1. Partnerships in Practice 3 – Module Redesign
Gus Strang and Julia Winter
School of Health and Social Care

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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