Interprofessional Education Initiative —
2009 Request for Proposals
Submission Deadline: October 16, 2009 | Funding
Period: January 1, 2010 - Dec 31, 2010
The Program for Interprofessional Practice, Education and Research (PIPER) in the Faculty of
Health Sciences was established to develop, promote and evaluate interprofessional education (IPE)
activities for health professional students. Educational leaders
within the faculty have endorsed the decision that all students graduating
from health professional programs will demonstrate the following competencies:
- Describe their own professional roles and responsibilities and the
general scope of practice of other health professionals to colleagues
- Know how to involve other professions in patient care appropriate
to their roles, responsibilities and competence.
- Collaborate with other professions to establish common goals, provide
care for individuals and caregivers, and facilitate shared decision-making,
problem-solving and conflict resolution.
- Contribute to team effectiveness by sharing information, listening
attentively, respecting others’ opinions, demonstrating flexibility,
using a common language, providing feedback to others, and responding
to feedback from others.
In keeping with the philosophy of self-directed small group problem-based
learning, students will be able to choose educational activities from
a “menu” of activities which are most relevant to their
interests. Students will be expected to complete at least one
activity from EACH of the following levels: exposure, immersion, and
mastery. Examples of these activities are outlined below:
These activities are primarily knowledge based relating to the first
2 competencies. The activities will focus on “describing
roles and responsibilities” and “demonstrating awareness”.
Activities will be of shorter term duration. Examples include:
shadowing experiences in the clinical setting, special event seminars
or “lunch and learn” sessions.
These activities are typically of longer duration and require higher
levels of interaction between the health professional students.
All 4 competencies may be addressed through these activities.
Students will be required to collaborate with other health professional
students, make decisions and solve problems together. Examples
include tutorial courses, Communication Skills Labs, e-learning modules
This is the most integrative group of activities. Students will
use their Interprofessional knowledge and skills in a team environment.
Typically this will be of longer duration. Students will build relationships
in a team environment and be actively engaged in team decision-making
around patient/client care. Examples include experiences in a clinical
Guidelines for Submission
The purpose of this call for proposals is to support the development
of new IPE activities which will enable students to achieve the competencies
noted above. The actual proposal should not exceed four double-spaced, typewritten
pages. The format should include one-inch margins, double-spaced, Arial
12 point font. Sections should include, but are not limited to: Title
of Proposed Project, Abstract, Main Objective(s), Specific Goals, Relevance
to IPE, Methods, Evaluation, Budget (with justification) and Plans for
Sustainability. (Please note, project sustainability is a key component in the selection criteria).
In a separate cover letter, applications from interested faculty should include: name, title, contact information, any complementary sources of funding and relevance of this project to your career.
In order to be eligible for consideration, proposals:
- Must include students from at least 2 health professions
- Must state specifically which IPE competencies will be addressed
in the event
- Must provide an opportunity for students to interact and share
perspectives through dialogue and/or discussion
- Must include an evaluation component
- Must not have appendices
It is anticipated that 3 – 4 projects will be funded annually,
for up to $6000 each. Successful applicants will be expected to
submit a summary of the results of the work supported by the grant to
PIPER no later than March 1, 2011.
In addition, upon the completion of your project, we would encourage you to present your findings at one McMaster Interprofessional Education Symposium session.
Proposals should be sent to Gillian Schaible firstname.lastname@example.org no later than 4:00 pm on October 16, 2009.