Programme Structure | Te Anga Hōtaka
There are 5 rotations each year that are 5 weeks long. Twelve students are generally based in Tūranga-nui-a-Kiwa (Gisborne) with another five students based in Wairoa (for 4 of the 5 rotations per year).
Students spend their time on placements with their own discipline, placements with other disciplines, and group activities/projects. Just over half the the students time is spent in their "home discipline" to ensure they concurrently meet discipline-specific learning objectives.
How your time is spent
- Clinical placements: 55 per cent
- IPE and Hauora Māori: 25 per cent
- Group activities: 20 per cent
Day one: Noho marae
Day one of the TIPE programme starts at 8am, you will be asked to meet at the DHB Learning Centre for the programme orientation and meet the local staff involved with the programme.
In the afternoon there is a group activity where all the Wairoa and Tairāwhiti students are escorted to and stay overnight at a marae in the local area (Noho marae).
Clinical placements | Rauanga Haumaru
All students have individualized placement programmes provided. This is organised to provide a variety of experiences within their home discipline, with other disciplines and within a variety of settings, (e.g. rural chronic conditions management, hauora Māori) over the course of the programme.
Over the 5 weeks of the programme students will spend approximately 55 per cent of the time in their home clinical placement.
Students also have interprofessional placements where students work in pairs or small groups observing each others clinical disciplines – these are valuable interprofessional learning opportunities.
Group time and activities
For about one day a week (typically Friday), students will have time to meet as a group or groups to meet with the teaching team, participate in group activities, discuss clinical cases, and/or work on your community appraisal or education project. There will be video links between Gisborne and Wairoa and also some travel between the locations for these sessions.
During the programme students complete the following four assessment tasks:
Assessment one – Clinical diary / logbook
A demonstration of satisfactory clinical competence. You will need to complete the clinical competencies as directed by your own discipline and tertiary education provider.
Assessment two – Rapid community appraisal
Working in nominated small groups, you will work together to complete a Community Assessment Tool, and prepare a short presentation.
Assessment three – Case work
During the module, you will have three patient scenarios to work on in groups.
Assessment four – Community education project
This education project is the key piece of work you need to complete in groups over the course of the IPE programme. The project topics have been chosen by a particular community in Tairāwhiti as something they would like the IPE students to do for them.
Community Education Project | Kaupapa Mātauranga Hapori
The Community Education Project is a key piece of work carried out over the 5 weeks in interdisciplinary groups of 4–6 people. The project topics are chosen by a particular community in Tairāwhiti or Wairoa as something they would like the IPE students to do for them.
It provides students with an opportunity to devise a credible and usable community education resource that can be of immediate benefit to the community whilst collaborating in interprofessional teams. Intended learning outcomes relate to team processes and team work, as well as to to the community utility. Each student group students formally gives their work to community representatives as well as presenting to the teaching team at the end of the block.
“We had to make this good, because this is actually going to be used in two weeks’ time, and they’re going to be doing this programme.”
“And if it's giving back, then I think it's great… it does make a difference.”
The Tairāwhiti and Wairoa community have also recognised the benefits of the projects:
“The projects have been fantastic. The number of projects I have actually genuinely seen used by providers...”
“the resource [the students created] is tangible and ‘enhanced our actual service’.”