Developing Interprofessional Education in health and social care ...

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collaboratively at the same time, but also to access material and revisit discussionsand collaborative work to meet their own learning style and pace.Oliver (2010) found the following logistical advantages of e-technologies forinterprofessional learning in the literature: Supporting discussion, for example where time and location make itimpossible for students to meet face to face or to provide additionalopportunities for learning with from and about students from professions nottaught at their university Making inter-institutional programmes feasible, e.g. for medical students fromone university to join with nursing students at another Making discussions more fluid and enabling participation while students inthe same learning group are on placement in different locations and atdifferent times Giving students more flexibility in the way they make use of resourcesE-learning can also: deliver IPE to large numbers of health and social care students; provide opportunity for students to learn collaboratively using e-resources(Orvis & Lassiter, 2007) provide a safe learning environment for students to explore their respectivestereotypes supplement and complement practice based learning on placement, forexample, by providing opportunity to learn about other professions andprovide source material about good practice enable the patient‟s perspective to be presented without the patient having tobe there in person (obviating ethical and logistical issues) enhance interprofessional cooperation in the teaching team, includingeducational technologists, during the preparation of learning materialsAlmost all pre-registration IPE combined on-line and face-to-face learning oftendescribed as „blended learning‟, which has been criticised since it implies there issuch a thing as „unblended‟ learning, given the multitude of types of learningopportunities and modes to which students have access. The term referred to thedelivery of courses rather than the students‟ learning (Oliver & Trigwell, 2005).Meeting the challengesChallenges for interprofessional learning included choosing the appropriatetechnology and materials, the authenticity of those materials and of the learningexperience, the risks of communication mediated by technological hardware andsoftware and preparing students and teachers to develop the necessary skills tomake the learning experience effective. The divide persisted between the digital„haves‟ and „have nots‟ (Melville, 2009) Students were increasingly familiar with thetechnology, some so much so that they may have prioritised e-enhanced learning tothe detriment of other means. Teachers may have been less familiar with thetechnology and needed to learn new skills such as e-moderation (Salmon, 2000).Efforts were being made to develop an e-pedagogy for interprofessional learning.The model developed by Gordon, Booth and Bywater (2010) drew on the principlesof adult learning, constructivist theory, „scaffolding‟ and communities of practice to28
show how students created new interprofessional knowledge from interactionsbased on representation of authentic real life service user scenarios.Communication – synchronous and asynchronous – is mediated by the technology.Early use of video-conferencing and Voice over Internet Protocol (VOIP – such asSkype) was fraught by breakdowns and feedback. Students and teachers neededaccess to hardware and internet and although e-learning technologies considerablyimproved in quality and reliability, systems still „went down‟ occasionally. There mayhave been a disruptive time lag in communication if students and tutors were not onlineat the same time. The demands of authenticity required a combination ofdifferent technology tools, which students and teachers needed training to use withdiffering degrees of effort and interest.Although the quality of open source soft ware improved and costs of commercialprogrammes fell during the years under review, developing and updating e-learningresources still required substantial investment in staff time. Some perceived a riskthat e-learning was in danger of becoming a substitute for face-to-face learningbetween students from different professions with the attendant risk that e-technologies would determine course content and delivery. As the technology, andthe language in which it was described, became more complex and esoteric, e-learning was in danger of becoming less, not more, accessible for both students andteachers, more so when control was taken by technologists rather than by theinterprofessional teaching team.Despite the widespread interest that educational technologies prompted, from asurvey of e-learning in health sciences and practice in UK universities in 2006-8,Moule et al. concluded that existing technologies were under-exploited and underdeveloped.From his research into how technology could help universities find newways to achieve aspirations, Bradwell (2009) found that it was most important – forlearners and teachers - to get the relationship and policy between the institutionsand the technology “the right way round”. Technology may have the potential to beso powerful in IPE that it is driving the agenda. We trust not; like Oliver (2010) weprefer the metaphor of the weathervane, indicating the direction and the force of thetrends in interprofessional teaching and learning.29
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 and 26: Assessing learningIt became clear o
Page 27 and 28: Assessment and Learning in Practice
Page 29: different professions at Coventry U
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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