Preparation of educators involved in interprofessional education

Abstract

To achieve effective interprofessional learning there must be effective teaching. In this study we analyse the impact of a Masters level two day course designed to prepare teachers for their role(s) in the design development and facilitation of interprofessional student groups. Since its inception the course has run periodically each year attracting over 70 health and social care teachers from academic and practice settings. The evaluation has confirmed the original hypothesis of the course design, that in order to properly facilitate interprofessional education, teachers need tailored professional developmental opportunities. They need to consider both the underpinnings and implications of interprofessionality and the ways in which appropriate pedagogical practice can illuminate and embed truly interprofessional learning.

Keywords:

• Interprofessional education (IPE)
• facilitator role
• curriculum development
• alignment

Notes

1. The Regional Model was designed through joint development work between De Montfort University, The University of Leicester and the University of Northampton, supported by the Leicestershire, Northamptonshire and Rutland Health Authority (now South Trent within the East Midlands UK region) to form a regional IPE strategy, in 2004 (Anderson & Knight, [2004]).

2. Over 3,500 pre-registration students are trained annually across the professions of Audiology, Medicine, Nursing and Midwifery, Occupational Therapy, Operating Department Practitioners, Paramedics, Pharmacy, Podiatry, Physiotherapy, Social Work and Speech and Language Therapy. Other groups involved include teachers, Police, Youth workers and Clinical Psychologists. There is the normal range of post-graduate programmes.

3. Full ethical approval for evaluation of all participants engaged in the Three Strand Model of Interprofessional Education in this healthcare region was obtained in 2005 (Leicestershire, Northamptonshire and Rutland Research Ethics Committee).

4. National Vocational Qualification are “ … work related, competence-based qualifications … based on national occupational standards. These standards are statements of performance that describe what competent people in a particular occupation are expected to be able to do”. Source: http://www.qca.org.uk/14-19/qualifications/index_nvqs.htm, accessed 6 October 2008. The qualifications range from an entry-level Certificate in Adult Literacy through 5 broad levels of competence, progressing from basic skills to those (at levels 4 and 5) equivalent to Higher Education qualifications.