unit 1: inter-professional and adult learning

Educational Solutions for Workforce Development

Unit 1: Inter-professional and Adult Learning

Aim• Explore the concept of inter-professional learning• Provide an overview of adult learning and its

application within practice

Learning outcomes• Describe the key elements of inter-professional

learning• Discuss the benefits and challenges of inter-

professional learning• Describe key elements of adult learning theories


Group introductions

• Reason for attending course• Icebreaker• Experiences of inter-professional learning• Ground rules• Review of aims and learning outcomes


Inter-professional Education Centre for the Advancement of Interprofessional Education

(CAIPE)

• "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’.

www.caipe.org.uk/resources/principles-of-interprofessional-education/


Context

• Modern healthcare often provided by a variety of disciplines working together

• Therefore, at least some our professional development and learning should be experienced together

• Potential for inter-professional to improve collaborative working through shared learning

• Extreme consequences of situations where professions do not collaborate have been highlighted in recent years


Principles of Inter-professional Education (CAIPE)

• Values– Respects individuality, difference and diversity within and between

professions– Sustains the identity and expertise of each profession

• 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• Outcomes

– Engenders interprofessional capability– Enhances practice within each profession

www.caipe.org.uk/resources/principles-of-interprofessional-education/


Group Discussion

• 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


What is Learning ?http://www.learningandteaching.info/learning/whatlearn.htm

• What is taught is not the same as what is learned.


We all see things differently


We are organised differently


We go about doing things differently

but usually end up in the same place


This is because our brains are ‘wired-up’ in a way which is

unique to us and our experiences!


Theories of Learning-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


Pedagogy and Andragogy

Pedagogy

Convergent

Rote

Teacher Centred

Androgogy

Freedom

Divergent

Active


Adult Learners(Brookfield 1986)

• 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


Key Features of Productive Adult Learning ( Rogers 2001)

• 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


Andragogy (Knowles 1978)

• 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)

• Instruction for adults needs to focus more on the process and less on the content being taught.

• Strategies such as case studies, role playing and self evaluation are useful.

• Instructors adopt role of facilitator or resource rather than lecturer


Adult Learning-Motivation

• 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


Types of learning

• Surface LearningLearning by rote and memorising facts without necessarily putting into perspective and often imposed

• Deep LearningUnderstanding meaning, interactive with content, relates to new ideas and builds on previous knowledge and relates to evidence and logic

• StrategicLearning for exams. Finds out how to answer questions in order to plan how to pass.


Levels of motivation (Maslow 1987)http://www.learningandteaching.info/learning/motivation.htm#Levels of

Motivation


Educational Hierarchy• 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.


The Process of Transitionhttp://www.businessballs.com/freepdfmaterials/processoftransitionJF2012.pdf


Group Discussion

• 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 ?

unit 1: inter-professional and adult learning

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