Introducing Inter-professional Education

In defining what we as a project take to be inter-professional education we have used the following meaning : "a learning process in which different professionals learn from and about each other in order to develop collaborative practice." This definition sets the context for this guide.

The project firmly believes that a multi-faceted approach is required for the introduction and development of inter-professional education.

The range of approaches taken to encourage staff to engage with a more inter-professional curriculum at Sheffield Hallam University has been written up as a case study in a book on staff and educational development. The case study discusses a multi-faceted approach which is top down, bottom up and sideways in. We suggest you use the case study in a number of ways, for example, as a discussion paper for agreeing and customising an approach in your own institution. Follow this link to read the full case study:

Oxley, A. (2003) Better Together. In Edwards, H., Baume, D. & Webb, G. (Eds) (2003) Staff and Educational Development: case studies, experience & practice from Higher Education. London; RoutledgeFalmer.

Some definitions

A number of terms are used to describe the ways in which people from different disciplines and/or professions learn with each other; these include multi-disciplinary learning, inter-disciplinary learning, shared learning, common learning, multi-professional education and interprofessional education. A selection of definitions is given here to use in whichever way you wish. Our suggestion would be to use some or all of these definitions with staff, for example, in workshops, as part of the course planning process, or when defining your department's vision and strategy.
See also: Staff Issues - Staff workshop ideas

Discipline: a specific body of teachable knowledge with its own background of education, training procedures, methods and content areas.

Multidisciplinary: juxtaposition of various disciplines sometimes with no apparent connection e.g music + maths + history.

Interdisciplinary: the interaction among two or more different disciplines. This interaction may range from simple communication of ideas to the mutual integration of organising concepts, methodology, procedures, epistemology, terminology and data.

Transdisciplinary: establishing a common system of axioms for a set of disciplines

Multiprofessional education: (may also be referred to as 'shared learning' or common learning'): Occasions when two or more professions learn side by side for whatever reason.

Interprofessional education: Occasions when two or more professions learn from and about each other to improve collaboration and the quality of care.

Barr (2002) states that the components of interprofessional education may be identified as:

'the application of principles of adult learning to interactive, group-based learning, which relates collaborative learning to collaborative practice within a coherent rationale which is informed by understanding of interpersonal, group, inter-group, organisational and inter-organisational relations and processes of professionalisation'.

Source: Social Policy and Social Work LTSN
http://www.swap.ac.uk/learning/IPE1.asp

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		In defining what we as a project take to be inter-professional education we have used the following meaning : "a learning process in which different professionals learn from and about each other in order to develop collaborative practice." This definition sets the context for this guide. The project firmly believes that a multi-faceted approach is required for the introduction and development of inter-professional education. Examples of approaches taken in different universities can be found throughout this manual, and in greater detail at: http://www.bettertogether.ac.uk/resources_pages/ip_examples.cfm The range of approaches taken to encourage staff to engage with a more inter-professional curriculum at Sheffield Hallam University has been written up as a case study in a book on staff and educational development. The case study discusses a multi-faceted approach which is top down, bottom up and sideways in. We suggest you use the case study in a number of ways, for example, as a discussion paper for agreeing and customising an approach in your own institution. Follow this link to read the full case study: Kogan Page Paper Oxley, A. (2003) Better Together. In Edwards, H., Baume, D. & Webb, G. (Eds) (2003) Staff and Educational Development: case studies, experience & practice from Higher Education. London; RoutledgeFalmer. The book can be purchased from: https://ecommerce.tandf.co.uk/catalogue/DetailedDisplay.asp?I...=1 Some definitions A number of terms are used to describe the ways in which people from different disciplines and/or professions learn with each other; these include multi-disciplinary learning, inter-disciplinary learning, shared learning, common learning, multi-professional education and interprofessional education. A selection of definitions is given here to use in whichever way you wish. Our suggestion would be to use some or all of these definitions with staff, for example, in workshops, as part of the course planning process, or when defining your department's vision and strategy. See also: Staff Issues - Staff workshop ideas Discipline: a specific body of teachable knowledge with its own background of education, training procedures, methods and content areas. Multidisciplinary: juxtaposition of various disciplines sometimes with no apparent connection e.g music + maths + history. Interdisciplinary: the interaction among two or more different disciplines. This interaction may range from simple communication of ideas to the mutual integration of organising concepts, methodology, procedures, epistemology, terminology and data. Transdisciplinary: establishing a common system of axioms for a set of disciplines The definitions below given by CAIPE (UK Centre for the Advancement of Interprofessional Education) are useful in highlighting the pedagogical objectives or outcomes associated with the learning: Multiprofessional education: (may also be referred to as 'shared learning' or common learning'): Occasions when two or more professions learn side by side for whatever reason. Interprofessional education: Occasions when two or more professions learn from and about each other to improve collaboration and the quality of care. Barr (2002) states that the components of interprofessional education may be identified as: 'the application of principles of adult learning to interactive, group-based learning, which relates collaborative learning to collaborative practice within a coherent rationale which is informed by understanding of interpersonal, group, inter-group, organisational and inter-organisational relations and processes of professionalisation'. Source: Social Policy and Social Work LTSN http://www.swap.ac.uk/learning/IPE1.asp

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Introducing Inter-Professional Education - Definitions

Some definitions