Partnerships in Practice 3 – Module Redesign Gus Strang and Julia Winter agstrang@brookes.ac.uk School of Health and Social Care

Setting the context: 3 Partnerships in Practice Modules Interprofessional Development Build on each other Partnerships 1 – working alongside each other Partnerships 2 – working together on Professional issues Partnerships 3 – working as Professionals. School of Health and Social Care

Partnerships 3 – Managing Collaboration Looking at the transition from Student to Practitioner Management themes Management of Change Organisational Behaviour Quality Assurance and Clinical Governance Overarching theme of Interprofessional working Approx 330 students from a number of professional disciplines School of Health and Social Care

Interprofessional Education has been defined as: 'when two or more professions learn with, from and about each other to improve collaboration and the quality of care'. (CAIPE 2002) School of Health and Social Care

From student feedback on previous runs there were questions regarding Relevance of subject matter to newly qualified Health Care Professionals. Difficulty linking themes over several weeks Difficulty with summative IP group assignments as well as additional ppressures (dissertations, other final year assignments) Large number of taught sessions and high travel requirement Mature student profile – family care/fiscal 3 hours of travel in the day = tired students School of Health and Social Care

What did we do? Created a 3 day conference Mirrors professional conference Treats student as an emerging HCP Marked reduction in travel Reduction in childcare costs for students Keynote speakers Linking all of themes together Relevance to future CPD delivery/socialisation into role School of Health and Social Care

Good intentions Possibilities with this format Learning using a pick and mix approach Break out groups Team working Problem solving Student centred learning despite the large numbers of students Treat students as emerging Health Care Professionals Increase interdisciplinary element perhaps inviting Medical School/PG Deanery Using experts to deliver their specialty School of Health and Social Care

Limitations Urgency of implementation (1 year, not 2 as originally envisaged) Size of Marston Road Lecture Theatre The missing student Tutorial support Problems from solutions School of Health and Social Care

Some solutions Mp 3 recordings – develop with “Articulate” for the future One off tutorial sessions – FAQ posted on WebCT 2 runs of module on the same day – staggered Pre reading to prepare students for lectures Break between Day 2 and Day 3 School of Health and Social Care

Outcomes (student perspective) Students identify clear advantages (135 responses) Cost savings Child care Linking theories Not forgetting week to week Initially I did not like the idea, but although it was intense and tiring, it was nice to have continuity and complete it in one go. I was able to focus entirely on PIP for that week. It also meant that you actually remembered the previous lectures more clearly and therefore, could link all the main ideas in the lectures together and come out with a much better understanding. School of Health and Social Care

Outcomes (School perspective) Significant cost saving whilst retaining IP aspect of module Cost effective use of rooms/lecture theatre Easier to commit staff to a shared module Opportunity to sell post registration courses Conference pack Introductory speech from PQ Director Leaver’s information School of Health and Social Care

Future developments Make the lectures more relevant to the newly emerging professional Approach “the other University” with regards to Medical School engagement Use Articulate software to create small narrated Powerpoint files Tackle problems of accessibility e.g. transcription Make sure these decisions take account of student and staff feedback School of Health and Social Care

Future developments Development of core module team from disparate elements With placement pressures this model could help ease problems of placement access Look for evidence to help examine the strengths and weaknesses of the different modes Internally – from evaluation data Externally – from pedagogical theory - or from you? School of Health and Social Care