Education steps, lessons learnt and IPEC Core Competency mapping
| Education step | Description | Lessons learnt: QI Revisions | IPEC Core Competency7 |
| Didactic | Online narrated slides with content related to geriatric falls risk assessments and interventions, and TeamSTEPPS teamwork concepts. | Length decreased from 2 hours to 1 hour; supplemental slides for medicine and pharmacy. | VE RR CC TT |
| Posters/Skills practice | Visual display of focused didactic points with hands-on skills practice. Topics included environmental factors, nutrition, cognition, pharmacology, mobility and TeamSTEPPS. Short encounters with each topic facilitated in small groups. | Time at each poster was lengthened to 8–9 min. Small groups were changed from interprofessional to single professional. Presentations were standardised for active learning focus. | VE RR CC TT |
| Presimulation discipline huddles | Single professional groups receive report on a complex geriatric simulation patient. Profession-specific assessments, goals and interventions are planned over 10 min with a facilitator. | Original format was to require students to request information. Revision to providing details to meet time limits and allow time for planning. | VE RR CC |
| Interprofessional team meeting simulation | Interprofessional teams meet to discuss a simulated patient. Each profession offers assessment details and suggestions for a plan of care to decrease falls risk. Facilitator led, 20 min discussion, 20-25 min debrief. | Original details of the case were enhanced to provide each represented profession a meaningful stake in the discussion and solution. Standardisation for facilitators added. | VE RR CC TT |
| Volunteer patient assessments and care planning | Interprofessional student teams conduct a falls risk assessment (under the supervision of practitioners from our Falls clinic) on a volunteer older adult. Coordination of the assessment among team members and interaction with the patient are goals to reveal a patient-centred plan. | This component of the education was added in the second year to help students transition education into practice. Time was lengthened from 40 to 50 min. | VE RR CC TT |
| Expert team feedback | The patient-centred plan developed for the volunteer assessed is shared with a panel of experts for feedback. Each team has 10 min to present their case and plan for feedback. | Minor adjustments decreased time to 10 min for each team to present to a panel of experts. | VE RR CC TT |
CC, interprofessional communication, IPEC, Interprofessional Education Collaboration; RR, roles/responsibilities; TT, teams/teamwork; VE, value/ethics