The Partnered Learning Project

• Section 3 (page 37) refers to the role of the Clinical Faculty (Preceptor).
• The preceptor/clinical faculty maintain the role of training their students in their discipline specific roles. To support and facilitate IPE learning, preceptors should be encouraged to set up interprofessional shadowing experiences for their students.
  

• When IPE placements are new the preceptors/Clinical faculty may have difficulty conceptualizing the process. Meeting the preceptors as a group prior to the placement helps them conceptualize the learning and the overall placement, and helps facilitate the inclusion of more interprofessional activities during their placement. Group meetings can facilitate support and collaboration among the preceptors, which is essential when providing IPE learning to their students.
  
  
• We faced challenges when attempting to gather all the preceptors together, and as such it did not transpire. Time constraints, differing clinical responsibilities as well as professional responsibilities are the barriers to setting up group meetings. Although not ideal, individual meetings between the preceptor and the IPE leader were conducted.
  

to top

• SickKids IPE placement program overview -Preceptor (see Resources IPE Plcmt Handout – Preceptor)
  
  

• Some preceptors felt that at times students were overwhelmed by the combined expectations for their discipline-specific placement and the IPE learning activities. Successful participation in IPE placements using the model of adding the components into an existing professional training placement requires students to show personal initiative and effectively manage both their time and competing priorities. Addressing this reality early in the IPE placement process may be a useful standard practice.
  

to top

to next role