UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATION CAIPE

1. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE BACK TO THE FUTURE Three CAIPE / CIPW Publications: • History of pre-2000 Interprofessional Education (Hugh Barr) • Ethnographic Study of Contemporary State of IPE post-2000 (Geoff Meads) • Management Framework for future IPE strategy and development (Lisa Hughes)

2. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE WHAT IS THE QUESTION? From: ‘How has CIPW contributed to effective IP practice and development?’ To: ‘Which modern NHS policies have been effective and why?’ To: ‘What are the factors which may promote sustainable cultural change in relation to interprofessional practice and development?’

3. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE 3-D APPROACH Ethnographic Study • Three participation-observation sites • 16 semi-structured interviews with IPE Directors and Medical Deans • Documentary and Literature Reviews 2003-2006

4. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE FALSE STARTS AND FALSE DAWNS From New Era of ‘Working Together’ (2000) “looking at the workforce in a different way, as teams of people rather than as different professional tribes. For too long we have planned and trained staff in a uni-professional/uni-disciplinary way” To New Agenda of “new providers, extended practice and patient choice … in which new skills mix, substitution and semi-professional roles are the way forward”

5. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE FALSE STARTS AND FALSE DAWNS Evidence cited: • Rise and fall of NHSU, Care Trusts, WFC, Intermediate Care and Collaboratives • Absence of Tsars, Action Plans, NILSI and 2006 Policy references • Pre-eminence of 2003 Skills and Knowledge Framework

6. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE THE TORTOISE AND THE HARE (Many) HEIs are lagging behind NHS modernisation • Managed Markets with competitive imagery: USPs, ‘Added Value’, ‘Collaborative Advantage’ • S-T ‘task training’, workplace and on-line • IPE equals limited resources for low grade HEIs in universities’ own market: “Irrelevant to the development of tomorrow’s future super-specialists beyond the Internet”.

7. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE MUCH ADO ABOUT NOTHING Much increased activity levels, from FE Access courses to Foundation Years: IPE integral to career advancement BUT: • At ‘Explore/Engage’ or ‘Fight/Flight’ stages; not yet ‘Outcomes driven Education’ • ‘Second Job Syndrome’ • “Illusions” of “re-badged” programmes while IPE Masters courses fail • Withdrawal of WFC ‘shared learning’ pilots and funding

8. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE MEDICAL OPPOSTION OR WHAT? Individual IPE legacy of: ‘territorial warfare’, ‘stigma and stereotypes’, ‘rural teamwork’ BUT Corporate IPE future driven by: • New GMC regulatory requirements from ‘Tomorrow’s Doctors’/CAIPE • Multidisciplinary Research Council requirements • Financial Performance Management of SIFT to MPET workforce • Redesign resulting from NICE • CIPW and Personal Leadership of 2nd and 3rd tier

9. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE THE IDEAL TYPE • Supportive 1st tier SHA leadership • Tone and terms setting Vice-Chancellor • Practice team based learning contracts with HE Schools of Health AND Social Studies • Shared IPLD databases • NHS change seen as dynamic educational resource

10. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE THE IDEAL TYPE • FE / HE use of local case study sites / care pathways and protocols • Multidisciplinary IPE / CPD curricula development mechanisms and management • IPE skills and knowledge standards inclusion in formal student assessments • Transferable learning locally and internationally for HE / Service partners • IPE inclusion in PFI terms and contract tenders

11. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE CRISIS, WHAT CRISIS? Moving beyond child abuse / clinical negligence cases via: • new ‘teams’ and ‘networks’ BUT issues arise from: • reduced ‘children’ focus in IPE commissioning • resource restraints • corporate NHS performance targets for individual practitioners • inter-agency not interprofessional agenda

12. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE AN ACUTE DILEMMA • Absence of hospital based IPE practice and publication • Growth in Palliative and Primary Care for long-term conditions • Signs of Hope: CIPW /NSFs / IJIC etc

13. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE WILL IT LAST? Future ‘Communities of Practice’ depend on: • Pre-disposing influences: including policy, organisation and structures • Precipitating influences: including crises, media issues and interest groups • Enabling influences: cultures, local government processes, public relations, community development

14. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE SUSTAINABLE CHANGE The 4 ‘Enabling’ factors for IPE: • Infrastructure of LA sponsored collaborative developments with ‘Third Sector’ as integral partner • Positive, proactive media with thematic of ‘Regional’ good news/identity/development • Creative, charismatic individuals selling the ‘sacrificial shared vision’ and planning ‘succession’ • Scale of ‘Socialising mechanisms’ for ‘Interprofessionality’ versus a ‘Common Enemy’

15. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE TRANSFERABLE LEARNING Important principle • local AND international partners • adapt not adopt • developing countries are richest resource where curricula and community development align

16. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE CREATING AN INTERPROFESSIONAL WORKFORCE – INDIRECTLY Lessons of initial programme and international experience • complex project management skills and strategy required • Key others include Third Sector and regulatory bodies • Training and preparation for Context / Decentralisation is vital • A tough and enduring challenge

17. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE POLICY: FRIEND OR FOE Alternative Mental Models • Vertical, “Done to”, “Forced Change” equals “Defensiveness” • Loss of negotiating rights, “Incrementalism”, no resources • Lack of SHA/Intermediate level leadership OR • Lateral, Reciprocal, Workplace Focussed, Policy as resource • Scope for pedagogic innovation: E-learning and PBL • “We need to all learn together for policy as much as from policy – in bite sized chunks”

18. UK CENTRE FOR THE ADVANCEMENT OF INTERPROFESSIONAL EDUCATIONCAIPE WALK THE TALK “Turn words into action” • an excess of ‘Interprofessionality’ rhetoric • an excess of ‘Contextual Dissonance’ “The Ultimate Message” is: IPE as a “daily way of life” • culturally compliant • policy driven but not dependant