The Partnered Learning Project

• Refer to Section 2 (page 19) in the manual for student presentations guidelines.
  
  
• The IPE Lead and /or the facilitators share the responsibility to ensure that the functions related to the student presentation (at the end of the placement period), such as scheduling, sending out invitations and preparing presentation evaluations are all completed in a timely way. Each site may negotiate who will complete the specific tasks.
  
  
• Consider scheduling a limited number of additional sessions where the students meet (without the facilitators) to plan and work on their presentation.

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• The student handout distributed at the start of the placement included details about the presentation
  (see Resources IPE Plcmt Handout – Student)

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• Setting aside some time in each of the weekly tutorials to discuss the final presentation was helpful in keeping the students keep this activity in mind and to consider how the ongoing learning would be reflected in the final presentation. It also helped manage the time students required away from their clinical placement activities in order to prepare for the presentation.
  
  
• The facilitators needed to continuously help students make the connections between clinical learning and IPE learning explicit, including being able to describe these connections in the final project presentation to the team members.
  
  
• Some disciplines require students to complete academic presentations over the course of their study. In some instances the IPE presentation may qualify towards this. If students are interested in this, some advance planning will be required and communication with the student’s faculty. Suggesting this option at the outset will avoid disappointment simply because of lack of planning or communication about this option.
  
  
  • In one instance a student arranged for her faculty to attend the presentation in order to secure the credit. Other options may include video-taping or handing in a presentation package. However this may not be an eligible option for all disciplines. IPE leads may wish to investigate this option prior to the placement.
    
    
• Since the IPE students don’t necessarily come together outside of the IPE
  placement schedule, scheduling a couple of meeting times for students to gather and concentrate on preparing for their final presentation was very helpful according to the students. At the same time this approach protected the regular tutorial session time for the intended IPE learning activities.
  

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• It would strengthen the credibility of the IPE placement program if the final presentation could be credited to the students in their academic program, where such activities are already a requirement. However the current discipline specifics vary so widely that this will continue to be an ongoing challenge for some time yet. It will be important to not let the purpose of the final presentation be diverted from the primary learning goals associated with the IPE program in order to comply with academic-crediting criteria for selected students or programs.


• The PLP model of a 4-week placement created a very compressed time frame in which students had to cover the IPE learning material, develop relationships as a learning group, in addition to preparing for and delivering their final IPE presentation. Often, with the student tutorials and presentation planning meetings as their only shared time, the students expressed a wish for a longer time period to allow their relationships to grow in order for them to better learn “from, with and about” each other.
  

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