IPE Reflection

switched to electronically taking notes on my laptop. My notes consisted of a series of bullet points that followed the chorological order of the discussion. I wrote down what each individual student was saying (both related and not related to the IPE cases), their level of engagement with the case and their fellow peers, who took the roles of leader, scribe, and timekeeper, their body posture and actions, how they represented their respective fields, etc. Along the margins of these notes, I jotted down my own reactions, feelings, and thoughts to the situation. It was a daunting task to task to transcribe every aspect of the conversation, while making sure my thoughts were in check and that my mind was in the present. My observations presented here are unbiased to the best of my ability. I did come into the IPE with the pre-convinced notion that the Nursing student would dominate the roundtable conversation, along with the Medical student from just the perceptions I had that these two professions tended to “dominate the healthcare field”. However that was far from the situation. From my discussions below, a few notable patterns appeared – certain students felt more comfortable with their level of expertise in their field compared to others, level of engagement into the discussion depended on whether students were …show more content…
Health Humanities students were required to partnered with one of their OT group members and follow them around as their “minion” (as I liked to refer myself) in the small group discussions. When sitting the auditorium waiting for the IPE to start, there was no intermingling between students of different fields. Some students were eager to start the discussions, while others did not care to be there. Later on, it was revealed that the IPE for was mandatory for some fields (a write-up about the experience would