Patricia Bluteau

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.

Engaging academics in developing excellence: releasing creativity through reward and recognition

This article explores the importance of giving academics the space to be creative in developing new teaching materials in the context of a government drive to increase the quality of the student experience, and what this means for ‘academic staff development’. Academics who have engaged with a UK Centre for Excellence in Teaching and Learning (CETL) in one institution were interviewed about their experiences of the creative process and the reward and recognition strategies put in place to support its activities. The paper acknowledges the pressures and challenges facing academic staff in attempting to develop innovative materials, yet find that enthusiasm for looking at new ways of teaching and learning is still fervent. The paper argues that financial rewards are least important to staff when undertaking projects with the CETL, yet to managers with targets for income it is perceived as a priority. The importance of a supportive team and environment when engaging with CETLs is evident in building staff capacity and developing skills to take learning to a new level. A model of engaging with the CETL in creating e‐learning materials is suggested to illustrate the stages academics go through in the pursuit of developing innovative exemplars of best practice.

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.

myShoes – the future of experiential dementia training?

Purpose – The purpose of this paper is to discuss the use of virtual reality (VR) for experiential learning in dementia training. People have different perceptions and understanding of what it is like to live with dementia, particularly those that are new to dementia care, whether in a professional capacity, or as a friend or family member. Arguably the most powerful way in which to enhance understanding is to give people a glimpse of what living with dementia might be like. Design/methodology/approach – The myShoes project aimed to create a resource that would augment a virtual environment and expose the user to an experience that gives them a sense of what living with dementia might be like. The resource was created using the latest VR and game development software. A sample group of students from a mixed range of health professions tested the resource providing in depth feedback on its immediate impact and ideas for further development. Findings – Notwithstanding the limited sample on which the simulat...

Developing interprofessional education online: An ecological systems theory analysis

ABSTRACT This article relates the findings of a discourse analysis of an online asynchronous interprofessional learning initiative involving two UK universities. The impact of the initiative is traced over three intensive periods of online interaction, each of several-weeks duration occurring over a three-year period, through an analysis of a random sample of discussion forum threads. The corpus of rich data drawn from the forums is interpreted using ecological systems theory, which highlights the complexity of interaction of individual, social and cultural elements. Ecological systems theory adopts a life course approach to understand how development occurs through processes of progressively more complex reciprocal interaction between people and their environment. This lens provides a novel approach for analysis and interpretation of findings with respect to the impact of pre-registration interprofessional education and the interaction between the individual and their social and cultural contexts as they progress through 3/4 years of their programmes. Development is mapped over time (the chronosystem) to highlight the complexity of interaction across microsystems (individual), mesosystems (curriculum and institutional/care settings), exosystems (community/wider local context), and macrosystems (national context and culture). This article illustrates the intricacies of students’ interprofessional development over time and the interactive effects of social ecological components in terms of professional knowledge and understanding, wider appreciation of health and social care culture and identity work. The implications for contemporary pre-registration interprofessional education and the usefulness and applicability of ecological systems theory for future research and development are considered.