledge, skills and
attitudes of all team members can contribute to improve the quality of health for everyone that we
serve.

During second year IPECP you need to find out for each of the involved professions:
 Unique contribution / focus in the healthcare team
 Medium of treatment
 Standardised assessments used
 Common reasons for referral to other team members and from other team members
 Common abbreviations used in reports

ROLE CLARIFICATION EXERCISE ON DAY 1

Please note that these case studies are only for the role clarification exercise. The group to
pick one of these 3 cases, each person in the group to describe to the rest of the group what you
perceive the other professions’ roles would be in the management of this situation, and then also
clarify your own profession’s role after everyone has had a turn.

Case study 1

You are a member of the health care team who visits one of the local day-care centres. The children
in the centre are from a low socio-economic class. Their ages range from 0 to 5 years. The
caregivers are volunteers from the community.

OR Case study 2

You are a member of the health care team who visits one of the local old age homes. The residents
at the centre are from a low socio-economic class. Their ages range from 70 to 100 years. They have

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a variety of health challenges including diabetes mellitus, arthritis, stroke, chronic obstructive airways
disease and cognitive decline.

OR Case study 3

You are a member of the health care team who visits one of the local high school. Many of the
learners at the school do not complete their school education. The environment around the school is
under-resourced with limited facilities for constructive use of leisure time. The principal finds smoking
in toilets.

SOCIAL DETERMINANTS OF HEALTH, HEALTH SERVICES AND

INTERVENTIONS
A Case Scenario- Ms Realego

In your small groups for 15 minutes read the case scenario, instructions and
questions noting the IPECP Assessment Plan then map out how to work on
the assignment. The Facilitator to get feedback from the students, guide
then and support their plan to further complete the Case study for
submission on the 28 April on BLACKBOARD. Refer to Rubric

Ms Realego, 25-year-old single parent, visits the community health clinic where
you are placed. She shares that she lives in a shack, no running water and
electricity and on a mountainous area, near Ga-Rankuwa Township. Her Mother
has passed on a year ago due to Diabetes and Hypertension complications. She
complains of a dry cough for six weeks now, experiences night sweats and
extreme tiredness / lack of energy lately. She has visibly lost weight over the
past four weeks and was diagnosed with HIV before the birth of her second child
a year ago. At the age of 16 years, she could not continue with her studies after
grade nine(Gr 9) because of her first pregnancy and a high school located in the
township, thus required a financed transport to school.

Ms Realego is a sessional worker, a domestic worker, reporting on duty only

twice a week in Ga-Rankuwa Township, provided she feels well enough and can
organise care for her children. She has two surviving children from different
fathers and receives a grant for both children. She walks four kilometres (4km) to

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her nearest clinic as she has no money for a taxi. At the clinic the doctor is only
available once per week. The following health professions services are not
available at the clinic: dentist/oral hygienist/dental therapist, psychologist, social
worker, physiotherapist, podiatry, radiography and nutrition and dietetics
services. The Emergency Medical Services are always taking longer than 6
hours to pick up patients from the clinic to the nearest hospital. Rotational load
shedding every third day of the week, impacts on the working hours of the clinic
and cold chain for medicines.

She walks slowly in a shuffling movement, into the emergency unit of the clinic
where you are placed, coughing intermittently. The objective data is as
follows: Lips are dry, the tongue is coated with whitish patches and tartar
deposits are visible on the teeth. Temperature= 38˚C: BP= 170/105mmHg; Pulse
= 96 beats per minute; Saturation = 88; Respiration = 32; Weight = 40kg; Height
= 155cm and Waist circumference is 55 cm.

AREAS OF FOCUS TO DRIVE THE DISCUSSIONS AND INTERVENTIONS

In your Interprofessional groups develop an Assessment Plan and

Interventions to manage Ms Realego’s situation with focus on the following:
 Access (a clinic that operates efficiently, open on time, don’t have long
queues, has friendly and compassionate staff, is within reasonable
distance from where she lives, provides all the services she needs,
provides consistent high-quality care) (Department of Health, Private
Service Providers, Medical Aid, National health Insurance (NHI,
emergency services private and public…)
 Sufficient number and type of human resource to provide diagnosis and
comprehensive care e.g. doctors, nurses, pharmacist, radiographer,
physiotherapist, dietician) …
 Infrastructure (well-maintained, clean and safe to use clinic/hospital
buildings with proper hygiene, ventilation to prevent further infections,
etc.) (Facility manager with support from Departments of Public Works
and Finance),

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  Health care equipment and stock levels (working equipment such as an
x-ray machine, enough of the right type of medicines…) (Management)
 Administration e.g. a proper filing system that keep her patient record up
to date, ensure appointments for follow-up visits are made, competent
receptionist etc.
 Municipal services - clean running water and sanitation
 Proper housing (housing and social services)
 Education and employment opportunities (Departments of Basic
Education, Women and Youth organisations, FET institutions / SETA
support for NGOs/CBOs involved in skills training and employment
placement, small businesses / entrepreneurial activities and other
possible employers, department of labour)
 Security and safety against crime, domestic violence (departments of
police, department of justice, social services, churches, human rights
organisations).
 Food security (department of social services, food gardening household
sustainability, NGOs etc.).

Group discussions to comprehensively address all the needs according to

the continuum of health, prevention, promotion, curative, rehabilitation and
palliative care- Use the attached Assessment plan to guide you
accordingly.

1. Discuss the health needs of Ms Realego, and other services.

2. Identify the Social determinants related to Ms Realego’s situation,
impacting on her quality of Life.
3. Identify the Health Services and other services including health
professionals that are relevant to support the quality of life of Ms
Realego to promote health prevent, ill-health, cure ill-health and
rehabilitate ill-health based on the case scenario.
4. Draw-up an Interprofessional Assessment Plan based on the
Assessment Plan. All students within the group from different
professions are to draw-up an assessment and management plan
for Ms Realego focusing on the prevention, promotion, curative and

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 rehabilitative Ms Realego’s circumstances. Groups are to focus on
managing varied medical conditions for Ms Realego as follows:
 Group 1-4: HIV
 Group 5-8: Respiratory Disease on the scenario
 Group 9- 12: Diabetes Mellitus
 Group 13- 16: Hypertension
 ALL GROUPS : Carcinoma of the Breast
GroupNumber___________________________Facilitator__________________

Addendum 1: Socio Determinants Of Health & Services

Clarification Rubric

Expectations for identification of social determinants of Health, required services and role Score out
clarification of 4
KEY 0 = Not done/Not in line with the context of the case scenario.
1 = Attempted but not relevant and clearly stated
2 = Fair attempt b with minimal motivation and understanding of health needs and social determinants of health
3 = Clear and relevant information but not complemented with good technology, media and creativity is acceptable and fairly applied
4 = Fully Addressed-Comprehensive, exceeded basic context and included cultural, religious and innovation (SDGs issues) and all participants engaged
and in unison
1. . The participants identified all the relevant challenges (physical, psychological/mental, spiritual, educational,
parental and economic) challenges of Ms Realego is experiencing and presenting with
2. The health services required by Ms Realego that would best serve all the challenges that have been identified
in full.
3. All the health professionals who will support or manage the challenges (physical, psychological/mental,
educational, economic and social) and improve on day-to-day activities of Ms Realego have been identified.
4. All the roles of health professionals have been stated relevantly and appropriately to mediate on the
challenges of Ms Realego
5. The Socio Determinants of health that possibly contributed to ill health of Ms Realego were all identified,
relevant, clear, and in line with her personal, family and community circumstance/situation.
6. Other professional excluding health professionals, who can assist, support needs/challenges and prevent
complications of Ms Realego life have been identified and are relevant to her real life situation (home, family ,
work, disease, culture, education, church etc)
7. Understanding of Teamwork is evident in the presentation/assignment where referrals, role of other people
are identified to support the improvement Plans for quality of life Ms Realego.
8. The additional services or and needs were identified and are relevant to Ms Realego; thus a holistic
intervention anticipated and planned to ensure promotion, prevention, curative and rehabilitation of Ms
Realego.
9. Group Cohesion Evident: Mutual support, synergy, trust, respect, shared decision-making, positive
conflict/problem resolution based on the content of the assignment and communication with the facilitator.
10. Values and Ethics on the case context and content: Considering the rights of clients and ethical principles,
respect of the community/patient’s needs, culture, age, gender and situation taken into consideration,

11. Leadership: Based on the shared content the leadership attributes of students as a team that is patient

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 centered and has trust, creativity, respect (attendance registers with full names etc of participants)

12. The information provided is clear, relevant and take-home messages are clear and easy to relay to other
health professionals, patients, her family to ensure a full recovery of health based on all the challenges of Ms
Realego.
13. The content confirms that all students reflect understanding and confidence about the health services, other
related services and the social determinants of health
14. Overall outlook of the Assignment. Presentation is neat, well organised and worded with introduction context
and the background well pitched
SCORE OUT OF /56: _____
PERCENTAGE: ______

Addendum 2: FORMATIVE ASSESSMENT:

Marks per student for 2025 Level 2 IPECP Program

Student Surname: & Initials ___________

Profession ______________
Student Number _______________________
Group Number ________Facilitator ________

1. Attendance Registers: Scores:

0 = absent.
1 = present, left early and but not participating.
2 = present and actively participating. Separate score for morning and afternoon sessions.
Attendance Day 1 Day 2 Total
%
/4
2. Daily Reflections Score between 0-2
0 = Not done/ Not submitted.
1 = Submitted but not according to guidelines and not explicit and relevant content and context.
2 = Submitted, complied with guidelines, comprehensive and relevant content & context

Reflection submission 1st Wednesday 2nd Wednesday

/4
%
3. Socio determinants of health & health services (Deadline 28 April 2025):

SCORING- Refer to the rubric (Page 16)

Social determinants of health and Health Services

/56
%
TOTAL MARK: 64 MARK OBTAINED:

Add up the grey shaded areas % and divide by 3 to get the final total % for the Activities/Program

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The mark will be shared with all departments who will determine the % in Module for the IPE Mark

Daily reflection on 2025 Interprofessional Education events

Name _____________________Student number: ______________________

Profession / Department: ______________________ Group No______________

What happened? Describe what happened by relating it to what you knew about the subject already
e.g. which team skill(s) did you observe, explain how it made you feel.

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………

So what? e.g. what did you learn about working in a team today / what did this experience mean to
you?

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
……………………………………………………..

Now what? e.g. what would you do differently in the future if you were involved in a team? How will
this experience help you to become a more effective team member in learning environment and in
clinical practice?

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
…………………………..

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1st version developed by Dr Hanlie Pitout Review of 2025 IPECP Coordinator
How do you feel? Share feelings about your experience, angry, confused delighted, happy

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………………………………

Level
Criterion Non-reflective Thoughtful Reflection Critical
action or reflection
introspectio
n
What happened?
0 1 3 5
Description of No Superficial Elaborated Movement
teamwork identification/descripti descriptive descriptive beyond reporting
experienced/observe on of teamwork (that writing writing or descriptive
d during activity occurred or would approach approach writing to
(scenario/game) have improved the (fact and reflecting (i.e.,
outcome of the reporting, impressions attempting to
activity) vague without under-stand,
impressions) reflection question)
without
reflection or
introspection
0 1 3 5
Attending to Little or no recognition Recognition Recognition, Recognition,
emotions or attention to but no exploration, exploration,
emotions exploration and attention to
or attention attention to emotions, and
to emotions emotions gain of emotional
insight
So what?

0 1 3 5

Analysis and No analysis or Little or Some Comprehensive

meaning meaning making unclear analysis and analysis and
making of teamwork analysis or meaning meaning making
meaning making
making
Now what?
0 1 3 5
Possible effects of No recognition of Little or Description Comprehensive
this activity on effect of teamwork on unclear and some description and
future practice future practice description of insight of insight of effect of
effect of effect of teamwork on

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1st version developed by Dr Hanlie Pitout Review of 2025 IPECP Coordinator
 teamwork on teamwork future practice
future on future
practice practice

References

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3 best practice models of IPE. Medical Education Online
Canadian IP health collaborative consortium (2010). A national IP competency framework
Carstens, P, Adams, JJ, Gannon, DE, Wadman, MC, Collier, DS, Miller, CL, Sample, JF,
Brick, D, Paulman, PM (2016) Development of IP student teaching simulation in team
communication skills Jnl of IPE and practice. 5: 23 – 25
http//dx.doi.org/10.1016/j.xjep.2016.08.001
Core competencies for IPCP (2016) Interprofessional Education Collaborative Expert panel
El-Awaisi, A., Anderson, E, Barr, H, Wilby, KJ, Wilbur, K, Bainbridge, L (2016) Important
steps for introducing IPE into health professional education Jnl of Taibah University Medical
Sciences. http://dx.doi.org/10.1016.j.jtumed.2016.09.004
Earnest, M, Brandt, B (2014) Aligning practice redesign and IPE to advance triple aim
outcome Jnl of IP Care 28:6, 497-500 DOI: 10.3109/13561820.2014-933650
Hammick, M, Freeth, D, Koppel, S, Barr, H. (2007) A best evidence systematic review of
IPE: BEME guide no.9. Medical Teacher, vol 29 issue 8, 735-751
Oandasan, I, Reeves, S (2005) Key elements of IPE. Part 1; The learner, the educator and
the learning context J Interprof Care, Suppl 1: 21-28
Olson, R, Bialocerkowski, A (2014) IPE in allied health: a systematic review Med Educ 48 (3)
236 -245
Pruitt, SD, Epping-Jordan, JE (2005) Preparing the 21st century global workforce. BMJ330:
637-639
Reeves, S (2012) The rise and rise of IP competence. Jnl of IP care 26: 253 – 255
Steinert, Y (2005) Learning together to reach together: IPE education and faculty
development J Interprof Care 19 Suppl 1: 60 – 75
Suter, E, Arndt, J, Arthur, N, Parboosingh, J, Taylor, E, Deutschlander, S (2009) Role
understanding and effective communication as core competencies for collaborative practice
J of IP Care, 23; issue 1, 45 -51
Twigg, N Core competencies for IPCP. University of Illinois at Chicago

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1st version developed by Dr Hanlie Pitout Review of 2025 IPECP Coordinator
WHO (2015) Framework for action on IPE and collaborative practice.

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1st version developed by Dr Hanlie Pitout Review of 2025 IPECP Coordinator