1. Multiprofessional Learning; Do we know what we need ?
Dr David Eadington,
April 2016
Change is inevitable…
… Progress is optional

2. Transformation drivers 1
Transformation drivers 1. Patient experience and safety; Francis (x2), Bewick, Kirkup, Greenaway (SoT) reports Financial constraint 3. Improving quality of care

3. Don Berwick’s Top 10 Tips
Put patient at the centre
Stop restructuring
Strengthen local health systems
Reinvest in primary care
Don’t trust market forces
Avoid supply driven care
Develop integrated quality process
Heal professions/managers/Govt divide
Train workforce for future, not past
Aim for Health (not Sickness)

4. Changing patients/service/workforce
Nurse specialists/consultants
- prescribing, monitoring LTCs
Nurse practitioners
surgery, endoscopy, anaesthetics
Midwives, pharmacists, psychologists, chiropractors
Physician assistants/associates
Crisis team/Liaison services

5. Questions 1. Who in your department ‘shares’ role(s). 2
Questions 1. Who in your department ‘shares’ role(s) ? 2. One workforce – how many units of training ? 3. What makes doctors ‘different/special’ ?
Physician
Assistant
MB ChB

6. Professionalism Status

7. Consultant
Trainee
ANPs
CSWs
EM nurses
Speaking to relatives, bad news
Running Trauma Team
Difficult IV access
ECGs, treating ACS
Responding to complaints
Airways
Managing patient flow
Capacity, mental health team
OFTEN
SOMETIMES
RARELY
NEVER

8. 8 7 6 5 4 3 2 1 1995 2016 Consultant 3 8 Registrar 1 5 Core/Foundation
Dialysis nurse
~20
~50
Transplant nurse
Low clearance nurse 2
Anaemia nurse
Vascular access nurse 8 7 6 5 4 3 2 1

9. Where ?
Workplace, increasing shared understanding of roles and learning needs for different staff groups
Classroom, new forms of co-learning. Increasing use of team simulation scenarios an early example.
LETB/CCGs, facilitator for piloting new ways of working, and sharing innovative practice

10. Purpose of a multiprofessional school
Augment learning for all students, without detracting from any existing learning experience . Potential risks to the quality of PGMDE ?
Production of a more effective future health workforce.
Clear statements from policy planners
Political support, health and social care, vision fragmented
‘Transformation Footprints’ will target funding towards meeting patient needs by planning for Place rather than Institution.
Changes in the learning programmes (local) must remain consistent with separate curriculum requirements (national, multiple regulators).

11. What opportunities does the MPS create ?
“If you change the way you look at things, the things you look at change”
Better mutual support and trust across learner groups.
Sharing of problems may improve morale (??)
More effective development of alternative workforce solutions
New development opportunities for faculty and HEIs
Spreading of good practice and innovation
More coordinated approach to learning from patient safety incidents
Greater clarity over future workforce needs

12. What are the barriers to progress ?
What are the barriers to progress ?
“If you want to make enemies, try to change something”
Professional differences – leadership of the School
Regulator attitudes
More complex planning, including HEIs
Reorientation of the faculty
New approach to Quality – already begun
New financial models and budgets