Interprofessional Learning (IPL)

Students and panel members at one of the introductory-level
Working in Interprofessional Teams sessions on Oct 19, 2006.

Participating Dalhousie University health professional programs

The Medical Post: Sept 12, 2006: Team approach becoming the norm for emerging doctors
Dr. Andre Bernard (Faculty of Medicine Class of 2005) describes how throughout his medical education "considerable emphasis was placed on collaborating with allied health professionals"
 

Policy Statement on Interprofessional Learning

Students in the Faculties of Dentistry, Health Professions and Medicine participate in interprofessional modules to discuss contemporary health and health care issues. The interprofessional modules are part of the curricula of individual programs. Participation is mandatory and the IPL modules supersede all other regularly scheduled classes. The objectives of these modules are to:

• Learn and develop skills and strategies for working effectively to address complex problems and issues with other professionals, colleagues and clients/consumers/patients.
    
• Develop an awareness of, and respect for, the expertise, roles and values of other professionals, colleagues and clients/consumers/patients.

Interprofessional Learning Planning and Implementation Principles:

• Interprofessional learning is counted as credit. Modules replace other classroom time; this is not add-on learning.

 
• Faculty members who include interprofessional learning in "courses" participate in planning and facilitating respective modules.
   
• Faculty assist with recruiting additional module facilitators (other faculty, graduate students, community practitioners) who have content background and group facilitation skills.
  

© Tri-Faculty Interprofessional Academic Advisory Committee, Dalhousie University
    Halifax, Nova Scotia, Canada B3H 4H7
    Contact: ipl@dal.ca