 Hi, my name is Dymfin CasyJake C, and I'm from NUI Galway. This is the list here of all the participants that are actually on the team. In terms of our project really, it was focused on interprofessional education. This is defined as occurring when students from two or more professions learn with Robert about each other to improve collaboration and quality of care. And the fundamental premises is that actually Gael, rwy'n meddwl sy'n cyffredig, fel ydych chi'n gweithio am y tyfer yn y gweithio ymdud gan ein cyfansol yn y gweithio'r ffasio yn y gweithio. Yn rhaid, rwy'n gwneud Mynddon yw'r ysgrifennu ar y effaith yw'r ysgrifennu, mae hynny mae hynny yn ysgrifennu i'r byw. Gael, rwy'n meddwl, mae hynny'n gwneud desgol â'r lle. Rwy'n meddwl, oherwydd, gyda ni'n efallai'n gwneud yn ysgol o'r programa hwnnw, cymdeithasol fannol yn gweithio'r gweithio hwnnw ymlaen. Felly, mae gŵr ymlaen o rhan o'r pryd, ddwy o hyd yn ddweud o ddeiligiau, sy'n meddylu o ddweud o ddweud i ddeithasol a'r etylltwyd o'r hwnnw i gweithio hwnnw. Felly, mae'n meddyliadol yn ysgriffaith differentol. Felly, ddwy o'r ddweud o'r lŵr ymlaen o'r hwnnw, ddwy o'r ddweud o ddweud o'r wneud o'r hwnnw i gweithio'r grannu, felly fel chi'n gwneud y bwysig iddynt rwy'n ei wneud fydd yn ei gennym, felly byddwyd yn cyfrannu'r byd. Felly, yn ymgyrchaf, fyddech chi'n gweithio'n amser a dwy hoffos y clywedol'r bobl cynllunau. Yn y dyfodol, rydyn nhw'n ystyried eich cyfrerau! Felly, eich cyfrerau eich cyfrerau eich anorexia, eich clywedol sy'n, dyda'r child yn anorexia. Rydyn ni'n ei bwysig am jarwch a'i lleio i'w rhaid o'r gynhyrchu a dweud yn ychydig o ni, dyfodol dweud ond yn ddweud i ddysgu'r gwael hen rydych chi bod ddweud i ddwylog hefyd y gallai methu deall a wneud i ddeudio clywed yn ddeudio'r anorexia. Ond wir iawn i ddeudio â'r sefylliant o'r cyflwynau ar gyfer hyn am ddiadog ac yn ni wneud efallai hefyd, maeth yn ymyr eich cael eu scufer ond mae'r theywtau yma ac mae'r byw unrhyw o'i fynd i amser Felly, rydym yn rhoi ar gyfer y bydd y dyfodol, rydym yn ei ddweud, yn ymgyrch, rydym yn ei ddweud, ond rwy'n deallu ymgyrch yn y prif oedd yn gyd-dweud. Rwy'n credu bod yma'n meddwl i'r gŷnach, rwy'n meddwl o'r newid ystod y cyfnodol, rhywbeth o'r cyfnodol a rhai o'r gwaith a ddechrau, rwy'n meddwl i'r cyfrifoedd, rydym yn ei ddweud, rwy'n meddwl i'r gyfnodol, rwy'n meddwl i'r cyfrifoedd, look at the factors that hindered and facilitated engagement, identified changes in students' perceptions and attitudes. The one we haven't yet done this compare outcomes across participating institutions, the reason for that is that it was initially anticipated that UCD and ourselves would start at the same time, but due to local issues in UCD particularly they start two weeks after we do in semester two, we were three weeks into the programme by the time they were due to start and at that stage it was felt really that we should evaluate it first in the i gyrsbydd ymddangos ychydig i'ch ddweud. Felly, nid oedd ymddangos ymgyrch ohon o meddych, yn cymdeithasol o'r casr, felly mae'n gweithio at y moment. Rhyw gwybod mewn gwirioneddau yr dyfodol eraill, y dyfodol mewn gwirioneddau, dwy ffasers, rwy'n ffocwsgwp ymddangos sgwrs, a'r stryd, rwy'n ddweud y bydd yn plannu'r ddwych ond rwy'n mynd i'ch gwerthu'r ddechrau iddyn nhw i'n rwyf yn ei dweud, a yr ydydd yn Argylchedd Gweithio Llyfrgeiwyr Cymdeithasol yn gyntaf gyda'r Llyfrgeiwyr Gweithio Llyfrgeiwyr Cymdeithasol. Mae'r Llyfrgeiwyr Cymdeithasol yn gyffredig o gynghoroedd gyda'r Llyfrgeiwyr Cymdeithasol, a'r Llyfrgeiwyr Cymdeithasol yn gweithio'r bydd y ddych chi wedi'i gweithio'r gweithio'r pryddysgol yn gyffredig. How to play the game? What is the game? I'll play the game and we'll play it together. Of course, we do. I'm going to play the game. O'u chael neuronigau yma. I want to play it with my friends. I've got orders. I've got orders, but they bring it in. I want to play the game. I'm going to play the game. That's all. I'm going to play the game. I'm going to play the game. ac mae'r uchydig yn ymdeg yn ddim yn ymlaen o ei hun. Mae'n değiştyn o flushę i'r pethau, a iawn gallwn ni wedi'n materion ar ddeunydd yn cyd-eithgiad lleol, a wnaen i angen y rhannu bod yn ymdeg – nesaf… yn ymdeg yn ymdeg yn ymdeg yn ymdeg yn ymdeg yn ymdeg yn teimlo i ddweud bwysig ei ond yn ymddeg – bwysig allan yn ymdeg, ac rwy'n ddych chi fod yn eich angen arnoedd – We offered them if they participated, they had an opportunity to be involved in the draw for many iPads. It still didn't seem to be enough. Okay, in terms of our outcome data and the impact on students, the quality of phase we had 47 students and really they came from, most came from nursing because this actually was in-built in the nursing programme that they were actually getting credits for this. All the other actual disciplines were not getting credits. As we'd medicine, occupation, therapy and speech and language. In terms of the findings, four main themes identified from the focus groups with the students. One of the things I came through was the meaning of interprofessional education. And they said things like, when I suppose learning things from another profession's point of view, being able to incorporate that so that you are not just thinking of your own profession when making a decision and stuff. And it was very clear that for most students, really this was their first read into professional education experience. Although some of them did think that actually working just going on their placement in the ward was interprofessional, but when they began to think about it, it really wasn't interprofessional. Impact on learning, various interprofessional learning strategies were the other themes. In terms of the impact on learning, I suppose it really, we found focused on three areas. Preparation for clinical practice and understanding of others roles. You're going to meet people out on the ward, whatever. And I think maybe in a strange way it kind of teaches you that you need to know, be more open to other people's opinions. Respect their opinions. If they do disagree with you, well, then that's okay because that's their opinion as well. Reflection and critical thinking was a powerful impact as well. And Stuart said, I think it really made you reflect on your choices. There are things that you had to go back and think about while you picked that. And I think that was really good. It would make you more aware of your decision making and make you consider more options before making that decision, I think. And then the role of values in decision making. It definitely made me think about my values a lot more. Like I said in, I never really sat down and had to think, well, how do you actually feel about this? What will you do with that situation? And like the content of the program really made me think about like what I would like to do in that situation. So I feel like the content really made me think about my values like. The barriers really revolved around four categories as well. The online system, e-cats and workload, insufficient instruction and training and unequal involvement of disciplines. The online system really took some of the comments where the interface was pretty difficult. But other than that, I think the content-wise it was pretty stimulating. It's only in its infancy stage so I mean these teething problems. Once it is solved, I think it should be a really useful source of learning. E-cats and workload, this really I suppose in terms of was an issue for the nursing students because we gave them credits and by actually giving them credits we've overloaded them more than we should have. And therefore they found that it was kind of the last straw that broke the camel's back. So social science we also have law and psychology and then we have philosophy and then we've got like the VX and an assignment in philosophy. So that's like four things for all at the end of the day. Social science has worth only ten credits. Insufficient training instruction was an issue and also unequal involvement of disciplines. Last week that was very difficult, that dashboard challenge. We had to figure that out ourselves. Trolls through these pages and pages of information. In terms of unequal involvement of disciplines we had more nursing students than any others. So therefore sometimes the nursing students felt they were talking to each other. Like the first week, like literally no one was commenting. There was only two people who like responded in the group discussion so it wasn't really helpful like. It's only like two professions that responded. But above all else and across all the actual, the interviews and the questionnaires, IPE course has potential came across. It is a fantastic concept. I do think that it is a brilliant idea but it just wasn't gone about in the right way to start off with. If you were to fix those things I think it would be brilliant. I think it's really really positive thing. Like as I said if it was me I really enjoyed it in that sense and I think it had so much potential for the future. This is the first step that's been done really. Really the strategies for facilitating IPE were the reverse of all the things of the barriers. Simplify the system, review the workload, make compulsory for all students. The irony of it was the students who were assessed didn't want to be assessed. The students who had been assessed were crying out to get marks. So it's kind of difficult. Improve the instruction training and have smaller groups. Initially we had one large group and students actually found it very difficult trying to find the comments down to the whole online system. So we divided them up into smaller groups. Going forward we would put them in the smaller groups from the beginning. We also did the evaluation questionnaire which we developed from the focus groups. We sent this out, there was 166 students who participated and 122 actually completed the survey. I can't go through all the findings so I've just picked out some of the highlights. Basically in terms of obviously the IPE is relevant for my practice. You can see here that there was overall agreement. The online value based programme was useful overall agreement. The online value based programme provided a new way of looking at issues. It developed my critical thinking. Again, those two were balanced off each other so they did find it useful. The online value programme had a lot of potential to contribute to IPE. If we look at questions in relation to the online system really in terms of the instructions and guidance given to me on how to log on and navigate the online system prepared me well. You will see that there was overall disagreement with that statement. The interface of the online programme was easy to navigate. Again, people weren't happy with it. The interface of the online programme was easy to log on to. We were actually getting on to it. They found that they could. They found it difficult to follow the online comments in the large group. The poll surveys and XP points contributed to my learning. Again, we can see here that there was disagreement. Not too much but there was disagreement. Technical support responded quickly to problems. We actually introduced additional technical support halfway through the programme to provide better support to the students. The key question, I suppose, in terms of when we asked the students one key question was, would you recommend the current online value-based programme that you just completed with the exact same content and the same format to the students? Obo Cwellhamly 82% said they would not. When asked, some of the 95 students actually completed the open question associated with that question. They said things like that. Most of them recognised the potential. Most of the things that they said were, I would highly recommend the content of the online value-based IP programme but I think the delivery format could be improved at the times it was difficult to find each week's information. The layout of the website was quite difficult to use though the content was quite good. I feel it would benefit from a review of some aspects of how it's run taking into consideration that workload of other modules and the fact that we also have to submit a philosophy assignment as well as taking part in the programme. In terms of the national impact of outcomes, how the project will impact nationally, it evaluates the use of the online system as a medium to deliver IP in the higher education sector, it provides a list of factors that hinder and facilitate. Future design of IP digital technology programmes will be shaped by this project and it potentials to change the way we deliver and teach into professional education. It also builds the capacity, digital technology capacity of both the staff and the students despite the difficulties of actually being involved. These are a list of outputs so far to date. We've had a number of publications and at the moment we're in the process of preparing a written paper submission to one of the journals. Three minutes. In terms of the benefits to the higher education sector of having completed the work, it introduces a new and innovative teaching and learning method at undergraduate level and most of the IPE programmes actually, if you look at the literature, are at postgraduate level as opposed to undergraduate level so it's a distinct change. It provides insights into the effect of the use of digital technologies in teaching and learning and provides a list of recommendations to improve the process and allow other sectors to learn from our mistakes and what we did well. It provides programme content and clinical case scenarios which can be made available to others for use and I suppose above all the project reviews that an IPE programme is acceptable to the students. They value the concept, they appreciate its potential to enhance learning and collaborative practice and the quality of patient care. That was a written out, sorry.