Crossing boundaries: Implementing an interprofessional module into uniprofessional Bachelor programmes

Abstract

In accordance with the curriculum reforms within health education in Norway, the Faculty of Health Sciences at Oslo University College introduced in 1998 an interprofessional module, entitled “VEKS”, for eight different professional programmes. A shared module of 30 credits (15 for technically oriented programmes) was introduced into the three-year programmes. A problem-based and project-oriented format was chosen as the teaching and learning model to enhance the interactive, experiential and collaborative learning. This paper describes experience gained during the five-year implementation period. Empirical data were collected through participatory observations, students' and tutors' evaluations and group interviews with tutors and faculty leaders. The innovative project described challenged traditional educational boundaries and structures, frames of thought and habits. It broadened perspectives within the particular professional programmes as well as preparing students for their future professional careers. Lessons learned can be summed up as: Time, resources and a certain staff consensus are needed to deal with and overcome traditions and attitudes, the students' learning is a socialization process which needs to be developed over time; intermittent interprofessional interventions during the three-year period was found to be inadequate, and the tutor role is essential in order to support the students' learning process.

Keywords:

• Interprofessional education
• health education
• shared curriculum
• collaborative learning
• curriculum reforms

Notes

1. VEKS is the acronym for the Norwegian words for scientific theory and research methods, ethics, communication, collaboration and problem solving and health and social politics.

2. Occupational therapy, physical therapy, prosthetics and orthotics, radiography, pharmacy, dental technology, biomedical technology.

3. 1998 – 2003.

4. Including allied professions such as education for nurses, physiotherapists, occupational therapists, social work, child and welfare work, radiographers, pharmacists and biomedical technologists.

5. Bjørke, G. and Haavie, N. ([2004]): Samarbeid og fellesskap. HiO-rapport 2004 nr. 1.

6. Laws on community health services were established in 1982.

7. The portfolio of courses at the Faculty of Health Sciences includes: Bachelor studies in biomedical laboratory sciences, dental technology, occupational therapy, pharmacy, physiotherapy, prosthetics and orthotics, and radiography.

8. The third part is only for four of the study programmes: radiography, occupational therapy and physiotherapy.

9. Referring to group dynamics described as “forming, storming, norming, performing, adjourning” (Tuckman, [1965]).

10. The dean and vice dean of the faculty.