Open AccessReflections on delivering interprofessional education in practice
Author(s) -
Sundari Joseph,
Lesley Diack,
Fiona Garton,
Jenni Haxton
Publication year - 2015
Publication title -
journal of practice teaching in social work and health/the journal of practice teaching in social work and health/the journal of practice teaching and learning
Language(s) - English
Resource type - Journals
eISSN - 1746-6113
pISSN - 1460-6690
DOI - 10.1921/jpts.v13i2-3.815
Subject(s) - general partnership , excellence , interprofessional education , medical education , curriculum , social work , health care , medicine , nursing , psychology , pedagogy , political science , law
The interprofessional education (IPE) programme in Aberdeen has been in existence since 2003. Commencing with undergraduate students from medicine and pharmacy, it expanded to include: applied biomedical science; diagnostic radiography; dietetics; midwifery; nursing; nutrition; occupational therapy; physiotherapy and social work. To cater for these different courses the programme has been diversified using blended learning strategies and innovative technologies. Models for practice delivery have been tried and tested, and research evidence has underpinned the development. This paper will highlight three of these tested models that can be used to deliver IPE in practice namely: simulation using gaming; face-to-face IPE in practice and the creation of virtual communities for student learning. A critical factor to enhancing the excellence of this curriculum development was the quality of the partnership working between the Universities and the practice settings. Fundamental to this was the staff development in IPE facilitation and training. Students demonstrated transferable skills from university to placement settings, applying their learning to interprofessional and inter-agency working. These formal and informal learning approaches have been crucial to the students’ acceptance of each other as equal partners in delivering health and social care.