 using digital technology to enhance and evaluate interprofesional education. This project was delivered and developed by UCD and in UI Galway, and these are the partner names. Really, an overview in terms of the aim of the project was to implement and evaluate the impact of an online IP programme designed to promote collaborative practice within undergraduate healthcare disciplines. And the principle on depending it really was that if health professional students could learn together and work together, they would better be prepared really for collaborative practice and teamwork. Because a lot of the healthcare professionals really don't meet their other disciplines until they actually go out and practice. So it was trying to start that up of getting to know each other, getting their understanding of their roles and their professions and working collaboratively. There were the principles on depending it. We ran two pilots and this is just a refresher. Pilot one was 2014-2015. We had 166 students and at that stage we were using the value exchange network online system. The focus of the programme really was on values and ethics. And at that stage only nursing students were receiving any credits for the programme. We re-evaluated the programme and then we pilot two in 2015-2016 and we had 231 undergraduate students, again between UCD and ourselves. The content this time focused on roles and responsibilities, communication and teamwork, which were the key criteria of interprofessional learning. And we used a new online platform called Curator. And the big plus was that all students except medicine actually at that stage got 2.5 ECTSs, so actually they were getting credits. They were the major changes between the two programmes. In terms of what we found when we did the second pilot, or what we did rather we developed and evaluated the programme. We delivered it using Curator. We created student and facilitator handbooks specific in relation to the Curator programme. And we also did an introductory training video on how to navigate the system. Because some of the issues that we had come from the previous evaluation were to do with difficulties with use of face and difficulties with navigating the system. So we improved the system, the evaluation the last time around really through 57 interviews with students and facilitators, 12 facilitators. Really the students and staff reported more positive experience overall in pilot 2. They found that the system was easier to navigate. They found that the students really engaged more than they had done the previous time. And there was evidence of clear understanding of each other's roles and that really both the staff and the students overall enjoyed the learning experience by working on Curator. So overall we felt it had done well. That was the presenting, I'm just giving a summary, I've already presented this in March, it's just a summary of the results. So what we did since March, in terms of our project was a one-year project and the National Forum graciously gave us an extension on two lines of the budget. One was in relation to developing the Curator platform and the other was in relation to promotions and publications. And the good news is we'll be returning 26,000 of our moneys actually to the forum at the end of, well at now basically. What we did then was we continued to work and I suppose this actually links in with sustainability when we come later on. We've continued to work on the project with UCD. We've modified Curator. One of the issues we had with Curator was it doesn't allow you to give direct student feedback online like Blackboard if those of you are familiar with Blackboard. So we actually developed a system in Curator where the facilitators could actually upload their feedback and the students would automatically see it direct. So it was a much clearer way of doing it. So we've done that. We also developed two videos specific for the programme in relation to really looking, it's to do with two people and they actually told their story of the difficulties they had when they decided that they wanted to actually have a child and the preconceptions that people had about their ability to actually go ahead and have a child on their own and people were saying to them that they were senseless and what were they doing. And that was the first video where the lady talks about being pregnant and the different concerns and worries she had and the fact that her own cerebral palsy was a result of a birth injury and how concerned she was. And the fear of actually the baby being taken away from her and her rights being infringed upon. And the students were given that initially and they were asked what would they do if in this scenario should Sarah, as a lady's name, should Sarah actually be allowed to look after the baby in her own at home or actually should really somebody step in and should she be cared for and really is this really somebody being reckless as it were. And the students commented on that and they took a position. And then we showed them the second video where she's had the baby and the child now is four years old and her fears, what actually happened, how well she managed after coming home from hospital and really the fear of the public health nurse coming in and taking over that the OT coming in and taking over and still maintaining their independence and able to manage on their own and the whole notion of civil liberties and equality and rights and being treated the same. And it was interesting, the students within asked would you change your opinion from what you said in the first now that you know the full story. And a significant number of the students said that they would now look at it differently that yes they would change their opinion. Whereas previously they had said no way should this person be left on their own that these two couple cannot cope. We need to put structures in place. The OT needs to go in. The public health nurse certainly must be going in on a regular basis. And then when they heard the story afterwards they said gosh I never looked at it like that before or seeing it from the other perspective. So it was really quite good in terms of challenging. That's just a snippet. There were other things in relation to it but that was just a snippet in relation to those two videos. The final assessment we changed is based on a group presentation. We tried wikis, you may remember the last time around and really it just didn't work. So this time around what we did was every week we got the students to actually they're doing it at the minute, it's not finished. We've the students do a presentation on five key points that they have to agree is a group. Now you may remember the groups are interprofessional so they're mixed groups and they're also mixed across institutions. So they have to work together to actually develop the key points that they want to talk about in relation to that presentation. We haven't marked that presentation but we give them detailed feedback and then in week, now, the end they actually have to do a group presentation which between the whole group that they've been working on based on some of the principles that they've covered and got feedback on each week and they have a choice, they can upload it as a video that they've created between each other or they can do it as a voice over with power points. Whichever way they choose so we're expectingly waiting to see what we're actually going to get from the students. But they seemed actually I was just saying to one of the other colleagues here was saying that some of the facilitators were concerned about leaving it so open you know, gosh, should we really pin it down and maybe we'll get them to write an essay and we'll get them to do that. So anyway, we managed to convince everybody let's give them a chance and see what they actually come up with. I think they'll probably surprise us but we'll see. The other main thing that we managed to achieve which is the really good we managed to get credit for medical students they hadn't had credit before and they now will have credit for this. It'll work differently for them in that the credit is going to be a pay forward in that they do an elective module they do a short service module in year four of their program and if they do the IPL they'll get their credits for that and they couldn't change the curriculum but hopefully we will change it for next year but the great thing is that they actually got credits. Okay, looking at the impacts we have two papers presented at 16th a health care interdisciplinary research conference in Dublin in 2015 paper presented at the social care annual conference in 2016 papers presented at the altogether better health in September poster at the ed tech conference in Limerick a paper at the Urusol conference in Cork and a paper at the Kelt annual higher education symposium a paper at the IPL Dublin 2015 the health and social care and professional learning conference in Dublin Castle the other impacts have been the college IPL team is now firmly established we started off a bit on shaky ground but we're actually now much more firmly established within the college and I report back at the college executive meeting I think we've got two or three meetings a semester in terms of the ongoing work that's been done we've had discussions and presentations and with other disciplines external examiners have been really interested in learning what we're doing and wanting to replicate it in their own institutions the professional bodies such as the NMBI the nursing and medical board of Ireland the medical what's the medical board exactly they had a review as well and they were impressed with this initiative and the quality review panels looking at the courses between the university we just happened to have one last year we're very impressed with the fact that this initiative they saw as being really a trailblazer and should be done in other institutions also it's impacted on clinical colleagues because they've actually come back and said I hear you're doing this, it's great tell us more about it because really the students are saying they've been talking to some of the medical students before they actually are the physiotherapist students before they actually hit the technical areas so that's been positive as well we've had facilitators report increase confidence and confidence in online facilitation I don't want to underestimate the challenge this can be to I myself have to say that I'm not a techy person by any strength of the imagination but for some people building their confidence took a lot of work to keep them on board to say it's going to be okay, we have the training you can do this and that actually does take a lot of time but when I was putting together this for the report here and I sent it around to them and I was saying what do you want to say, is there anything and I think the majority of them maybe there was one that I didn't get a response from said I actually have increased confidence in using online increased confidence and also from the fact of being part of the IPL team I feel like I ring up and they do they'll ring up the phone, they'll talk to each other colleagues because they actually, although we're in the same building some people didn't know each other at all from the different disciplines so that kind of has helped to break down some of those barriers so it's enhanced professional collaboration with other lectures IPL is a key element in design of new curriculum and at the moment we're undergoing a new curriculum as some of my nursing colleagues here will know in terms of developing that curriculum IPL is going to be a key part of that curriculum and it's also in terms of medicine who are also developing theirs speech and language developed their curriculum last year and they have put in IPL as a key element within theirs as well so it's getting more recognition and this has helped to do that engagement and collaboration with health service users in developing the video material which was really good, they were very keen they knew what we were trying to do and really the video is really good in terms of trying to get the message across in terms of the roles of different professionals in caring for people with disabilities and not infringing on people's rights the majority of students reported they enjoy the learning experience better understanding of their roles when they meet in clinical areas student engagement was enhanced with the gamification aspect they liked the fact that they had the XP points and they could see on the leader board how they were doing and that actually prompted engagement we have two quantitative papers Targaryen, the first one and the second one we have two quantitative papers targeted well, the two 1500 word reports one is on students attitudes pre and post completion of online IP program and that finalised draft now is with the team it's actually finished, it's more or less finished it's going to go to the Journal of Interprofessional Care and we will do a similar one with the evaluation survey results we have a 5000 word paper fully drafted it's at its final draft and it's with the team at the moment and that's for the Interprofessional Education the Journal of Interprofessional Education in professional care as well this one actually is the overall is the facilitators and the barriers in relation to online IP program so the monies that we had left that we asked for the extension for this is an open access journal so we'll actually be using the fees to actually pay for the costs of those in terms of impact on organisational practises and systems there is really a strong commitment to IPL now within the college and actually I have had other disciplines like social care asking social workers or others can we actually how do we come on board, can our students really value and I'm going yes that's great and I'm going oh my god how am I going to do this but anyway it's really positive in that sense it's now one of our strategic aims within the college not just for each of the school disciplines but the knowledge of medicine nursing and sciences we have administrative support supplied by the college and that's how we were able to continue running the program that's now in place and the plan is that it will continue and we have increased collaboration across the disciplines in terms of culture the impact is a commitment to IPL disciplines timetables so they're actually looking to see every year now where it is occurring on the timetable and giving it a priority because one of the key challenges was for us at the beginning trying to find a place for it to belong in the timetables and trying because some of the people on the IPL committee they're not the module leaders of the particular module that's being delivered so trying to argue their stance that actually we want to keep this when something else kind of jiggles in has been a challenge but actually this year we had no problem other disciplines wanting to get involved and we've had approach from UL they would like to now join this initiative online the only problem we have is that they use Moodle as opposed to so we need to look at that my other colleague from UCD who was the lead from UCD Tara Magdalinski she has moved to Australia and she's saying let's run it from Australia and let's put it on I'm thinking well the time difference is going to make that a challenge so we'll see what we can do there's a recognition that online may make IPL possible. One of the things and the challenges in interprofesial learning has been to do with the fact that you've got large numbers the timetabling and actually the resources to get people in the same space at the same time making IPL really a non-runner but people even though this was a small initiative there is now recognition actually you can make a difference if you do an online programme that actually can deliver you a better interprofesial learning experience for students. There's much more discussion on campus reIPL certainly in terms of locally I've been invited to talk to different disciplines about how we managed to get it up and running and how we implemented it. Sustainability as I said the funding ended in March I think the sustainability in a way has already started as you can see we're still running the programme we're making plans for next year already in terms of some changes that we may like to make to the programme but we'll wait until it's finished admin support is in place and that'll be in place going forward there's a firm commitment by the IPL team who've become really IPL champions they really have gone out and actually sold the IPL and initially they really felt well I've been assigned to get on this committee by the head of school and I'm here because I was told to be here but now actually it's changed and they can see that the students really really like it and I think that's what sold it to be honest we're in the process of introducing a pilot half day IPL simulated learning session in semester two and that's going to occur in May we're going to do it as a pilot a group of students I think we're looking at about 12 students and we're going to video them and we're going to try and see in terms of how that works and we've created we've learnt from our experience that the scenarios that we're creating initially you remember there were two dynamic we had the midwifery and there was a dementia patient and they couldn't link up between the two and we were trying to cater the scenarios for everybody in terms of we had a COPD, a guy coming in with a COPD whose niece was with him but she was heavily pregnant so that was to get the midwifery students involved but they saw truth they said what do I need to know about dementia she's pregnant so what I can deal with that but she's not the problem so it was a bit of a difficulty they said well actually you know maybe you need to be more develop the scenarios for the different groups and have different ones and we've done that this time and we're going to roll that out now into the simulation process and one of the one of the my colleagues actually on the back of the IPL put in for some funding to the local we have a millinium funding in NUIG and it gives you about 5,000 for start young early researchers so she actually put in a funding to research this part of the simulation so which is really great so we're going to have some funding from that to help to do some of the focus groups and some of the interviews and stuff like that so that will be good so in terms of mapping to the key recommendations of the digital roadmap there's no question it has built digital capacity in terms of facilitators for sure and myself for sure in terms of being less daunted by curator or even realising that pressing the button won't really cause everything to fall apart it's okay, it'll be alright and that actually the interface really important to have an easy to use interface and we've used our own experiences and maybe fears to help develop the curator system make it better we've engaged students as partners in the process they're actually involved in the they were involved in the steering committee and they fed back to us in terms of how they felt things were or were not working and we responded appropriately and as fast as we could in terms of what their concerns was innovative design and use of space accommodating formula and learning opportunities I suppose I interpreted this in terms of one of the things we found is that and this is the panel may have a different view on this one of the things we found is that the students actually when they were engaging this time around a lot of them started to engage off the program now when I mean by off the program they had the opportunity to meet face to face and we encouraged that but they started doing it on Facebook and actually engaging on Facebook some of my colleagues were horrified because they felt and I as I said it may be the perception I'd be interested in the panel's viewpoint they felt oh my god we're not seeing the discussion this is terrible you know part of it they should be doing it on Curator it needs to occur there and the interaction was different and I felt well isn't it great that they're talking and they're doing it on Facebook does it really matter do we really need to see the discussion because they have an indeciment anyway that they have to do and if that is happening some space is that not a good thing so the jury's out so I'd be interested to hear what people think maybe I'm wrong staff and students are more familiar and more at ease with the technology we do have a little we run it in semester one so it finishes at the end of semester one and at that time it comes around to the next year we do a little kind of heebie jeebies because it's a while since people have switched on Curator and getting people familiar again and that does happen and I think that happens even with blackboards so it's no different and contribution to a strong evidence base for enhanced pedagogy that's evidenced by the publications and the presentations that we actually have done and are in the process of actually hopefully getting published and basically that's it