| Below we present some great examples of recent IPE student experiences. We will continue to use this space to describe
what we are doing (both new and continued IPE experiences) and how these IPE experiences have helped our students to achieve our four
IPE learning outcomes:
- Appraise the relationship between one’s own profession and the background, scope and roles of other healthcare professionals.
- Evaluate one’s ability to work in a team.
- Participate collaboratively as a health team member to support patients’ / clients' achievement of their expected health outcomes.
- Assess the impact of the broader legislative and ethical framework on interprofessional practice.
View a video presentation, starring
our students, about the Interprofessional Edge at the Centre for Health Sciences at George Brown College
 GSSC 1053: Collaboration - The Future of Health Care
GSSC 1053 is our first formal IPE course. The course provides students with a broad overview of the health
care system and an understanding of collaboration and teamwork among
health care providers.
Working with students of other professions, students learn about each others’ disciplines and about other health care practitioners with
whom they will work after graduation.
Through interprofessional team assignments, students will learn about and apply the theories of teamwork,
conflict resolution and collaborative practice and will have the opportunity to reflect on their own, and others’ participation and contributions
to teamwork. Offered every semester since 2007, this 14-week course employs Michaelsen's Team Based Learning model.
 GSSC 1053 - What have students said about this course?
“This course taught me to work better in teams by being more patient and understanding of everyone’s situation. I learned a
lot especially from my classmates.”
“During my experience in this course, I have learned that teamwork is an essential component within any field of specialization and collaborative
skills enhance successful outcomes”.
“The experiences I had working within a team along with the information I learned from the course about team concepts, communication
and feedback, leadership, conflict resolution and collaborative patient-centred practice have helped me gain a greater understanding of team
dynamics”.
The Community Learning Centre for Healthy Living: Health Promotion Hub
 Based at our Interprofessional Learning Clinic at
Casa Loma Campus, the Community Learning Centre for Healthy Living (CLCHL) also known as the Health
Promotion Hub acts as living lab where students fulfill their community field placement requirements. The CLCHL is a resource area
that contributes to, supports and otherwise improves the health of our population of interest, George Brown full and part-time students and employees,
the Interprofessional Learning Clinic clientele and our community partners. The CLCHL provides walk-in services such as health and wellness
educational resources, blood pressure testing, an on-line health risk assessment as well as a variety of health promotion programs.
Initiated in September 2007, this unique interprofessional field placement in health promotion allows students to gain relevant hands-on experience in health promotion program implementation while engaging in, and learning about, interprofessional collaborative practice. Our health promotion teams, over the years, have included students from our Nursing, Dental Hygiene, Fitness & Lifestyle Management, Hearing Instrument Specialist, Health Information Management, Social Service Worker, Activation-Gerontology, Denturism, Prosthetic and Orthotic programs as well as medical students (through our relationship with the Fitzgerald Academy at St. Michael’s Hospital).
This placement supports the international definition of health promotion (Ottawa Charter, WHO, 1986): “Health promotion is the process
of enabling people to increase control over and to improve their health” and is guided by the National Interprofessional Competency
Framework, as published by the Canadian Interprofessional Health Collaborative (February 2010).
Interested in what the students have accomplished? Click here to find out. << link to http://www.georgebrown.ca/healthsciences/health-promotion/past-projects.aspx>>
Health Promotion - What have students said about this experience?
 “I was able to share my knowledge with other students as well as learn what they know. This placement allowed me to look at different
points of view in the health care field”.
“It was great to have hands-on experience in creating and planning health promotion programs”.
“In the Hub I learned more about myself and others, personally and in our professional roles.”
“I was able to network with other professions and to build relationships.”
“We treat each other as peers, recognizing the scope of our own professional role but also the limitations of what we can and cannot
do. Working with other professionals has given me the confidence to ask questions or clarification when I am unsure of something.”
“I now see that patient care is a shared responsibility across professions and the best patient care comes from collaboration.”
The Health Promotion Hub experience leads to great jobs! Adelaida Ortega, a Social Service Worker graduate who
participated in our 2009-2010 Hub program, now works as the Youth Volunteer and Training Convener for YATI, the Youth Advocacy
Training Institute, a recognized leader in training for advocacy, youth development and health promotion.
IPAL – Interprofessional Peer-Assisted Learning
Peer-assisted
learning, also known as peer teaching, is a widely accepted approach to uni-professional learning in health sciences professions. This
is particularly effective in the demonstration and practice of pre-clinical skills. George Brown College has adapted this approach to interprofessional
learning through IPAL, interprofessional peer-assisted learning.
In a typical IPAL workshop, students of two health professions collaborate in a structured peer-learning experience. The workshop focuses
on both teaching and learning of a specific psychomotor skill or in exposing students to important concepts which will broaden their professional
capabilities. Under the guidance of faculty mentors, students of one profession (the peer teachers) demonstrate to, teach and/or coach students
of another profession (the peer learners). Organized in a non-threatening, peer-to-peer environment, IPAL provides the peer learners
an opportunity to learn about and practice a new skill, while giving peer teachers the opportunity practice their own communication skills (e.g.
presentation, demonstration, teaching and coaching), another critical component of professional practice. IPAL workshops also offer students
the opportunity to engage with and learn about each others’ professions, and to discover those areas in which their professional scopes
overlap.
To learn more about our innovative IPAL workshops, click on the links below:
- Bedside Oral Care (Dental
Hygiene & Nursing)
Offered every year since 2007, second year Dental Hygiene students help first year Baccalaureate Nursing students
learn to perform a basic bedside oral assessment and daily oral care procedures, for mentally healthy patients.
- Understanding Hearing Aids (Hearing Instrument Specialist & Speech-Language Pathology)
New in 2010, a group of second and third year Hearing Instrument Specialist students from GBC presented and demonstrated to Speech-Language
Pathology students (from University of Toronto) about handling, maintaining and trouble-shooting hearing aids and shared information about
their respective professions.
Children’s Oral Health – New in 2010
New in 2010, a group of Early Childhood Education (ECE) and Dental Hygiene students participated in a unique community-based children’s
oral health project. This interprofessional initiative was originated and led by Dr Kiran Kulkarni, a pediatric dentist, several pediatric dentistry
residents from University of Toronto, along with volunteer faculty from the Dental Hygiene and ECE Programs at GBC. Working directly with many
families from diverse backgrounds at local child care centres and family resource centres, our interprofessional student teams worked with Dr
Kulkarni to share basic oral health information, respond to parents’ concerns and interests, and to demonstrate oral hygiene techniques
with children and their parents. Students learned about the realities of oral health in new immigrant communities and communities involving dual-income
parents. They learned about each others’ professions and about those areas in which their professions have potential to collaborate. We
plan to build on this pilot initiative in future years.
Learning To Care Together – A unique IPE partnership
 Learning
To Care Together (LTCT) is a three-year provincially funded project, involving a unique collaboration between George Brown College and Revera
Inc. (formerly Retirement Residences Real Estate Investment Trust), operator of long term care and retirement living residences across North
America. Our goal is to create an innovative interprofessional education partnership including preceptored interprofessional field placements
for our students at Revera residences and new interprofessional curriculum in key areas related to the care of seniors.
This project has received provincial funding over three years through the Interprofessional
Health Education Innovation Fund, co-sponsored by the Ministry of Health and Long Term Care and the Ministry of Training, Colleges and Universities.
Learn more about this exciting project.
Earlier IPE Activities:
Return to: Interprofessional Education (IPE) documents
Return to: Interprofessional
Education (IPE) at George Brown College
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