Education Day- Interprofessional in Clinical Sciences #MESH360

…well, it was a start. As part of the Learning and Teaching Group for the School of Clinical Sciences (feel an acronym coming on there…) I was asked to present introduce the day and assist running a workshop.

The theme was around “Interprofessional Healthcare”. Fitting, considering the current project we are doing with Paramedicine and Nursing (Interprofessional Project #1). To gain an appreciation of how interprofessional the seven involved disciplines are required to be, I looked up the various registration competencies and/ or standards for each discipline- namely Midwifery, Nursing, Occupational Therapy, Oral Health, Paramedicine, Physiotherapy and Podiatry. I did a quick and dirty search for words such as “interprofessional”, “team”, “other$”, “disciplin$” and was somewhat surprised with the results. I expected Nursing to come out on top for team relationships and connecting with social services. However, it was Physiotherapy that mentioned an interprofessional approach in 34% (38/113) of the enabling components for registration. This was more than double that for Midwifery and Occupational Therapy (15%), then Nursing (12%), Oral Health (9%) followed by Paramedicine and Podiatry (6%). While there was some disparity in where interprofessional practice was mentioned in the disciplines, there was consistency in the core values related to interprofessional practice:

  • Appreciate and respect of roles, scope of practice and boundaries
  • Share, consult and collaborate with one another for the benefit of the client and profession
  • Support each profession in terms of knowledge and resources
  • Education to promote health, profession and students

Registration competencies for three of the seven disciplines (Physiotherapy, Occupational Therapy and Podiatry) has recently changed in 2015, whereby it is good timing to consider “out with the old- in with the new” in terms of thinking, teaching and learning together with an interprofessional approach. We already allude to this in our graduate profiles, learning outcomes, content and assessment- though opportunities need to be sought to develop this further- especially as our various health professions (and clients) demand it.


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