Sarah Hean

Developing common learning: the new generation project undergraduate curriculum model

This paper describes the curriculum model developed for an ambitious interprofessional education programme for health and social care professions implemented in two universities in the south of England (the New Generation Project). An outline of how the New Generation Project has interpreted the meaning of interprofessional learning is presented first. This is followed by an outline of the structure of the programme, describing both learning in common and interprofessional learning components. The pedagogies underpinning this curriculum initiative are presented and an integrated pedagogical model, facilitated collaborative interprofessional learning, is proposed. The New Generation Project curriculum is then discussed as an extension of an established typology of interprofessional education.

The Contact Hypothesis: An exploration of its further potential in interprofessional education

This paper highlights the research challenges that face researchers wishing to build the evidence base around interprofessional education (IPE). It concentrates specifically on the short-term impact of IPE on a student population. The Contact Hypothesis is a particularly useful theoretical framework to address these challenges as well as guide the development of IPE interventions. A brief description of this theory and the closely-related theories of social identity and categorization is made in order to support and clarify this theoretical position. The application of the Contact Hypothesis as it has already been made in the IPE field is also described. The paper then addresses how the Contact Hypothesis can be further utilized to address IPE research needs. Through consideration of critique of this theory outside of this field, the development of this framework beyond its early applications to the IPE field are addressed in terms of future direction, the caveats and models of IPE that now require empirical testing.

Theoretical insights into interprofessional education: AMEE Guide No. 62

In this Guide, we support the need for theory in the practice of interprofessional education and highlight a range of theories that can be applied to interprofessional education. We specifically discuss the application of theories that support the social dimensions of interprofessional learning and teaching, choosing by way of illustration the theory of social capital, adult learning theory and a sociological perspective of interprofessional education. We introduce some of the key ideas behind each theory and then apply these to a case study about the development and delivery of interprofessional education for pre-registration healthcare sciences students. We suggest a model that assists with the management of the numerous theories potentially available to the interprofessional educator. In this model, context is central and a range of dimensions are presented for the reader to decide which, when, why and how to use a theory. We also present some practical guidelines of how theories may be translated into tangible curriculum opportunities. Using social capital theory, we show how theory can be used to defend and present the benefits of learning in an interprofessional group. We also show how this theory can guide thinking as to how interprofessional learning networks can best be constructed to achieve these benefits. Using adult learning theories, we explore the rationale and importance of problem solving, facilitation and scaffolding in the design of interprofessional curricula. Finally, from a sociological perspective, using Bernsteins concepts of regions and terrains, we explore the concepts of socialisation as a means of understanding the resistance to interprofessional education sometimes experienced by curriculum developers. We advocate for new, parallel ways of viewing professional knowledge and the development of an interprofessional knowledge terrain that is understood and is contributed to by all practitioners and, importantly, is centred on the needs of the patient or client. Through practical application of theory, we anticipate that our readers will be able to reflect and inform their current habitual practices and develop new and innovative ways of perceiving and developing their interprofessional education practice.

Why we need theory to help us better understand the nature of interprofessional education, practice and care

Theories are a set of propositions that link concepts together through a rational argument. These statements describe, explain, illuminate, prescribe or organize a particular phenomenon (Jary & Jary, 1995; Walker & Avant, 2005). Theories also generate complex and comprehensive understandings of phenomenon that are not easily explained, such as how certain cultures operate, how organizations function and why individuals interact in certain ways. They help to illuminate different aspects of a phenomenon and provide a framework for understanding them. They also generate knowledge that can be generalized across settings. Theories can be generated explicitly from data or developed implicitly from personal constructions about particular phenomena. Data-driven theories are easier to employ as their developments are usually recorded and can therefore be followed. Implicit theories – sometimes called “armchair” theories – are more difficult to implement as their construction is usually less well articulated. Merton (1968) outlined three types of theory. The first is grand theory, which is non-specific and constructed from relatively abstract concepts that are difficult to operationalize and empirically test. The second is mid-range theory, more limited in scope, as it addresses specific phenomena and has a limited number of concepts relating to a restricted range of contexts. The third is microtheory, which has the narrowest range of interest, as it is focused on specific phenomena and contexts. In this editorial, we outline the need for using (grand, mid-range and micro) theories to enhance our understanding of interprofessional education, practice and care. We argue why we need to engage in theoretical development in the interprofessional field, and why theoretical development should not be seen as a luxury, or low priority, but a central feature of the work we do developing and studying interprofessional education, practice and care.

Theoretical insights into interprofessional education

This article argues for the need for theory in the practice of interprofessional education. It highlights the range of theories available to interprofessional educators and promotes the practical application of these to interprofessional learning and teaching. It summarises the AMEE Guides in Medical Education publication entitled Theoretical Insights into Interprofessional Education: AMEE Guide No. 62, where the practical application of three theories, social capital, social constructivism and a sociological perspective of interprofessional education are discussed in-depth through the lens of a case study. The key conclusions of these discussions are presented in this article.

Testing theory in interprofessional education: Social capital as a case study

Theory is essential to understand our interprofessional educational (IPE) practice. As a discipline, IPE has moved from being widely atheoretical to having a plethora of theories imported from the psychosocial disciplines that have utility to understand, articulate and improve IPE practice and evaluation. This paper proposes that when taking this deductive approach to theoretical development in IPE, a greater focus must now be placed on the rigorous testing of these theories within the IPE context. It synthesizes two approaches to achieving this, using the social capital theory as a case study, and focuses on the first two stages of this synthesis: first, the identification of the concepts and propositions that make up a theory within the study context and second, the value-based judgments made by the researcher and other stakeholders on the utility of these propositions. The interprofessional student group is chosen as a possible exemplar of a social network and theory-derived concepts and propositions are identified and classified within this context. With a focus on physical network characteristics, validation of these propositions with a sample of IPE educationalists is described. We present a range of propositions specifically related to the size and mix of IPE student groups, the frequency and level with which students participate in these as well as some of the existing evidence that have explored these propositions to date. Refined propositions and the way forward in the future application and empirical testing of social capital theory in IPE are presented.

IN-2-THEORY – Interprofessional theory, scholarship and collaboration: A community of practice

Theoretical awareness is essential in the development and delivery of effective interprofessional education and collaborative practice (PECP). The objective of this paper was to explain the origins and purpose of an international network, IN-2-THEORY – interprofessional theory, scholarship and collaboration: a community of practice (CoP) that aims to build theoretical rigor in IPECP. It explains why the network is viewed as a CoP and lays out the way forward for the community based on the principles for developing a CoP outlined by Wenger, McDermott, and Snyder (2002).

Challenges at the interface of working between mental health services and the criminal justice system

Provision of mental health reports for defendants in contact with the criminal justice system is problematic. This paper explores factors that facilitate the flow of information on a defendant between the courts and the mental health services. It identifies key challenges to this information transfer from a court workers perspective. It also explores potential mismatches in the expectations held by the criminal justice system and the mental health services of the timeframes in which reports should be delivered and examines the perceived usefulness of reports. In Part 1, questionnaires were distributed to a population of 2,107 court workers. In Part 2, monitoring forms were completed by court and health professionals on each report request made over a seven month period. Three key challenges to information transfer were identified: delays in report production, perceived inadequacies in the report content and report funding. Perceived timelines within which respondents believed reports should be delivered varied and there is a mismatch between the expectations of the two services. Perceptions on the usefulness of court reports also varied. Poor inter-agency communications are caused by lack of a clear, shared protocol outlining agreed timelines, report content and lines of responsibility relating to resource provision. Clear service level agreements are required between services to achieve clarity.

Developing an integrated Memory Assessment and Support Service for people with dementia

This paper describes the development of an integrated Memory Assessment and Support Service guided by best practice principles offered by a National Dementia Strategy (Department of Health). Previous service provision is outlined and comparisons made from both quantitative and qualitative evaluation data to consider the effectiveness of the new service. Conclusions and recommendations are offered to assist others with similar practice development requirements.

Faculty Development for Interprofessional Education and Practice

Faculty development is essential to ensure effective interprofessional education and practice and to address the challenges of embedding interprofessional learning within health and social care professional curricula. Participating in interprofessional faculty development initiatives involves thinking outside personal professional boundaries and becoming a co-creator of interprofessional knowledge about education practices. Interprofessional faculty development should aim to support faculty members responsible for the written, delivered, and experienced curriculum, and help to align these with each other as closely as possible. Interprofessional faculty development is an on-going process of supporting and assisting the development of staff, shaped by the experiences of faculty members and students, theory, and current educational, health, and social care contexts.