Standardising interprofessional graduate attributes in university health professional study programs – lessons learnt and opportunities uncovered

Mr Nathan Reeves1, Professor Gary Rogers1

1Griffith University, Gold Coast, Australia

Background: Recognising the importance of interprofessional education (IPE) in the skilling of the health workforce of the future has been a key pillar of Griffith Health Institute for the Development of Education and Scholarship (Health IDEAS) over the past decade. The World Health Organization (WHO) Framework for Action on Interprofessional Education & Collaborative Practice and the 2010 Sydney Interprofessional Declaration are at the heart of ensuring that all health professionals trained at Griffith University develop high-level capabilities in interprofessional collaboration. Griffith Health committed to implementing threshold learning outcomes and pedagogical and assessment standards, and designed mechanisms to support study programs to achieve these standards.

Method: Interprofessional leads from across health programs were consulted to develop a common set of interprofessional pedagogical and assessment standards to ensure that graduates are collaborative practice-ready. An internal IPE accreditation system was adopted where programs can demonstrate compliance with IPE standards.

Results: To date one health program has been assessed against the IPE accreditation standards. Feedback from the review panel was that the process provided sufficient flexibility to accommodate the diverse range of IPE in study programs across the health faculty, featured enough rigour to ensure that study programs meet internal and external minimum IPE standards, and provided the opportunity for reflection on IPE design and implementation. Feedback from the study program was that completing the accreditation encouraged a phased pedagogical and programmatic approach to IPE.

Discussion: Griffith Health’s commitment to health professional student education and competencies in interprofessional collaboration is supported by the development of an accreditation system for health programs. Adopting a position that all health programs that lead to a qualification for practice as a health professional should obtain IPE accreditation will produce normative interprofessional literacy in graduates across the faculty. National uptake of IPE accreditation may elevate the importance of interprofessional competency standards within discipline-specific professional accreditation bodies.


Biography:

Nathan Reeves

BSc., MExRehab., AES, AEP, ESSAM, GAICD

Nathan is a senior lecturer at School of Allied Health Sciences, Griffith University and is the program director for the Bachelor of Exercise Science, Bachelor of Exercise Science/Bachelor of Business, and Bachelor of Exercise Science/Bachelor of Psychological Sciences. He is the Exercise Physiology discipline lead for inter-professional and simulated learning. Nathan has extensive experience in developing and leading intra and inter professional simulated learning events across the allied health and medical disciplines.

Nathan is the current Chair of the Exercise and Sports Science Australia (ESSA) Professional Standards Council and International Alliance Steering Committee. He was formerly the ESSA National Board Director from 2010-17, and President/Chair, Chair of the Governance and Nominations Committee and committee member on the Audit Finance and Risk Committee from 2014-17. He previously sat on the ESSA Queensland State Chapter Committee as committee member and chair over a period of four years.

Nathan is a practicing Accredited Exercise Physiologist (AEP) with an interest in the area of workplace injury prevention and management. He has consulted to federal and state government agencies and extensively across the private sector.

Nathan is a graduate of the AICD Company Director and Mastering the Board courses.

 

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