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Richard Gray

Richard Gray. Principal Lecturer in Primary Care Brighton and Sussex Medical School. Workshop Title. An exploration of the preparation and support required by teachers involved in inter-professional education. What is Inter-professional Education?. Definition.

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Richard Gray

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  1. Richard Gray Principal Lecturer in Primary Care Brighton and Sussex Medical School.

  2. Workshop Title • An exploration of the preparation and support required by teachers involved in inter-professional education

  3. What is Inter-professional Education?

  4. Definition • “Inter-professional education occurs on occasions when two or more professions learn from and about each other to improve collaboration and the quality of care” CAIPE (1997).

  5. Why should we do it?

  6. Why? • Estimation of 98,000 people die each year because of medical errors, mostly attributed to poor systems design of teams, lack of teamwork, distrust amongst healthcare professionals leading to poor communication between professionals and between professionals and patients. • Johnson A, Pothoff S, Carranza L, Swenson H, Platt C and Rathbun J (2006) “ Clarion: A novel Approach to Heathcare Education”. Academic Medicine 81 (3): 252-256.

  7. Why? • Cultivate team working • Ability to deal with complexity • Flexibility of roles • Proliferation of new roles • Overcoming resistance to change • Effective improvement • Mutual support

  8. But, it is difficult………. • Professional • Educational • Organisational • Financial • Logistical

  9. Is any of this of relevance to your experience?

  10. Thesis Title • An exploration of the preparation and support required by teachers involved in inter-professional education

  11. Rationale - history • WHO (1988) “Learning to Work Together”. World Health Organisation. Geneva. • Butler Sloss E (1988) “Report into Child Abuse in Cleveland 1987”. HMSO. London. • General Medical Council (2003) “Tomorrow’s Doctors. Recommendations on undergraduate medical education”. GMC Publications. London.

  12. Rationale 2 • Horder (2004) described importance of training and accreditation of IP teachers • Barr (2002) described importance of research involving inter-professional medical undergraduate education and preparation of teachers. • Mhaolrunaigh et al (1995) concluded that little research had been done on teachers involved in IPE

  13. Context • Clinical Practice 1 introduces concept of multi-professional team working • Ideal opportunities for IPT: nursing, midwifery, pharmacy, medical and social work students • Mixed response from students

  14. Research questions • Is inter-professional education occurring in UK medical schools? • If so, is there any preparation or support for teachers involved? • If so, what is it and what happens?

  15. Method Stage 1- background information obtained by literature review and UK survey of medical schools by means of initial questionnaire (n=31). Stage 2- in-depth questionnaire sent to medical schools where preparation and support for teachers of IPE is occurring (n=13). Stage 3- telephone interviews with organisers of such sessions (n=6) and participants (n=8). Stage 4- observational study of sessions (n=4).

  16. Results 1 • Stage 1. 25 (31) respondents to initial questionnaire (81% response rate). 17 medical schools reported IPE occurring 13 of these reported preparation sessions for new teachers 11 of these reported support sessions for established teachers

  17. Results 2 • Stage 2 - 11 (13) respondents to in-depth questionnaire. • Stage 3 – 6 (7) organisers were interviewed 8 (21) respondents were interviewed Quantitative data from questionnaires analysed by SPSS Qualitative data from questionnaires and interviews analysed by modified content analysis

  18. Themes from interview with preparation/ support organiser • Influence of participants • Type of preparation course • Importance of team working • Incentives for teachers • Support for established teachers

  19. Influence of participants • “Although the different back grounds introduces a creative mixture of different professional and educational perspectives, it also brings participants requiring different needs from preparation courses”.

  20. Importance of team working • “ The sessions help develop team spirit and a feeling of having travelled together over the last 3-4 years. They are important for developing common thinking for understanding”.

  21. Provisional Conclusions • 1. IPE is challenging and requires skills over and above mono-professional teaching. • 2. Preparation and ongoing support for teachers of IPE, although practically difficult to arrange, is possible and is essential. • 3. Preparation should include theory, practice (especially facilitation skills) and developing and understanding a common inter-professional philosophy. • 4. Ongoing support should include evaluation of student sessions to aid continual development of the programme and teachers.

  22. Is there relevance to your professional practice ?

  23. References • Barr H (2002) “Inter-professional education-Today, Yesterday, and Tomorrow”. CAIPE, London. • Cooper H, Spencer-Dawe and Mclean E (2005) “Beginning the process of teamwork: Design, implementation and evaluation of an inter-professional education for first year undergraduate students”. Journal of Inter-professional Care.19 (5): 492-508 • General Medical Council (2003) Tomorrow’s Doctors. GMC Publications. • Horder J (2004) “Inter-professional collaboration and inter-professional education”. BJGP, vol 54, no.501, 242-244. • Mhaolrunaigh S, Clifford C, and Hicks C (1995) “An evaluation of shared earning in educational programmes of preparations for nurse, midwife and health visitor teachers”. English National board for Nursing, Midwifery and Health Visiting. London. • Leathard A (1999) “Going inter-professional- working together for health and welfare ”. Routledge, London • Leaviss L (2000) “Exploring the perceived effects of an undergraduate multi-professional educational intervention”. Medical Education. Vol. 34, 483-486.

  24. References • Miller C, Ross N and Freeman M (1999)”An evaluation of shared learning in educational programmes of preparation for nurse, midwifery and health visitor teachers”. English National Board for nursing, Midwifery and Health Visiting. .London. • Parsell G, Spalding r and Bligh J (1998) “Shared goals, shared learning: evaluation of a multi-professional course for undergraduate students”. Medical Education. Vol. 33, 304-311. • Pietroni P (1991) “Stereotypes or archetypes? A study of perceptions amongst health-care students”. Journal of Social Work Practice. Vol.15, no.2, 61-69. • Stew G (2000) “An evaluation on inter-professional shared learning” in Bourner T, Katz T and Watson D (eds) “New Directions in Professional Higher education”. The Society for Research into Higher Education and Open University Press. Buckingham. • Zwarenstein M and Bryant W (2002) “Interventions to promote collaboration between nurses and doctors”. Cochrane Review. In the Cochrane Library, issue 4, 2002.oxford: Update software.

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