Graduate Attributes and Interprofessional Education

Report
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
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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
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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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