Developing Interprofessional Education in health and social care ...

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where appropriate, provide opportunities for students to work and learn with otherhealth and social care professionals”.Boundaries between health care professions were increasingly shifting towardsmore overlap in skills and responsibilities, accompanied by recognition that manytasks previously carried out by doctors were being performed by other health careworkers (GMC, 2003, 2009). Effective relationships needed to be developed beyondspecific teams to include also individuals beyond the health care professions.Medical schools were responding positively to the need to prepare students foreffective interprofessional practice.Doctors, said the GMC, should: Establish and maintain good relationships with patients and colleagues Formulate plans for treatment – in partnership with the patients, their relativesor other carers, and other health professionals as appropriate Communicate clearly, sensitively and effectively with patients, their relativesor other carers, and colleagues from the medical and other professions, bylistening sharing and responding Respect all patients, colleagues and others Understand and respect the roles and expertise of health and social careprofessionals in the context of working and learning as a multi-professionalteam Understand the contribution that effective interdisciplinary team workingmakes to the delivery of safe and high-quality care Work with colleagues in ways that best serve the interests of patients,passing on information and handing over care, demonstrating flexibility,adaptability and a problem solving approach Demonstrate ability to build team capacity and positive working relationshipsand undertake various team roles including leadership and the ability toaccept leadership by others(GMC, 2009 par. 20-23)Formulating Benchmarking StatementsThe QAA invited representatives from royal colleges and other professionalassociations for nursing and midwifery and for the allied health professions underthe leadership of Professor Dame Jill McLeod Clark and the late Professor MichaelPittilo respectively to participate in a series of working groups to draw upbenchmarking statements to set standards for their pre-registration programmes.These statements would provide: An external point of reference when designing and developing programmes General guidance for articulating programme outcomes Bases for variety and flexibility in programme design A focus on client and patient perspectives Creativity regarding learning in both academic and practice settings Information for internal and external quality assurance32
Information for prospective studentsAn explication of the general academic characteristics and standards ofawards across the UKThey were adopted by the constituent professional organisations (QAA, 2001).Common benchmarking statements were then formulated and agreed to illustratethe shared context within which programmes were organised to complement theprofession-specific statements for nursing and midwifery, health visiting, dietetics,speech therapy, chiropody/podiatry, prosthetics and orthotics, physiotherapy andradiography (QAA 2004). Other statements were prepared for social work (QAA,2000) and medicine (QAA, 2002a) and dentistry (QAA, 2002b).The QAA (2006) then published a statement of common purpose for health andsocial care professions based on the deliberations of a steering group chaired byPittilo including, in addition to representatives from the range of nursing andmidwifery and allied health professions, others from the complementary therapies,dentistry, medicine, pharmacy, psychology and social care plus the Department ofHealth, Skills for Health, health authorities and universities. This breadth ofrepresentation added much to the authority of the resulting statement and thecontextual understanding in which it was presented.The statement focused on students‟ learning to meet the needs of clients andpatients within an environment that required effective team, interprofessional andinter-agency working and communication, as well as expert care, and encouragedshared learning between students from a range of health and social care disciplines,both in practice and in classroom-based activities. It encouraged shared learningbetween students from a range of health and social care professions, but was not tobe regarded as a national curriculum for such learning.Common ground for the education of health and social care professions shouldinclude: values in health and social care practice the practice of health and social care and knowledge understanding for health and social care practiceMany changes, said the QAA, had occurred since the development and adoption ofthe “the emerging framework” in 2004, including “considerable development” in IPE,suggesting that the benchmarking statements were in need of significant revisionand re-casting. Cross-professional benchmarks and statements of common purposeunderpinned trends towards increasingly integrated service delivery. The challengewas not to subsume one discipline or professional activity into another but tointegrate perspectives in a manner that maximised the synergies and distinctivecontributions of each.33
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 and 30: different professions at Coventry U
Page 31 and 32: show how students created new inter
Page 33: The allied health professionsStanda
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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