Common Learning in Health and Social Care Undergraduate Education: The New Generation Project Curriculum Model

1. Common Learning in Health and Social Care Undergraduate Education: The New Generation Project Curriculum Model Dr Cath O’Halloran Professor Debra Humphris www.commonlearning.net

2. Southampton Audiology Medicine Midwifery Nursing Occupational Therapy Physiotherapy Podiatry Social Work Portsmouth Pharmacy Diagnostic Radiography Therapeutic Radiography Social Work Professions Annual Intake: 1500 students

3. Curriculum goals A minimum common learning experience for all students that: • contributed to progression and award classification • took place throughout the length of their programme • included campus- and practice-based learning

4. Challenges Diversity • Curriculum models • Length of programme • Award • Number of students • Timetables and length of academic year • Virtual learning environments If it could be different it was

5. Challenges No ‘spare’ time • Couldn’t add anything to already crowded curricula • There had to be some added value in the students learning inter-professionally Re-designing existing curriculum content to allow inter-professional learning

6. Curriculum Design Process • Where was there common ground in curricula? • What would be an appropriate model for the learning and teaching? • What would be a sustainable implementation structure?

7. Curriculum Design 1 Common content was identified through triangulation of analyses of: • Academic and practitioner standards • Curriculum documents • Relevant policy documents • Local and national expert focus groups • Consultation Generated a list of topics

8. Knowledge Management IT skills Information retrieval, management & critical appraisal Data collection, analysis & interpretation skills Research methodology Knowledge use Quality of Care Evaluate the effectiveness of interventions/management plan Work within a quality management framework Contribute to the future development of the service Use, and contribute to, the evidence base Curriculum Design 1

9. Curriculum Design 1 Topics sequenced Arranged into a number of notional units Potential 72 credits = 720 hours of student effort Consultation process Review of common content

10. Common Content 2 types of common content: • Topics where students were learning the same things Learning in Common • Topics where students were developing their professional knowledge about common subjects Inter-Professional Learning

11. Learning in Common • Different resource models operating • They were prioritised differently • Many of the subjects required professional contextualisation before they were meaningful to students • Were there advantages to learning these topics in mixed professional groups? • Was there sufficient lead in time to develop new inter-professional learning resources and build a multi-professional team to deliver the teaching?

12. Professional diversity a benefit Subjects are practice oriented Provide rich opportunities for peer group discussion of professional attitudes, behaviour and practice Suitable for a team-based approach These were the topics that would provide the added value from learning inter-professionally. Topics grouped into 4 units of study – IPL Units Inter-professional Learning

13. Common Learning Curriculum Two strands to common learning: Learning in Common • Delivered in individual programmes • Pre-requisite for inter-professional learning • Timing negotiated Inter-professional Learning • 4 x two week full-time study blocks • Students learn in mixed professional groups • Timing agreed

14. Curriculum Structure Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 1A Learning in Common Inter Professional Learning Unit

15. Inter-professional Learning Units 4 IPL units • 1 campus-based unit • 3 practice-based units Each unit has learning outcomes covering 3 domains of learning: • Professional practice • Team working • Understanding inter-professional practice Common assessment with differentiated marking criteria for different awards

16. Curriculum Design 2 A model of learning and teaching that: • would enable students to achieve IPL unit learning outcomes • work with the resources available • equally applicable to campus- and practice-based learning • include assessment methods that support our curriculum philosophy Facilitated Collaborative Learning

17. Facilitated Collaborative Learning Collaborative Learning Guided Discovery Learning Facilitated Collaborative Learning Inter-professional Learning

18. Facilitated Collaborative Learning • A learning portfolio containing unit guides, learning resources, self-assessment and reflection aids, progress file and personal development plan is provided. • Facilitated group work supports the processes of co-operation and learning. • The construction of the group exercise sets the requirement for collaboration. • Practice teams set the exercises for the practice-based units.

19. Domains of Learning

20. Facilitated Collaborative Learning • Students work in groups of 10 • Minimum of 5 professions in each group • An IPL facilitator provides approx 10 hours of support • On-line discussion forum • Focus of the study block is the group exercise • Participative model of assessment: tutor-, peer- and self assessment

21. Curriculum Design 3 Sustainable implementation structure • Clear lines of responsibility and accountability • Maintain collaborative decision making and corporate responsibility • Streamline the organisation and administration of the IPL units

22. IPL Unit Teams

23. Structure

24. IPL Unit Management Stream lined IPL unit organisation and administration by developing web-based systems for: • Assignment submission, marking and feedback • Unit administration • Student and facilitator information and communication • Placement information and selection • An interactive curriculum development tool to help practice teams plan their IPL units www.commonlearning.net

25. Where are we up to Curriculum design started in July 2001 Curriculum model agreed in June 2002 IPL Unit 1 started in October 2003 IPL Unit 2 will run in March 2005 IPL Unit 3 will run in November 2005 IPL Unit 4 will run in February 2006