Collaborative Health Education Sydney

About us

We coordinate the interprofessional learning (IPL) activities offered to students and staff at the University of Sydney.

Key activities include:

IPL resource package
Interprofessional introductory workshop
Interprofessional Communication Education (ICE) Safety module
IPL Medication Safety module
Team-based learning Patient Safety workshop
Health Collaboration Challenge (HCC)
Peer Teacher Training (PTT) program

Our approach

We use a three-phase approach, offering learning opportunities for students throughout the length of their degree.

Starting with the building of knowledge and understanding, students progress to simulated experiences and move on to IPL in the clinical/placement setting.

We also employ a comprehensive learner record, the IPL ePassport to capture, collate and communicate each students’ record of achievement in the field of IPL throughout the span of their degree.

The IPL ePassport aims to assist students in tracking and understanding their own learning and enable them to share a verifiable record of this learning and achievement.

Resources

Students and educators can use the IPL resource package (pdf, 1.4mb) to complete or supervise interprofessional learning activities when on placement.

Interprofessional learning on placement gives students an experiential basis for developing skills for collaborative care in the professional workplace. Collaborative and patient/client-centred care has been shown to improve health and social care outcomes.

Research highlights

Van Diggele, C., Roberts, C. & Haq, I. Optimising student-led interprofessional learning across eleven health disciplines. BMC Med Educ 21, 157 (2021). https://doi.org/10.1186/s12909-021-02527-9

Bloomfield, J., Schneider, C., Lane, S., Stehlik, P., Frotjold, A. (2021). Evaluating a large-scale introductory interprofessional education workshop for developing interprofessional socialisation in medical, nursing and pharmacy students: A quasi-experimental pre-test post-test study. Nurse Education Today, 99, 104777. doi: 10.1016/j.nedt.2021.104777

Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Introduction to the Peer Teacher Training in health professional education supplement series. BMC Medical Education, 20(Suppl 2), 454. https://doi.org/10.1186/s12909-020-02279-y

Jorm, C., Roberts, C., Gordon, C., Nisbet, G., Roper, L. (2019). Time for university educators to embrace student videography. Cambridge Journal of Education, 49(6), 673-693.

Nisbet, G., Raymond, J., Batstone, A., Barclay, T., Barraclough, F., Haq, I., Jennings, M., Leadbeatter, D., Maw, M., Nicole, M., Smith, L., Stuart-Smith, W., et al (2018). Building interprofessional learning sustainability: development and evaluation of an interprofessional learning placement resource. Health Education in Practice: Journal of Research for Professional Learning, 1(2), 15-38.

Nisbet, G., Jorm, C., Roberts, C., Gordon, C., Chen, T. (2017). Content validation of an interprofessional learning video peer assessment tool. BMC Medical Education, 17(1), 1-10.

Jorm C, Nisbet G, Roberts C, Gordon C, Gentilcore S, Chen TF. Using complexity theory to develop a student-directed interprofessional learning activity for 1220 healthcare students. BMC Med Educ. 2016 Aug 8;16:199. https://doi.org/10.1080/0305764X.2019.1590528