Achieving health improvements through interprofessional learning in south west England

Annandale, Stephen; McCann, Sheila; Nattrass, Howard; Bere, Sam Regan de; Williams, Stuart K.; Evans, David

doi:10.1080/713678564

Cited by 3 publications

(2 citation statements)

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“…2002), the University of Birmingham (Barnes, Carpenter & Dickinson 2000; Goosey & Barr 2002; Carpenter et al. 2006), University of Plymouth (Annandal et al. 2000; Goosey & Barr 2002), University of Southampton, University of Portsmouth (O’Halloran et al.…”

Section: Adult Learning Theorymentioning

confidence: 99%

Interprofessional education in health and social care: fashion or informed practice?

Craddock

O’Halloran

Borthwick

et al. 2006

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This paper presents a critical review of literature on interprofessional education in the continuum of professional development in health and social care. In particular it explores the range and variety of theoretical frameworks underpinning interprofessional education initiatives across the United Kingdom. In doing so this paper highlights the limited application of educational theory within the broader literature, particularly in the description of the methods employed and in the choices of processes or outcome measures selected. Despite these drawbacks, a focus on the learning and teaching methods used within each interprofessional education programme enabled an explicit categorization of the educational theories being applied (albeit implicitly). The educational theories identified predominantly linked to adult learning theory and reflective practitioner theory. It is, however, acknowledged that such theories alone are not enough to underpin interprofessional education. Theories were therefore also derived from social psychological studies of group behaviour and teamwork approaches; group development and team learning theories focusing on intragroup collaboration; and bio‐psychological theories to inform interprofessional education. The paper concludes that (a) more explicit consideration of theory is required in the development of new interventions; (b) reference to educational theory in evaluation should be encouraged and facilitated; (c) evaluation of different models of interprofessional educational interventions is required if interprofessional education in health and social care is to develop as an informed practice rather than become a transient educational fashion.

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Section: Adult Learning Theorymentioning

confidence: 99%

Interprofessional education in health and social care: fashion or informed practice?

Craddock

O’Halloran

Borthwick

et al. 2006

Learn Health Soc Care

View full text Add to dashboard Cite

show abstract

“…6 In this issue of Quality in Health Care Kyrkjebø et al 7 describe an educational project that addresses this crucial question and, in doing so, they make an important contribution to the work of others in the field. [8][9][10] This work is beginning to integrate understanding about best improvement practice with knowledge of best educational practice. Making them both practice based and relevant to patients and students produces the best improvements and the best learning.…”

Section: See Article On Page 204mentioning

confidence: 99%