Course coordinator
Professor Piers Dawes
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Rehab Sci School
Develop the knowledge and skills required for engaging in interprofessional healthcare in community settings through collaborative activities with students and professionals from a variety of disciplines.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
AUDL7121, AUDL7122, AUDL7123
Companion or co-requisite courses
You'll need to complete the following courses at the same time:
N/A
Incompatible
You can't enrol in this course if you've already completed the following:
NIL
Restrictions
MAudSt
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
This course is taught in an intensive teaching mode during weeks 1-7. Please refer to Blackboard for full schedule details.
Aims and outcomes
This course aims to enable you to:
• Consider the foundations of interprofessional collaborative practice, such as the importance of teamwork in healthcare, barriers and enablers for effective communication and team functioning, and managing conflict in teams.
• Consider how audiologists can maximally integrate their services into a wide range of community settings and work collaboratively with other healthcare professionals.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Explain and analyse the distinctions between professional roles, responsibilities, values, and scope of practice in relation to other professions.
LO2.
Demonstrate the central role of the client, family, and community within interprofessional practice.
LO3.
Manage potential barriers to effective interprofessional communication.
LO4.
Apply the processes of team functioning when collaborating in interprofessional teams to optimise client care.
LO5.
Apply appropriate strategies to manage conflict arising in interprofessional teams.
LO6.
Advocate for client needs and preferences in interprofessional teams.
LO7.
Promote a positive team culture through recognising the contributors, skills and perspectives of others to promote effective team processes and decision making.
LO8.
Reflect on and advocate for the interprofessional role of audiology in community-based settings.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique, Reflection | Essay | 60% |
28/04/2025 2:00 pm
Due 2pm Monday 28 April |
| Creative Production/ Exhibition, Presentation | Video + resource | 40% |
9/04/2025 10:00 am |
| Participation/ Student contribution |
Placement Record
|
28/04/2025 2:00 pm |
|
| Reflection, Role play/ Simulation, Tutorial/ Problem Set |
GEMS Interprofessional Collaborative Practice Workshop - Assessment Activity
|
Pass/Fail |
28/02/2025 5:00 pm
To be completed within the tutorial class in week 1. |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Essay
- Mode
- Written
- Category
- Essay/ Critique, Reflection
- Weight
- 60%
- Due date
28/04/2025 2:00 pm
Due 2pm Monday 28 April
- Learning outcomes
- L01, L02, L04, L05, L06, L08
Task description
Part 1 (250 words): Setting the context. Briefly describe the community setting and the clientele where you completed your placement. Reflect on your strengths and limitations in this setting.
Part 2 (700 words): Explain and reflect on another professional role in your community-based setting (e.g., nurse, physiotherapist, social worker, teacher). Your response should:
· Describe the role of the chosen professional (e.g. key responsibilities, tasks) within this setting.
· Briefly outline the professional and ethical frameworks that inform the selected profession in an Australian context.
· Reflect on your observations and experiences during your volunteer placement. How did the selected profession contribute to client care? What challenges does this profession face within this setting?
· Be supported by relevant literature.
Part 3 (350 words): Describe the role, and scope of practice, for Audiologists in Australia to a non-specialist audience. Explain how professional and ethical frameworks inform audiology practice in Australia. How is this similar or different to the profession above?
Part 4 (700 words): Reflect on how audiology professionals could optimally engage in this setting in future. In your response:
· Identify the skills and knowledge an audiologist would need to integrate effectively into this community setting. Your answer should reflect an understanding of the setting and interprofessional practice.
· Propose strategies for advocating for client needs and preferences in this context and as part of an interprofessional team.
Submission guidelines
See Blackboard site for full instructions and submission link
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Video + resource
- Mode
- Product/ Artefact/ Multimedia
- Category
- Creative Production/ Exhibition, Presentation
- Weight
- 40%
- Due date
9/04/2025 10:00 am
- Learning outcomes
- L01, L02, L04, L05, L06, L08
Task description
In groups of 2, you will complete:
Part A: Video sharing volunteering experience (5 minutes)
In your video you should.
Introduce the community setting where you volunteered.
Explain the interprofessional practice you observed in this setting. This could include:
Describing your observations of interprofessional practice in the community setting. Which professionals did you interact with or observe?
Explaining how the interprofessional team functioned. How did the team members communicate and collaborate? Provide specific examples.
Discussing any instances of conflict you observed. How were these conflicts managed? What strategies were used to resolve them?
Discussing any instances where you observed strong interprofessional collaboration? Why were these collaborations so positive?
Explain what you learned about interprofessional practice during your volunteering experience. How has this experience influenced your understanding of teamwork in education/healthcare?
Identify any challenges you faced during your volunteering. How did you address these challenges? What solutions did you find effective?
Provide a brief overview of your resource – provide a rationale for why this is appropriate for advocating for audiology within this setting.
Part B: Develop a resource that advocates for the profession of audiology in your community setting.
IMPORTANT: You should not use real names/identifiers in your resource.
Resource Format: 2-page PDF resource.
Resource Style: It is up to you as long as it is appropriate and accessible for your target audience. (see ‘resources’ for guidance on creating accessible documents)
Styles could include a brochure, infographic, fact sheet, poster.
Resource content: Needs to be specific to your community setting. Broadly this could include;
Introduction to Audiology: Provide a brief overview of the audiology profession. Explain the role and scope of practice for audiologists in Australia.
Importance of Audiology: Highlight the importance of audiology services in your community setting. Discuss the benefits of integrating audiology into interprofessional teams.
Skills and Expertise: Outline the key skills and expertise audiologists bring to the interprofessional team. Emphasise how these skills contribute to client care and overall team functioning.
Case Studies/Examples: Include case studies or examples to demonstrate the positive impact of audiology services in community settings. Use real or hypothetical scenarios to illustrate your points.
Part C: Provide a Statement of Contribution for each team member (100 words maximum per member)
The statement should include:
Individual contribution: outline tasks, responsibilities, and achievements.
Contribution to collaboration and teamwork: outline how you collaborated with others, including communication strategies, teamwork efforts, and instances of facilitating the work of others.
Challenges faced: outline any changes faced and how these were resolved.
Submission guidelines
See Blackboard site for full instructions and submission link
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Placement Record
- Hurdle
- Mode
- Written
- Category
- Participation/ Student contribution
- Due date
28/04/2025 2:00 pm
- Learning outcomes
- L04, L05, L06, L08
Hurdle requirements
Attend a total of 4 days (approx. 28 hours) of volunteer placement.Submission guidelines
Ensure that your placement hours are signed by your site supervisor and entered into INPLACE. Your hours may be counted under the category of “Professional Hours". Download a copy of your signed hours from InPlace and submit via the Turnitin link on the course Blackboard site.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
This assessment item/course grade will be considered as "INC - incomplete" if the INPLACE ENTRY for your placement has not been completed by the due date.
GEMS Interprofessional Collaborative Practice Workshop - Assessment Activity
- Hurdle
- Team or group-based
- Mode
- Written
- Category
- Reflection, Role play/ Simulation, Tutorial/ Problem Set
- Weight
- Pass/Fail
- Due date
28/02/2025 5:00 pm
To be completed within the tutorial class in week 1.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08
Task description
The assessment will be completed in the tutorial class. The due date is determined by the class allocation.
This is a team assessment, and all team members are expected to contribute equally to the team’s assessment items during the tutorial. Teams will be assigned prior to the tutorial. There are two (2) parts to this assessment both based upon a client case conference role play that your team will complete during the tutorial class.
Part one requires you to complete a worksheet and will draw on your case conference role play, focusing on role-clarification, team functioning and client-centred care.
Length: There is no word limit for the worksheet.
Part two requires you to complete a team reflection on the processes adopted during your case conference role play specifically focusing on interprofessional communication, team functioning, conflict management and collaborative leadership.
Length: The team reflection will be limited to 500 words.
Teams will need to submit both assessment pieces in the Assessment tab on the IPCP Learn.UQ course site prior to the end of the tutorial class. Additional information regarding submission will be provided on the IPCP Learn.UQ course site.
Please refer to the assessment information on Learn.UQ for further details and requirements for the assessment.
Submission:
Online submission via Blackboard.
The IPCP module is a Pass/Fail assessment task. Students who pass the module will receive a course grade based on the remaining assessment in the course.
· Students who are unable to attend the module because they are away from Brisbane or ill on the day of the tutorial class, will be given an opportunity to complete the assessment individually. Successful completion of the assessment will enable a PASS grade for the module.
· For all students who submit a genuine attempt at the assessment but do not achieve a pass grade for their submitted work, they will be given a second opportunity to pass the module by completing a reflective essay. If this is task is successfully completed, a grade for the course will be awarded based on the remaining assessment in the course.
· Students who do not engage with the module and do not submit a genuine attempt, will be given an opportunity to complete a 5,000 word assignment on teamwork. Successful completion of this assignment will enable the student to be eligible to pass the course with a maximum grade of 4 (if the remaining assessment in the course would result in a grade higher than 4, a maximum grade of 4 will be awarded).
· Students who fail the module, who do not complete either the reflective essay or the teamwork assignment above will be awarded a maximum grade of 3 (if the remaining assessment in the course would result in a grade higher than 3, a maximum grade of 3 will be awarded).
Hurdle requirements
• Students who are unable to attend the module because they are away from Brisbane or ill on the day of the tutorial class, will be given an opportunity to complete the assessment individually. Successful completion of the assessment will enable a PASS grade for the module. • For students who engage with the module, participate in the group work and submit a genuine attempt but do not achieve a pass grade for their submitted work, will be given a second opportunity to pass the module by completing a reflective essay. If this is task is successfully completed, a grade will be awarded based on the remaining assessment in the course. • Students who do not engage with the module, fail to participate in the group work, or do not submit a genuine attempt, will be given an opportunity to complete a 5,000 word assignment on teamwork. Successful completion of this assignment will enable to be eligible to achieve a Pass grade for the course. • Students who fail the module who do not complete either the reflective essay nor the teamwork assignment will be awarded a Fail grade for the course (if the remaining assessment in the course would result in a Pass, a Fail grade will be awarded). Non-graded fail: Insufficient evidence of competency in meeting course learning objectives: Failure of any of the individual assessment tasks will result in failure of this course overall.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
For students who engage with the module, participate in the group work and submit a genuine attempt but do not achieve a pass grade for their submitted work, will be given a second opportunity to pass the module by completing a reflective essay. If this task is successfully completed, a pass grade will be awarded for the module.
Students who do not engage with the module, fail to participate in the group work, or do not submit a genuine attempt, will be given an opportunity to complete a 5,000 word assignment on teamwork. Successful completion of this assignment will enable students to be eligible to achieve a pass grade for the module.
Students who fail the module who do not complete either the reflective essay nor the teamwork assignment will be awarded a fail grade for the module.
Late submission
For students who engage with the module, participate in the group work and submit a genuine attempt but do not achieve a pass grade for their submitted work, will be given a second opportunity to pass the module by completing a reflective essay. If this task is successfully completed, a pass grade will be awarded for the module.
Students who do not engage with the module, fail to participate in the group work, or do not submit a genuine attempt, will be given an opportunity to complete a 5,000 word assignment on teamwork. Successful completion of this assignment will enable students to be eligible to achieve a pass grade for the module.
Students who fail the module who do not complete either the reflective essay nor the teamwork assignment will be awarded a fail grade for the module.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 34 |
Absence of evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 0 - 34%. |
| 2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 35 - 44%. |
| 3 (Marginal Fail) | 45 - 54 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A cumulative percentage from all assessment of 45 - 54%. A grade of 3 will be awarded to a student who achieves a final mark of 55% or higher but who does not passﾠthe ‘must pass’ assessment items noted below. |
| 4 (Pass) | 55 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 55 – 64% and has passedﾠthe 'must pass' assessment items noted below. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 65 – 74% and has passedﾠthe 'must pass' assessment itemsﾠnoted below. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 75 – 84% and has passed the 'must pass' assessment items noted below. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 85 – 100% and has passed the 'must pass' assessment items noted below. |
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Attendance at all placement days is required in order to receive a passing grade in this course. In line with School requirements, you must provide a medical certificate for any missed placement days and may be required to arrange a suitable replacement date with the placement provider. Ensure that your placement hours are signed by your site supervisor and entered into INPLACE. Your hours may be counted under the category of “Professional Hours". You will submit a downloaded copy of your signed hours from INPLACE in the Turnitin link on the course Blackboard site.
Use of Generative AI in Assessments
Assessment tasks in this course evaluate students' abilities, skills, and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 |
Workshop |
GEMS Interprofessional Collaborative Practice Module 2 You will work in small teams in a single 3-hour tutorial with students from; Audiology, Dentistry, Dietetics, Nursing, Occupational Therapy, Physiotherapy, Psychology, Social Work and Speech Pathology. This is one module consisting of on-line preparation and a face-to-face tutorial class. You will be allocated to a small team of students from different discipline backgrounds to engage in a range of learning activities, including a case conference role play, to develop your knowledge and skills to help prepare you for working in interprofessional collaborative teams when caring for clients. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Multiple weeks From Week 2 To Week 5 |
Placement |
Volunteer Interprofessional Placement As part of this course, you will engage in structured volunteer placements. The purpose of the volunteer placement is to provide you with an opportunity for hands-on involvement in real-world community healthcare and education services. You will gain exposure to other health/education professionals, observing and informally discussing their roles. Through such collaborative activities, you will obtain insight into the varied ways in which audiologists could contribute and work within the broader community, beyond typical environments that you attend for clinical practice in other courses. Placements will be rostered between weeks 2 and 5 of the semester, in student pairs (where possible), on any combination of Wednesdays or Thursdays (totalling 4 days over the period). Students may be placed in a variety of environments, including Early Childhood Development Programs (ECDPs), special school programs, public health, aged care facilities, Deaf services, CALD organisations, or other community services. Placement sites may be located anywhere within the greater Brisbane area, including the Sunshine Coast, Gold Coast/Tweed Heads, Redland City, or Toowoomba. Attendance at all placement days is required in order to receive a passing grade in this course. In line with School requirements, you must provide a medical certificate for any missed placement days and may be required to arrange a suitable replacement date with the placement provider. To assist with completion of assessment tasks relating to this course component, it is strongly recommended that you keep an informal reflective journal throughout your placement. Ensure that your placement hours are signed by your site supervisor and entered into INPLACE. Your hours may be counted under the category of “Professional Hours.”[CD1] Should any problems arise concerning your volunteer placement, please contact the Course Coordinator as soon as possible. Learning outcomes: L04, L05, L06, L08 |
Week 6 |
Tutorial |
Audiologist involvement in community tutorial During week 6, you will have a single 3-hour tutorial with students from Audiology. The tutorial will discuss a case study of challenges and opportunities for audiologists to work with community-based organisations. Learning outcomes: L04, L06, L08 |
Week 7 |
Case-based learning |
Video Party A "video party" will be held in week 7 to showcase a selection of student videos created in this course. Further details to be provided. Learning outcomes: L01, L02, L04, L05, L06, L07, L08 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course:
- Working with Children Policy
- Fitness to Practise Policy
- Vaccinations and Immunisation Procedure
- Work Integrated Learning and Work Experience Policy
School guidelines
Your school has additional guidelines you'll need to follow for this course: