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Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education Research Group Richard Pitt CAIPE and University of Nottingham www.caipe.org .uk

Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

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Page 1: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

Interprofessional Education, technology enhanced interprofessional

learning and international communication

Marion Helme CAIPE and Interprofessional Education Research Group

Richard Pitt CAIPE and University of Nottingham

www.caipe.org.uk

Page 2: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

"Interprofessional Education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care” CAIPE 2002

www.caipe.org.uk

Page 3: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

• Non-governmental organisation - registered charity, elected board

• 25 years supporting interprofessional education and collaborative practice in health and social care

• Website www.caipe.org.uk• Information, workshops, consultancy,

publications …

www.caipe.org.uk

Page 4: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

IPE: global networks

JAIPE JAPANESE ASSOCIATION FOR INTERPROFESSIONAL EDUCATION

AND JIPWEN JAPAN INTERPROFESSIONAL WORKING AND EDUCATION

NETWORK

www.caipe.org.uk

Page 5: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

CAIPE: THREE LEVELS OF MEMBERSHIP

Individual Corporate Student

www.caipe.org.uk

Page 6: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

Niigata University; Tokyo Metropolitan University; Saparo Medical University; Saitama Prefecturial University Japan College of Social Work

Page 7: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education
Page 8: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education
Page 9: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education
Page 10: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

IPE Research Project (IPERG)2010-2013• Development of undergraduate IPE in health and social care

in the UK since 1997• Kingston University, St George’s Medical School and the

University of Warwick• Strands

1. Thematic review from secondary sources, published as Barr, H., Helme, M. and D’Avray, L. (2011) Developing Interprofessional Education in Health and Social Care Courses in the United Kingdom. Occasional Paper 12 Higher Education Academy Subject Centre for Health Sciences and Practice

2. Survey of UK HEIs health and social care professionally qualifying courses in 2010-2011, completed March 2012

3. Set of reflective (case) studies including reflective writing and interviews to be completed December 2012

• Published by the Higher Education Academy in Spring 2013

Page 11: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

Barr, H., Helme, M. and D’Avray, L. (2011) Developing Interprofessional Education in Health and Social Care Courses in the United Kingdom. Occasional Paper 12 Higher Education Academy Subject Centre for Health Sciences and Practice

www.caipe.org.uk

Interprofessional Education Research Group Project

Page 12: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

IPERG Thematic Review: Overlapping uses of technology in enhancing interprofessional learning

1. Information via internet2. VLEs and tools to enhance reflective learning

(e.g. e-portfolios)3. Use of e-communication tools to enable

synchronous discussion4. Simulation5. Web 2.0 technologies and social networking

www.caipe.org.uk

Page 13: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

IPERG Survey 2011-2012

• Did the course or module include e-learning?• What was the source of the e-learning

‘topics’?

www.caipe.org.uk

• Online by email invitation to HEIs teaching at least one undergraduate health and social care course 2010-2011

• Formal interprofessional education courses or modules• 59 completed questionnaires from 48 HEIs

Page 14: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

IPERG Survey Results (‘e-learning’)

• Of 57 courses described 33 (58%) included e-learning

• Of those courses including e-learning, all but 4 used (only) ‘topics’ produced in-house

• 2 used both in-house and bought in topics, and 2 used (only) bought in topics

• ‘Bought in’ topics included CIPEL materials and Values Exchange

www.caipe.org.uk

Page 15: Interprofessional Education, technology enhanced interprofessional learning and international communication Marion Helme CAIPE and Interprofessional Education

(Tentative) conclusions

• Technology enhanced learning is (generally) underexploited for interprofessional learning

• Continuing debate needed concerning authenticity and transferability

• Need for a directory and comparative evaluation of resources

• Collaboration – national and international

www.caipe.org.uk