Preparing health professions students to be collaborative practice ready
High quality and safe healthcare is best delivered by a team that works in collaboration with the person receiving care and with each other.
Interprofessional collaborative healthcare is of increasing importance for effective and appropriate responses to social and health inequities, the rising prevalence of chronic health conditions and global pandemics.
At the University of Melbourne our new team of Interprofessional Education and Practice academics and clinicians are working together to support the development of our health professions students to be ‘collaborative practice ready’ through 'interprofessional education'.
The University of Melbourne Interprofessional Education and Practice team is actively involved in contributing to national and international learning and teaching best practice in interprofessional education through research projects, grants, awards, conference presentations and publications.
Satur J, Forsyth C, Bolton J (2021). Joining the dots: A dental Aboriginal and Torres Strait Islander cultural safety curriculum. The University of Melbourne Dental School for the Australasian Council of Dental Schools. (In Press).
Ryan A, Hatala R, Brydges R, Molloy E (2020). Learning With Patients, Students, and Peers: Continuing Professional Development in the Solo Practitioner Workplace. Journal of Continuing Education in the Health Professions. 10.1097/CEH.0000000000000307
Paxino J, Molloy E, Denniston C, Woodward-Kron R (2020). Communication in interprofessional rehabilitation teams: a scoping review. Disability and Rehabilitation (IDRE) https://doi.org/10.1080/09638288.2020.1836271
Molloy E, Boud D, & Henderson M. (2020). Developing a learning-centred framework for feedback literacy. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2019.166795545 (4) 527-540
Delany C and Molloy E (eds) (2018) Learning and Teaching in Clinical Contexts. Elsevier, Sydney.
Noble, C, Sly C, Collier L, Armit L, Hilder J, & Molloy E. (2019) “It’s yours to take”: generating learner feedback literacy in the workplace. Advances in Health Sciences Education doi 10.1007/s10459-019-09905-5
Bolton J & Andrews S (2018). "I learnt more than from any lecture": Indigenous space and place for teaching Indigenous health to Physiothearpy students. Physical Therapy Review 23 (1) 35-39.
Bolton J, Blow N, Molloy E (2021). A logic model evaluation of ‘ways of knowing’ in healthcare: A program designed to build cultural safety and collaborative practice. MDHS Diversity and Inclusion Grant.$25,000
Molloy E, Bolton J, Denniston C, Bridge N, Virtue D, Donald K, Tey C (2021). A Pedagogy for Professional Noticing for Collaborative Practice. Learning and Teaching Innovation Grant. The University of Melbourne. $30,000
Molloy E, Gray A, Tse J, Trumble S, Clement T, Vaughan B, Murphy J (2021). Boosting clinical supervision capacity across the health professions: A three-tiered professional development package for supervisors at St Vincent’s Hospital Melbourne. Department of Health Funding successful for $106, 915 (100 CSO places, 40 clinicians through 5 PLCs, 5 full scholarships for Grad Cert Health Professions Education)
Molloy E, Bolton J, Hill N (2021). Developing feedback know-how’ Faculty MDHS Seed Funding. The University of Melbourne $5000
Bolton J, Blow N, Molloy E (2021). Exploring Pedagogies of Discomfort: A case study of Ways of Knowing in building understanding in First Nations Health and interprofessional education. ANZAHPE Education Research Grant. $5000
Meiklejohn S, Bolton J & Donald K (2020). Whose role is it anyway? Developing professional identity through interprofessional education and practice. Faculty of Medicine, Dentistry & Health Sciences Learning & Teaching Seed Grant $5000
Bolton J, Andrews S, Blow N, Remedios L (2020). Teaching and learning together: Co-developing online interprofessional cultural safety training for MDHS staff and students. University of Melbourne Learning and Teaching Grant $24,000. Project Advisory Team: Associate Professor Lilon Bandler, Mr Alister Thorpe, Ms Madelyn Hudson-Buhagiar, Dr Sarah Meiklejohn, Dr Karen Donald, Associate Professor Anthea Cochrane, Naomi Norris
Leung C, Molloy E, Gray A (2019). Developing an interprofessional education intervention in a Hospital Outpatient Clinic (telehealth). MACH Education and Workforce Training Grant $80,000
Molloy E (2021) The science of feedback in a competency based curriculum. Keynote speaker for the University of Toronto Medical Education Symposium. Dec 2021
Molloy E and Ajjawi R (2021) What individuals and institutions can do to improve feedback ANZAHPE Online Series August 2021
Molloy E (2021) The role of Intellectual Candour in disrupting educational rituals in the operating theatre. The Hamilton Russell Memorial Lecture. RACS Scientific Congress in Collaboration with the Royal College of Surgeons of Edinburgh. Melbourne Convention and Exhibition Centre Melbourne, Australia 10-14 May 2021
Molloy E (2021) KIPRIME Fellow Keynote Developing learner feedback literacy: seeking, processing and using performance relevant information for the task, and beyond Karolinksa Institute Stockholm, Sweden October 2021
Blow N & Bolton J (2021) Embedding First Nations health into curriculum. Australian Council of Deans Community of Practice, December 2021
Satur J, Forsyth C & Bolton J (2021) Cultural safety curriculum in Australia. College of Oral Health Academics (COHA) 2021 Virtual Conference, University of Otago, Keynote presentation November 2021
Bolton J & Donald K (2021) Interprofessional Education Facilitator Training: Is wholly online a feasible model? Department of Medical Education Research Roundtable, University of Melbourne, November 2021
Molloy E (2020) Learner-Centred Feedback: what would it look like? Allied Health Clinical Education Forum Feedback and coaching to sustain learner centred practice. Brisbane, Nov 2020
Bolton J & Remedios L (2020) Indigenous health and Interprofessional Education and Practice Health Students Network: Building towards Allyship. Interprofessional Education and Practice Health Students Network Conference, Melbourne, Australia.
Molloy E (2019) Developing Expertise in the health workforce: recognising transitions and supporting conditions. Keynote at APA Conference, Adelaide, October 2019
Molloy E (2019) The Challenge of Learning in the Workplace. World Congress of Intensive Care Melbourne, Australia, October 2019.
Molloy E (2019) Interprofessional Education: Getting it right and keeping it right. Melbourne Academic Centre for Health Workplace Learning Symposium Melbourne, February 2019
Molloy E (2018) Trailblazing in work integrated learning. Keynote presentation. Allied Health Clinical Education Conference Queensland, Brisbane, 12th October 2018
Molloy E (2018) Rethinking feedback in the workplace. Keynote for Interprofessional education Conference, ACT . Canberra, 12th June 2018
Molloy E (2018) What Works? Perspectives on Feedback and Assessment. Keynote for the University of Adelaide’s Learning and Teaching Symposium, Adelaide, Friday 20th July 2018
Molloy E (2018) Empowering others to engage in feedback. Network of Critical Care Education Conference Friday 27th July, Melbourne
Bolton J (2018) Using the Discussion Board in a Curriculum Change. Scholarship of Learning and Teaching Symposium, School of Health Sciences, University of Melbourne invited speaker representing Department of Physiotherapy
Conference Research Presentations
Denniston C, Griffiths L, Molloy E (2021) Accessing student & academic perspectives to develop a framework to optimise work integrated learning across the health professions. ANZAHPE Conference 2021
Bearman M, Molloy E, Ajjawi R, Watling C, (2021) How evaluative judgement development varies between medical specialties. ANZAHPE Conference 2021
Satur J, Forsyth C & Bolton J (2021) Developing an Indigenous Oral Health Cultural Safety Curriculum for all Dental and Oral Health Programs in Australia. POCHE Indigenous Health Network 10th Annual Research Showcase, University of Sydney
Denniston C, Griffiths L, Molloy E (2020) Good WIL hunting: Developing standards for work integrated learning across a large health sciences faculty. ANZAHPE Conference, Oral presentation. Melbourne July 2020. Conference cancelled (pandemic)
Griffiths L, Molloy E, Denniston C (2020) Students’ perspectives on effective work integrated learning: Results of an interprofessional survey study. ANZAHPE Conference, Oral presentation. Melbourne July 2020. Conference cancelled (pandemic)
Bolton J, Remedios L, Andrews S, Blow N, Clements T (2020) Learning from Indigenous Place and Voice: An Interprofessional Learning Experience. Australian and New Zealand Association for Health Professional Educators (ANZAHPE). Conference cancelled (pandemic)
Remedios L, Bolton J, Blow N, Clements T (2020) Actioning allyship in Indigenous health education: Acknowledging privilege and the associated (Dis)comfort. Australian and New Zealand Association for Health Professional Educators (ANZAHPE). Conference cancelled (pandemic)
Cracknell C (2020) Using the Sustainable Development Goals, a model of immersion learning and interprofessional practice to develop global citizenship in health professional students. Australian and New Zealand Association for Health Professional Educators (ANZAHPE). Conference cancelled (pandemic)
Osman F, Cracknell C (2020) Student clubs as a hidden resource for raising awareness of the Sustainable Development Goals. Australian and New Zealand Association for Health Professional Educators (ANZAHPE). Conference cancelled (pandemic)
Bearman M, Ajjawi R, Tai J, Molloy E, Bennett S, Esterhazy R (2019) Examining the taken-for-granted in assessment and feedback. Research Symposium. ProPEL 2019 conference, Sydney.
Molloy E and Bearman M (2019). Intellectual Candour: Risks and Benefits for learners and teachers. ANZAHPE Conference, Canberra July, 2019 Watling C, Schrewe B, Ellaway R,
Molloy E (2019) Exploring transitions and context in workplace learning. Conference Workshop, CCME Niagara Falls, Canada, April 2019
Molloy E, Boud D, Henderson M (2019) The development of a student feedback literacy framework: implications for health professions education. Research Paper (oral) AMEE Conference, Vienna, Austria, August 2019
Molloy E, Woodward-Kron R, Lew S, Laverhome M, Dodds A, Hughson J (2018) More than another set of hands? Medical students’ contributions to healthcare through placement. AMEE Conference, Basel, Switzerland, oral presentation, August 2018.
Molloy E (2021): Authentic learning: feedback know-how and noticing in collaborative care. MDHS Learning and Teaching Conference, Melbourne October 2021
Molloy E, Boud D, Carless D, Lipdavik A, Winstone N (2019): Research on Student Feedback Literacy: An international Panel. CRADLE International Research Symposium, Geelong, Oct 2019.
Molloy E (2019) Researching the Intersection of Workplace Learning and Diversity of Contexts in Clinical Training. Educational Research Symposium with Watling C, Schrewe B, Ellaway R (Bates absent) Canadian Conference on Medical Education (CCME), Niagara Falls, Canada, April 2019
Bolton J, Blow N, Molly E, Hudson-Buhagiar M, Cochrance A, Remedios L, Donald K, Norris N, Clements T, Bandler L, Buttigieg H, Durham S, Carew P, Byrne S, Skeat J, Hill N, Eghrari D (2021). Faculty of Medicine, Dentistry & Health Sciences Award for Program Innovation: Ways of Knowing in Healthcare
Bolton J (2021) Dean's Fellowship for Learning and Teaching Excellence
Bolton J (2020) Unversity Teaching Excellence Award for Excellence and Innovation in Indigenous Education
IPE Curriculum Framework
The Faculty of MDHS's Interprofessional Education & Practice Development (IPEP) curriculum framework aims to develop students who are Collaborative Practice Ready when they transition into practice. Six core IPE competencies guide all learning and teaching IPE activities:
- Role Clarification
- Team Functioning
- Collaborative Leadership
- Interprofessional Conflict Resolution
- Interprofessional Communication
- Person/community centered care
The IPEP learning and teaching curriculum activities are integrated across the stages of students programs.
- ENGAGE with the 6 IPE competencies during 'beginner' program activities within curriculum
- EXPERIENCE an authentic interaction of the 6 IPE core competencies during 'middle' program activities, and
- ENABLE the 6 IPE core competencies during 'end' program leadership activities.
Framework adapted from the Canadian National Interprofessional Education Competency Framework
The Interprofessional Education & Practice Development (IPEP) Committee is comprised of staff and students representatives from throughout the Faculty. The IPEP Committee meets bimonthly to guide and support all Interprofessional Education curriculum activities.