Inter-professional Learning: Theory and Practice

1. Training Trainers and EducatorsUnit 1: Inter-professional and Adult Learning • Aim • Explore the concept of inter-professional learning • Provide an overview of learning theory and its application within practice • Learning outcomes • Identify the key elements of inter-professional learning • Discuss the benefits and challenges of delivering inter-professional learning • Explain key elements of adult learning theories and how it can be applied to practice

2. "Inter-professional education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care" (CAIPE 2002). • CAIPE uses the term "inter-professional education" (IPE) to include all such learning in academic and work based settings before and after qualification, adopting an inclusive view of ‘professional’.   http://caipe.org.uk/ • Inter-professional EducationCentre for the Advancement of Interprofessional Education (UK based) (CAIPE)

3. Values • Respects individuality, difference and diversity within and between professions • Applies equal opportunities • Focuses on needs of individuals, families and communities to improve quality of care and health and well being outcomes • Sustains the identity and expertise of each profession • Principles of Inter-professional Education (CAIPE) January 2011

4. Process • Encourages student participation in planning, progressing and evaluating their learning • Enables the professions to learn with, from and about each other to optimise exchange of experience and expertise • Involves service users and carers in teaching and learning • Outcomes • Enables inter-professional capability • Improves outcomes for individuals, families and communities • Enhances practice within each profession • Principles of Inter-professional Education (CAIPE ) January 2011http://caipe.org.uk/resources/principles-of-interprofessional-education

5. What are the benefits of IPL and to whom? • What challenges does IPL bring and for whom? • Thinking about inter-professional learning you have delivered or experienced – why did it go well or badly? • Group consensus of key elements of IPL • Group Discussion

6. What is taught is not the same as what is learned. What is Learning ?http://www.learningandteaching.info/learning/whatlearn.htm

7. We all see things differently

8. We are organised differently

9. We go about doing things differently but usually end up in the same place

10. This is because our brains are ‘wired-up’ in a way which is unique to us and our experiences!

11. Behavioural: • Functional and Scientific, Empirical and Measurable Cognitive: • Learning relates to the cognitive stage of development and how people learn • Theories of Learning

12. Humanistic • Focus on adult learning • Value driven • Natural desire to learn • Learners are empowered and have control over the learning process • Teacher relinquishes authority and becomes a facilitator • Theories of Learning

13. Pedagogy Convergent Rote Teacher Centred Androgogy Freedom Divergent Active • Pedagogy and Andragogy

14. Knowles believed that adults: • need to know why they need to learn • need to learn experientially • approach learning as problem solving • learn best when the topic is of immediate value • Andragogy (Knowles 1978)

15. Not beginners – in a continuing process of growth • Bring a package of experiences and values – each unique • Come to education with intentions • Bring expectations about the learning process • Have competing interests – the realities of their lives • Have their own set patterns of learning • Brookfield (1986)

16. Conducive climate established • Learning activities relevant to circumstances • Learner’s past experiences used in process • Engagement of learner in design of process • Encourage learner to be self-directed • Educator facilitative rather than didactic • Individual learner’s needs and styles taken into account “The purpose of adult education is to help them to learn, not to teach them all they know and thus stop them from carrying on learning.”Rogers 2001 • Rogers (2001)

17. Intrinsic motivation • doing something for its own sake • enthusiasm, commitment, desire • Extrinsic motivation • doing something for some other reason in order to gain award or avoid negative consequences • co-operates • Motivation

18. Levels of motivation (Maslow 1943)http://www.learningandteaching.info/learning/motivation.htm

19. AUTONOMY Confident in self and able to take control of own learning, job direction, other interests etc. • SELF ESTEEM Comfortable with developed registrar status and copes with uncertainty, has balance between professional and private life etc. • RECOGNITION Copes with criticism, looks for new ideas and experiences, confidence increasing in softer GP topics etc. • CONFIDENCE Increasingly able to work with team, deal with social issues, needs assess and bonds with trainer etc. • SAFETY Asks for help, increasingly competent with basics, benefits from trainer’s help and support • SURVIVAL Getting bearings and learning basics whilst identifying own personality etc. • Educational Hierarchy

20. Surface Learning Learning by rote and memorising facts without necessarily putting into perspective and often imposed • Deep Learning Understanding meaning, interactive with content, relates to new ideas and builds on previous knowledge and relates to evidence and logic • Strategic Learning for exams. Finds out how to answer questions in order to plan how to pass. • Types of learning

21. The Process of Transition http://www.businessballs.com/freepdfmaterials/processoftransitionJF2012.pdf

22. How do these theories relate to you as a learner and to the learning environment? • How do you create a positive learning environment? • What other theories do you like or use? • How are these theories useful and how can we apply them? • Group Discussion