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Developing Open Educational Resources Developing Open Educational Resources for Interprofessional Educationfor Interprofessional Education
Ming Nie, TIGER Evaluator, The University of LeicesterGemma Towle, TIGER Copyright Officer, De Montfort UniversityAlejandro Armellini, TIGER Advisor, The University of LeicesterRob Howe, TIGER Project Manager, The University of NorthamptonDr Liz Anderson, TIGER Academic Lead, The University of LeicesterAli Ewing, TIGER Academic Lead, The University of NorthamptonJacqui Williams, TIGER Academic Lead, De Montfort University
Our Regional Our Regional IPE IPE Strategy - for 10 yearsStrategy - for 10 years
Examples of evaluated IPE materialsExamples of evaluated IPE materials
• Classroom-based– Three-Strand Model: Anderson ES, Thorpe NT (2008). Early Interprofessional
Interactions: Does student age matter? Journal of Interprofessional Care. 22(3): 1-19.
• Practice-based– With patients: Anderson ES, Smith R. (2010) Learning from Lives together: lessons
from a joint learning experience for medical and social work students. Health and Social Care in the Community. 18(3): 229-240.
– Patient Safety: ES Anderson, N Thorpe, Heney, D, Petersen, S. (2009) Medical Students benefit from learning about patient Safety in an interprofessional team; Medical Education;43: 542-552.
– Communication: Anderson ES, Ford J, Thorpe L. Learning to Listen: Improving students communication with disabled people. Medical Teacher; Volume 33, Number 1, January 2011, pp. 44-52(9).
TIGERTIGER collects, develops and shares reusable, customisable Open Educational Resources (OERs) designed for Interprofessional Education (IPE) in Health and Social Care between the three institutions, academics, their existing communities of practice, employers and the wider community.
Developing interprofessional competencies, before and beyond registration
Learning beyond registration
Strand OneFirst year
Strand TwoMiddle years
Strand ThreePre registration
In practice, workshops and
e-learning
In practice, workshops and
e- learning
Our Strategy: The Three-Strand ModelOur Strategy: The Three-Strand Model
Class-room
Students and service users discuss the key
messages for professional practice
Interprofessional student groups have conversations with two service users
Students discuss what they learned
Students present their learning in accessible formats to the participating service users and their peers
Students take their learning into practice
Students in Students in IPEIPE events events
TIGER TIGER repositoryrepository
TIGER TIGER OERsOERsLeicester Model (and applications)
Theory and early concepts on team working
Team working and collaborative practice
Patient safety
Service improvement
Leading public health
Interprofessional care planning/discharge
TOSCE: Team Objective Structured Clinical Examination
Postgraduate certificate in practice education
Disability
Mental health
Dementia
Prescribing
Stroke
Diabetes
Diabetes in the young
Neuro rehabilitation
Listening
Police, paramedic and midwifery IPE
Interviews with IPE experts
Total: 1960 learning hours
TIGERTIGER evaluation evaluation
Key stakeholders
No. of participant Evaluation angles Data collection
methods
Staff 13 Considerations in pedagogical design; challenges and problems in the process
Semi-structured interviews
Students 36 Use of the repository and OERs; potential benefits to learning; problems in use
Focus groupQuestionnaire surveyReflective notes
Practitioners In Sept 2011
Wider and open access in work-based settingsProblems and difficulties in use
Semi-structured interviews
Staff viewsStaff views• Copyright– Licence compatibility – Raising awareness
• Pedagogical design– Pedagogical ‘wrap-around’
• Interaction and collaboration are essential components of IPE• Complexity of IPE across professional domains• Converting face-to-face to OER
– Design for openness and repurposing• Context specific vs. generic
The repository
‘easy to navigate’, ‘user-friendly’, ‘attractive’, ‘flexible’, ‘visually very appealing’, ‘clear and easy to follow’, ‘visual aids’, ‘responds well to different learning needs’
The OERsinformative’, ‘very easy to use, follow and understand’, ‘well categorised’, ‘nicely divided up’, ‘well structured, organised, and presented’
Potential benefits
The resources are useful for both learning and work:
Before: additional readings before seminars
After: refreshing memory, enhancement, reflection, assignment, revision
In practice: self-directed learning, professional development, sharing practice with health professionals internationally
“It’s good resource, much better than the handbook.”
“Overall, I feel the site with its sections gives more structure to the IPE Strand One event.”
Criticisms
The purpose of the repository and resources could be explained further.
More information about the topics/types of the resources and more guidance on how to use them.
Organising the resources under the ‘4-level’ theoretical framework (on the TIGER homepage) is found confusing.
Student viewsStudent views
Beyond Beyond TIGERTIGER
• SCORE Fellowship: Sept 2011 – Jun 2012• Support of 10 UK wide practice IPE champions in the
use of the TIGER repository• Evaluate the use and impact of the TIGER OERs on
health care professionals in the UK
Contact usContact us
Email:Email:
Website:Website:
Blog:Blog:
Twitter:Twitter:
http://www.northampton.ac.uk/tiger
Ming Nie ([email protected])
