Partnership in Practice 3 Module Redesign

  • Partnership in Practice 3 Module Redesign

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    Gus Strang & Julia Winter, School of Health and Social Care

    The topic of the paper

    Interprofessional Education has been defined as: 'when two or more professions learn with, from and about each other to improve collaboration and the quality of care'. (CAIPE 2002). The “Partnerships in Practice” modules are a series of three modules that progressively form the inter-professional element of the Oxford Brookes University School of Health and Social Care’s Undergraduate Programme. “Partnerships 3” is the final shared module completed before professional qualification.

    Why it is of concern

    Past module evaluations showed some dissatisfaction, namely students not understanding the relevance of subject matter and struggling to undertake summative inter-professional group assignments whilst coping with additional stresses such as dissertations. The number of taught sessions required large amounts of travel by students from an outlying campus. This was demanding, especially for those with family commitments .

    What was done (methods)

    In an attempt to promote relevance and adopt a format which was practically more acceptable, we created a 3-day conference which mirrors a professional conference style and treats the student as an emerging health care professional. Within this format, students were encouraged to consider both their own continuing professional development and the relationship they would share with other qualified professionals. By adopting different workshop strategies we aimed to make the key module themes more explicit and relevant to their future practice.

    Through this approach, we have also managed to make significant cost savings for the School and the students and test new technologies to help manage absence. The conference also provided the opportunity to re launch the “Graduate Profile” to make it more universally used and available to support employment .

    What are the main outcomes

    Initial analysis of module evaluations shows students identify clear advantages. Not least of these is the continuity between theory and practice as the short time span of delivery facilitated learners ability to see the inter relationship between module themes and thus start to apply them to their own area of work .

    There remain a number of opportunities for developing this format, however overall, we feel we have a sound platform to develop from.