Building a platform for IPE - educators learning with, from and about each other. Jill Anderson Lynn Tang

2 Workshop outline 1. What do we mean by a platform? - definitions 2. Interprofessional working and learning in HE – a platform for IPE? 3. Small group exercise 4. mhhe and platform building at 3 levels 5. User and carer involvement – the missing link?

3 1. Platforms... A firm baseSolid groundNot shifting sand A horizontal surface raised above the level of the surrounding area. a place for public discussion; forum. a set of principles; plan. a document stating the aims and principles of a political party An embarkation point or launch-pad

4 It is generally accepted that interprofessional education provides a platorm on which interprofessional practice can be built. IP working inter professional education ? But... what lays the foundation for interprofessional education? how can people be supported to work and learn together within higher education and across the practice/education boundary to support this?

5 Interprofessional working in practice Interprofessional education Interprofessional working in higher education Interprofessional education for educators

6 2. Interprofessional learning and working in HE “Although the literature is replete with examples of interprofessional education programs at the undergraduate and postgraduate levels of training, few professional development programs are described; and yet, without appropriate and effective role models, teaching in this area is bound to fail” (Steinert, 2005) “If it is compulsory for the students, then perhaps all the staff should be doing it too” Karban & Smith

7 3. Small group exercise Draw up an induction checklist for a new lecturer – what information should they be given/encouraged to seek out? What institutional strategies might enhance interprofessional working and learning opportunities for educators?

8 4. Mental Health in Higher Education The Mental health in Higher Education project (mhhe) aims to enhance learning and teaching about mental health through increasing networking and the sharing of approaches across the disciplines in higher education.

9 Solid ground perspective Opportunities for interaction A departure point Communities of practice Principles and plans

10 Platform building at 3 levels The project is about platform building. It is not explicitly about interprofessional education. But, in bringing educators together across disciplines to share their approaches to learning and teaching about mental health we believe that we have been engaged in platform buidling for IPE There are opportunities to do this at three levels: 1. National o Eg work with professional bodies to establish common ground 2. Regional o Eg platforms for networking which involve service users and commissioners 3. Institutional

11 Platform building within institutions Needs Opportunities to learn with, from and about each other. Opportunities for joint working. Tools and Resources? In practice these are developing eg Creating Capable Teams. And in HE?

12 5. User and carer involvement Effective services IP working in practice Interprofessional education Interprofessional working in higher education Interprofessional education for educators User and carer involvement

13 Date: 7th – 9th November 2007 Venue: Grange Hotel Grange-over- Sands, Cumbria United Kingdom Organised by: Faculty of Health University of Central Lancashire Enquiries: Liz Kelly, Events Co- ordinator

14 Contact details Lynn Tang Project Devt Officer CEIMH University of Birmingham Jill Anderson Senior Project Devt Officer Dept of Applied Social Science Lancaster University (01524)

15 References Anderson, J. & Burgess, H. (2007) Educators Learning Together: linking communities of practice in Stickley, T. & Basset, T. (eds) Teaching Mental Health, Chichester: John Wiley Karban, K. & Smith, S., Talking the talk and walking the walk – developing interprofessional learning in higher education (Poster presentation) Steinert, Y. (2005) Learning together to teach together: Interprofessional education and faculty development, Journal of Interprofessional Care, Volume 19, Supplement 1, 60-75