Interprofessional Working in PBL

1
Interprofessional Working in PBL

• Chris McKenna
• School of Health and Social Care
• University of Teesside

2
School of Health Social Care

• 5000 students enrolled
• Foundation degrees to Doctoral degrees
• Pre reg P/G programmes commenced 2000
• OT pre reg P/G commenced Feb 2003

3
PBL within the School of Health and Social Care

• Linked to both U/G and P/G
• Used to create more realistic learning
  opportunities
• Used alongside traditional teaching
• Shared across disciplines

4
PBL in theMSc AHPStudies (OT)

• Learning currently shared across OT, PT and
  Diagnostic Radiography
• Adult Nursing to become part of the framework
• Cycles last 3 weeks - 2hrs per session
• 2 staff facilitators

5
Previous experience

• Previous undergraduate experience
• Worked on PBL as an individual group
• Worked on multidisciplinary PBL
• Experienced a rapid cycle through induction

6
Implementation

• Group clarified
• Triggers identified
• PBL Cycle early in module
• Joint facilitation across disciplines
• Peer assessment via team developed tool

7
Non Accredited Learning

• Induction week - trigger linked to organising
  freshers week social event
• Clinical induction - trigger linked to infection
  control

8
The Student Experience

• Accepted each others role
• Awareness of professional overlap
• Time allowed opportunity to reduce protective
  stance
• Viewed selves as team
• Wanted to repeat the experience
• Clarified own professions role

9
Negative Elements

• Inequality in group lead to reluctance in
  participation
• Grey areas were delegated to larger professional
  group
• Students were less willing to commence on new
  cycle with other professional groups