Introducing interprofessional learning.
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Curriculum↗
Biomedical subjects
Diane Fraser
Publications and source records attributed to Diane Fraser.
Strategies for interprofessional education: the Interprofessional Team Objective Structured Clinical Examination for midwifery and medical students.
This paper provides an overview of the processes involved in implementing an interprofessional education (IPE) strategy in a recently established School of Human Development at the University of Nottingham. The merger of the academic divisions of child health, midwifery, obstetrics and gynaecology was a deliberate initiative to create an organisational infrastructure intended to enhance opportunities for interprofessional collaborations in research and education. As a first step, a small group of academic midwives and obstetricians formed a project group to find the best way of facilitating IPE for medical and midwifery students at undergraduate level. A discussion is provided of the work the project group undertook to: determine an agreed definition of IPE; decide an action research approach was needed; determine the ways in which teaching and learning strategies were to be implemented, evaluated and compared; and identify the factors inhibiting and enhancing developments. Evaluations have demonstrated that the Interprofessional Team Objective Structured Clinical Examination (ITOSCE) focusing on intrapartum scenarios is effective in promoting interprofessional learning. Both medical and midwifery students and facilitators agree that team working and understanding each other's roles has been enhanced and that although resource intensive, IPE is worth the time and effort involved.
Education, Medical, Undergraduate↗
Evaluation of a formative interprofessional team objective structured clinical examination (ITOSCE): a method of shared learning in maternity education.
Shared learning at undergraduate level provides a potential means of promoting a more multi-professional approach to maternity care. Interprofessional education uses shared interactive sessions to promote different professional groups' understanding of each other and working together. This paper describes the use of a formative objective structured clinical examination as a method of interprofessional education. Mixed groups of student doctors and student midwives rotate through a series of clinical stations based on common labour ward scenarios. After completing each station they are given feedback by a facilitator on their problem-solving skills, knowledge and attitude to team working. The interactive nature of the sessions encourages deep learning, is student centred and promotes a positive attitude to multidisciplinary working. Both student groups felt they benefited from shared learning in this way and that the formative OSCE was an effective method of developing their clinical skills.
Education, Medical, Undergraduate↗