TY - JOUR
T1 - The MAGPIE model
T2 - An interprofessional learning opportunity for therapy students
AU - Warren, Alison
AU - Taylor, Ann
AU - Cahill, Mairead
AU - O'Donnell, Marie
PY - 2011
Y1 - 2011
N2 - Inter Professional Education (IPE) is not commonplace within Ireland. This paper presents the development and practical application of an IPE placement experience initiated by the University of Limerick. Several factors contributed to its development, including the establishment of posts based within several universities and the health service specifically to facilitate placement education. The MAGPIE model (Meet, Assess, Goal-Set, Plan, Implement and Evaluate) was used as a platform for the case-based IPE sessions involving Occupational Therapy and Physiotherapy students. Each student experienced 10.5 hours of discussion-based inter-professional activity within a placement and presented an inter-professional case study. The IPE experience was evaluated via focus groups involving students, practice educators and placement facilitators. Strengths of the experience included increased motivation, improved team working skills and development of a greater understanding of professional roles. Recommendations to enhance future case-based IPE sessions are identified.
AB - Inter Professional Education (IPE) is not commonplace within Ireland. This paper presents the development and practical application of an IPE placement experience initiated by the University of Limerick. Several factors contributed to its development, including the establishment of posts based within several universities and the health service specifically to facilitate placement education. The MAGPIE model (Meet, Assess, Goal-Set, Plan, Implement and Evaluate) was used as a platform for the case-based IPE sessions involving Occupational Therapy and Physiotherapy students. Each student experienced 10.5 hours of discussion-based inter-professional activity within a placement and presented an inter-professional case study. The IPE experience was evaluated via focus groups involving students, practice educators and placement facilitators. Strengths of the experience included increased motivation, improved team working skills and development of a greater understanding of professional roles. Recommendations to enhance future case-based IPE sessions are identified.
KW - case-based placements
KW - interprofessional education
KW - therapy students
UR - http://www.scopus.com/inward/record.url?scp=84875445182&partnerID=8YFLogxK
U2 - 10.1921/175951511X661246
DO - 10.1921/175951511X661246
M3 - Article
AN - SCOPUS:84875445182
SN - 1759-5150
VL - 11
SP - 47
EP - 59
JO - Journal of Practice Teaching and Learning
JF - Journal of Practice Teaching and Learning
IS - 2
ER -
