Developing Interprofessional Education in health and social care ...

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5. Invoking educational technologyElectronically-enhanced learning in pre-registration IPE increased rapidly in scaleand scope during the years under review. In the 1990s it was little more than anadjunct to distance learning; by the end of the first decade of the 21 st century few ifany of the pre-registration courses in health and social care had yet to implement e-learning strategies which permeated almost every aspect of their classroom andpractice-based teaching. The challenge for students and teachers had become tolearn with the technologies as cognitive tools as well as to learn information fromthem (Herrington et al., 2010). Echoing trends in IPE teaching and learningdiscussed in the previous chapter, constructivist epistemologies have alsounderpinned models developed for learning and teaching with technology (Mayes &Fowler, 1999; Laurillard, 2002).Funding nationallyHealth and social care education benefited from Government‟s technologicalinvestment in higher education, for example, the Joint Information SystemsCommittee 6 (JISC) set up in 1993 and funded by the four UK post-16 educationfunding councils and the Association for Learning Technology (ALT). Grants rangingfrom £250,000 to over £5 million testify to the scale of the investment.Between 2002 and 2006, the Development for Teaching and Learning (FDTL)programme of the Higher Education Funding Councils Fund (HEFCE) (Hodson &Segal, 2009) included projects (many of them interprofessional) to supportinnovations in e-learning in health and social care 7 .Between 2005 and 2010, HEFCE funded Centres of Excellence for Teaching andLearning (CETLs) in England two of which contributed directly to developments inIPE:The Centre for Interprofessional e-Learning (CIPeL) (University ofCoventry in association with Sheffield Hallam University) which generateda rich fund of interprofessional learning objects www.cipel.ac.uk/6 JISC supports and inspires United Kingdom post-16 and higher education and research byproviding leadership in the use of ICT (Information and Communications Technology) in support oflearning, teaching, research and administration through networks, research and publications andconsultancy (www.jisc.ac.uk).7 Projects included: Interprofessional medical training by means of a virtual hospital ward to develop web andthird generation mobile-phone based interactive case studies, requiring active participation ofa team, comprising medical, nursing and pharmacy students (University of Manchester) “Creating the balance in the nursing profession” to collect real patient case studies anddevelop them as teaching resources, aimed at preparing nurses for providing high qualitycare to their patients, subsequently developed for interprofessional learning about recordingpractices (University of Huddersfield). Students on-line in nursing integrated curricula to develop and evaluate web-based,resource-enriched scenarios to support problem-based learning (PBL) within pre-registrationnursing curriculum (University of Central Lancashire) Making practice-based learning work to promote practitioner effectiveness in supporting andsupervising students in the workplace across a range of healthcare disciplines (through e-resources) (University of Ulster) Web-based interprofessional learning to develop systems and methodologies for initiatingand supporting online learning (University of Sheffield).24
Assessment and Learning in Practice Settings (ALPS) (University ofLeeds) which included the use of mobile technologies for assessment andlearning, common competency maps and assessment tools www.alpscetl.ac.uk/A further tranche of funding has released Open Educational Resources forinterprofessional learning. 8Overlapping technologiesFive overlapping uses of technology enhanced interprofessional learning:1. access to information through the internet2. virtual learning environments and tools to enhance reflective learning suchas e-portfolios3. use of e-communication tools to enable synchronous discussion4. electronic simulation5. „Web 2.0‟ technologies and social networkingOf these, the first has had most impact. Digitalised learning materials have beenaccessed through the internet and private restricted access intranet by students andothers. They include online journals whether written or not for internet access,taking into account research and principles for digital accessibility and presentation.All or some of the learning material for a course could then be accessed on line, forexample, case studies, questions for exploration, information, principles etc., papers,assessment criteria, as text, audio or video material. Material either stood alone,e.g. a set of resources on Social Care Institute for Excellence (SCIE) websitewww.scie.org.uk/publications/elearning/ipiac/index.asp, or complemented othertypes of learning. These developments included the global trend towards OpenEducational Resources (OER) and reusable learning objects (RLOs),OERs were “digitalized materials offered freely and openly for use and reuse inteaching, learning and research” including learning content, software andimplementation resources made freely available with as few as possible technical,legal or price restrictions on use and reuse (Yuan, 2008; Klemke et al., 2010). Twotranches of funding from HEFCE developed repositories of Open Educational8 They included: Public Health Open Educational Resources in the University Sector (PHORUS) (2009-2010)(http://phorus.health.heacademy.ac.uk/) to identify and release good quality OER in publichealthOrganising Open Educational Resources (OOER)(www.medev.ac.uk/ourwork/oer/OER_Phase_I/) phase 1 to identify and release OERconcerning patient and non-patient consent; phase 2 to (a) increase the sharing, repurposingand utilisation of OER for PG Certificate clinical education programmes and (b) deliver asubstantial number of OER in medical and healthcare education Social Policy and Social Work Open Educational Resources (SWAP-BOX) (2010-2011)(www.swapbox.ac.uk) to bring together open educational resources from the disciplines ofSocial Policy and Social Work Transforming Interprofessional Groups through Educational Resources (TIGER) (2011)(www.northampton.ac.uk/info/200267/pedagogic-research-and-scholarship/961/externallyfunded-projects/11)to collect, developing and sharing reusable, customisable OER designedfor Interprofessional Education in Health and Social Care between the three institutions,academics, their existing communities of practice, employers and the wider community in linewith expressed sector requirements25
Page 4: ForewordsThis report is an importan
Page 7: PrefaceThe turn of the Century was
Page 13 and 14: 2. Promoting Interprofessional Educ
Page 15: capabilities were published. The Sh
Page 18: develop sustainable abilities appro
Page 21 and 22: 4. Developing teaching and learning
Page 23 and 24: Students were expected to achieve t
Page 25: Assessing learningIt became clear o
Page 29 and 30: different professions at Coventry U
Page 31 and 32: show how students created new inter
Page 33 and 34: The allied health professionsStanda
Page 35 and 36: Information for prospective student
Page 37 and 38: as well as quantitative - for the e
Page 39 and 40: “Interprofessional learning/educa
Page 41 and 42: CAIPE convened two-day „split‟
Page 43 and 44: 9. Taking stockThe widespread suppo
Page 45 and 46: References:Anderson, E.S, Cox, D. &
Page 50 and 51: Interprofessional Education Collabo
Page 52 and 53: Pearson, P., Ashcroft, D., and Buck
Page 54 and 55: determinants of population health V
Page 56 and 57: B. A bibliographyBooks and papers f
Page 58: Wilcock, P., Campion-Smith, C. & El

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