Symposium: Evaluating Outcomes in Social Work Education University of Sussex Partnership and Interprofessional Practice. Professors Imogen Taylor and Suzy Braye
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ProfessorsImogen Taylor and Suzy Braye
SWAP with Social Care Institute for Excellence, the Institute for Research and Innovation in Social Services and the University of Bristol
Does pre-placement classroom-based teaching in Partnership and Interprofessional Practice (PIP) change student’s attitudes to and perceptions of working in partnership with other social care, education and health professions?
Learners attitudes and perceptions
Tools derived from University of West of England (Miers et al 2005) IPE programme
Perception of her/his communication and teamwork skills, comparing change for 3 sub groups of students by years of relevant pre-course
Students with most experience (5+ years) show no change.
Students with least experience (less than one year) show most positive change.
Pollard and Miers (2004) Accuracy of self report is a matter for consideration; correlation
between expressed attitudes and behaviour cannot be guaranteed.
Increase in positive responses between T1 and T2 for all groups.
Reduction in neutral and negative responses
Perceptions of how health and social care professionals interact in practice:
Response to teaching content about interprofessional interaction
Increase in negative and neutral views about interprofessional interaction for all groups.
Pollard and Miers (2004) comparatively negative responses of students with experience
may be explained by ‘low status’ of unqualified role or negative views as a consequence
of working in health and social care. If latter, there is likely to be an increase in negative
perceptions as students gain experience.
Perception of relationships between student and others from own and other disciplines:
Unsettling effect for inexperienced students.
Moderately experienced students may have gained in confidence as knowledge
Experienced students remain untouched.
It is difficult to interpret the outcomes – we could follow up with qualitative interviews and/or focus groups.
In the context of equipping students for interprofessional practice, concern of employers about inexperienced students may be misplaced.
As teachers, we need to reflect further on how we ‘reach’ the experienced student.
Ethical issues in pedagogic research need careful management when teachers and assessors also collect research data.