Higher Education

towards Interprofessionality

Hugh Barr

Multiprofessional Education

Occasions when professions learn side by side

Interprofessional Education

Occasions when professions learn with, from about each other to improve collaboration and the quality of care

Multiprofessional Education

Interprofessional

Education

Effective Interprofessional Education

• Works to improve the quality of care• Focuses on the needs of patients and carers• Involves patients and carers• Promotes collaboration• Encourages professions to learn with, from and

about each other• Respects the integrity of each profession• Increases professional satisfaction

Models

• Marginal

• Block

• Cross-bar

• Composite

• Comprehensive

Some Examples from Oulu

• Paivarinne

• E-learning about old people

• Continuing education

• MAPE

• TUPA

Learning Methods

• Exchange Based- debates, games, case studies, narrative, appreciative enquiry

• Action Based- problem solving, CQI, collaborative enquiry

• Observation Based- visits, shadowing

• Simulation Based- skills labs, role play, experiential groups

• Practice Based- training wards, placements

Some Theoretical Perspectives

Adult learning - Contact theory

Organisational learning theory-CQI

Systems Theory-Activity Theory

Contact Theory

• Institutional Support

• Equal status of participants

• Positive expectations

• Co-operative atmosphere

• Successful joint working

• Differences as well as similarities

• Typicality

The Team

Della Freeth – Education)

Scott Reeves – Sociology) City University

Marilyn Hammick–Radiography Birmingham

Hugh Barr – Social Work)

Ivan Koppel – Medicine) Westminster

JET Review

• Medline (1966 - 2003)

• Cinahl (1982 – 2001)

• BEI (1964 – 2001)

• ASSIA (1990 – 2003)

The Search

• 10,000 abstracts

• 800 papers

• 353 qualified

• 107 higher quality studies

Country

USA 58 (54%)

UK 35 (33%)

Other 14 (13%)

Types of Outcome

1. Learners’ reactions

2. Modification of attitudes

3. Acquisition of knowledge/skills

4. Change in individual behaviour

5. Change in organisational behaviour

6. Benefit to patients

Outcomes Reported

1 Reactions 50 (47%)

2 Attitudes 32 (33%)

3 Knowledge/skills 40 (38%)

4 Ind. Behaviour 26 (25%)

5 Org. Behaviour 46 (43%)

6 Patient Benefit 32 (33%)

Websites

www.caipe.org.uk

www.health.ltsn.ac.uk