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Learning and Teaching Conference Health

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					Learning and Teaching Conference
 Health & Human Sciences Faculty
            Showcase

     Graduate Attributes and
   Interprofessional Education
              Jenny Lorimer
  Lead for Interprofessional Education
               Background
• ‘As the range of knowledge and skills has
  expanded, so new professional groups have
  developed to meet the needs of individual
  patients. It becomes clear that no single
  professional group can cover all the ground
  and provide all that is required for each
  patient, hence the need to work in teams and
  to share experience and skills across the
  professions’ (Calman, K. 2005)
 What is Interprofessional Education?
• “inter-professional education occurs when two or
  more professions learn with, from and about one
  another to improve collaboration and the quality
  of care” (CAIPE, 2002)


• To enhance teamwork by health and social care
  workers in order to improve the quality of the
  service user’s experience through the more
  efficient and effective delivery of care and
  support
         Brief Outline of Modules
•   15 credits
•   Taught at level 4 and level 6
•   Student cohorts of approx 900
•   Twelve disciplines involved
•   Teaching teams of 30 – 40
•   Large group sessions (Weston Auditorium)
    and mixed discipline small groups
  Professionalism, employability and
      enterprise- opportunities
• Mixed discipline small group work – facilitated
  and non-facilitated
• Discipline representatives
• Case – based discussions
• Tasks for formative assessment e.g. Posters,
  rich pictures
  Professionalism, employability and
     enterprise- student feedback
‘By targeting IP learning and communication we can
  carry it into practice’
‘Setting a path for the future providing better and
  more effective healthcare for patients and staff’
‘Really highlighted the areas that we can impact
  and make improvements as we move into our
  professional careers’
‘Reinforced my understanding of effective
  teamwork’
‘Learned an awful lot about other professions,
myself and how I work within a group, my strengths
and weaknesses’
‘It has made me aware of how effective IP working is
and how valuable it is to deliver the best standard of
care for our patients’
‘ It demonstrates that we are much better as a group
than working as an individual. We all have a common
cause and need to rely on each other to provide
holistic care’
‘I have found it very useful and will definitely use the
skills I have learned later in my professional life’
‘I was amazed how everyone in my group
contributed. When we work in the ‘real world’
we will surely work as passionately as we did
in group work towards the common aim of
patient care’
     Intellectual depth, breadth and
       adaptability- opportunities
• Groups working independently – no f2f
  between teaching team and students
• Patient stories
• Photo-stories and video that illustrate failings
• Panel discussion
    Intellectual depth, breadth and
    adaptability – student feedback
‘I hadn’t anticipated learning so much about
   other disciplines – brilliant experience’

‘Module is very effective and I love working with
  different professions’

‘Module has really made changes in me’
    Respect for others- opportunities
•   Very diverse student cohort/ teaching team
•   Patient stories
•   ‘Meet the Professions’
•   Students assigned to groups
Respect for others – student feedback
‘Opportunity to share experiences is very
  powerful’
‘Nice to gain different perspectives and see
  what other people really do’
‘This has benefitted my practice and I will be
  more confident and comfortable when talking
  to other professionals in practice as I have an
  awareness of their job roles’
Social responsibility - opportunities
• Group work
• Patient stories
• Considering other professional perspectives
           Social responsibility
‘We need to be educated about the realities’
‘Patients’ stories were, in my opinion, pivotal and
  amazing to listen to’
‘Makes it as real as to how people really have to
  struggle within the NHS’
‘Fantastic role models and examples of how the
  system can let people down’
‘Definitely made me think regarding IP practice and
  how it CAN be done – scope for taking into the
  wider community'
                References
• CAIPE (2002) Interprofessional education – a
  definition. www.caipe.org.uk

• Calman K (2005) Foreward in C.Carlisle, T
  Donovan & D. Mercer (eds) Interprofessional
  education: An agenda for healthcare
  professionals. Salisbury. Quay Books

				
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posted:6/9/2014
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