Ann Jackson

Participating in medical education: views of patients and carers living in deprived communities

Objectives  Active patient involvement in community‐based education is still relatively novel; in particular, the involvement of patients living in socially and economically deprived areas is still unusual. This study explores the views of patients and carers living in deprived areas on their participation in medical education.

Interprofessional collaborative practice: A deconstruction

This paper uses (and perhaps abuses) deconstruction to revisit the meanings of collaboration and practice. We start with a description of deconstruction itself, as espoused by Jacques Derrida, and then move onto challenging the notion that words, such as collaboration, can have fixed meanings. And, in the spirit of Derrida, “I can foresee the impatience of the bad reader: this is the way I name or accuse the fearful reader, the reader in a hurry to be determined, decided upon deciding (in order to annul, in other words to bring back to oneself, one has to wish to know in advance what to expect…)” (Derrida, 1987, p. 4 – original italics), we move straight into the text.

An investigation of ''agreement'' in the context of interprofessional discussion online: A ''netiquette'' of interprofessional learning?

This article suggests that “agreement” is a predominant feature of online discussions amongst undergraduate health and social care professionals, which is an area of concern. The context for the research is an online interprofessional learning pathway completed by ∼2,800 students each year. The concept of agreement, how and why it is reached and what it indicates in an online interprofessional group is examined. The underpinning educational rationale for instigating online interprofessional dialogue was the potential to provide a powerful interface for bringing together students across a wide range of professional groups, which is necessary to promote interprofessional learning. Discourse analysis was used to analyze digital texts of interaction in online forums. The discussion forum discourse shows evidence of increased interprofessional knowledge and understanding, as well as capacity for interprofessional dialogue. Discussions were largely characterized by agreement, although some disagreement was evident. These findings support previous research in online dialogue. However, they are interpreted in an interprofessional context as constituting a specific type of “netiquette” in relation to the participants and their identification with professional discourses and to the learning activities that shaped discussions. The research has significance for teachers, researchers, and practitioners involved in promoting interprofessional learning through online discussion forums.

At first it's like shifting sands: Setting up interprofessional learning within a secondary care setting

The constant drive for higher quality patient care is central to the developing agenda within the National Health Service (Department of Health [DoH], 2000, 2005). Equipping health and social care professionals to deliver such care requires collaboration and cooperation between higher education institutions and service providers. Practice-based learning provides an opportunity for experiential interprofessional learning and the bridging of theory and practice. However interprofessional practice-based educational activities may not be as straightforward as would at first appear. This report highlights some issues faced when attempting to deliver university-based curricula within practice. Two universities linked with service providers to pilot an interprofessional learning week (IPL), with students leading a multidisciplinary team (MDT). Three wards (rheumatology, rehabilitation and a stroke unit) agreed to participate in the pilot. On each ward, five students were supported by ‘‘experts’’ (mentors/practice tutors) from their own disciplines, who provided the uni-professional perspective. Two interprofessional facilitators met with the student groups on a daily basis and facilitated interprofessional learning and team working. Students cared for two patients and presented their care and treatment at a multidisciplinary team meeting. This week long IPL activity should have been simple to implement – most students have some form of mentor/tutor in practice, students from different professions are on placement together and many wards work in multi-professional teams. Senior managers and heads of departments across participating universities and trusts were approached to obtain permission for their students/staff to be involved within the pilot. The universities provided the names, numbers and year of training of potential students. The heads of departments within the Trusts identified key staff (mentors/practice tutors) who had students. Two different clinical settings were chosen – within the primary care setting, implementation went smoothly. The acute setting was more challenging. Cultures, commitments and organizational pressures acted as barriers that were extremely Journal of Interprofessional Care, June 2007; 21(3): 351 – 353

Interprofessional Education, Collaborative Practice and Primary Care

A diverse range of professionals work within the primary care setting in order to provide for and meet the health and social care needs of patients. Effective communication, collaboration and team working are crucial to ensure that patients receive high-quality cost-effective care. Interprofessional education both at undergraduate and at postgraduate levels has the potential to improve communication, collaboration and team working.