Developing Open Educational Developing Open Educational Resources for Resources for Interprofessional Education Interprofessional Education Jacqui Williams, TIGER Academic Lead, De Montfort University Ming Nie, TIGER Evaluator, University of Leicester 12 May 2011 OER 11, Manchester
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Developing Open Educational Resources for Interprofessional Education Jacqui Williams, TIGER Academic Lead, De Montfort University Ming Nie, TIGER Evaluator,
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Developing Open Educational Resources Developing Open Educational Resources for Interprofessional Educationfor Interprofessional Education
Jacqui Williams, TIGER Academic Lead, De Montfort UniversityMing Nie, TIGER Evaluator, University of Leicester
12 May 2011 OER 11, Manchester
TIGERTIGER collects, develops and shares reusable, customisable Open Educational Resources (OERs) designed for Interprofessional Education (IPE) in Health and Social Care between the three institutions, academics, their existing communities of practice, employers and the wider community.
What is What is IPEIPE??
IPEIPE occurs when students learn about each other’s professional practice to enable more effective collaboration and improve health outcomes (Barr, 2002).
Regional Regional IPE IPE strategystrategy
Developing interprofessional competencies, before and beyond registration
The Three Strand Model
Learning beyond registration
Strand One
Strand Two
Strand Three
Practise where possible
Practise where possible
How How IPE IPE is taught?is taught?
Competence Framework
How How IPE IPE is taught?is taught?
The Leicester Model of The Leicester Model of IPEIPE
How How IPE IPE is taught?is taught?
Students and service users discuss the key
messages for professional practice
Interprofessional student groups have conversations with two service users
Students discuss what they learned
Students present their learning in accessible formats to the participating service users and their peers
Students take their learning into practice
Students in an Students in an IPEIPE session session
• Local, national and international need for enabling IPE• Need for OERs to benefit IPE in Health and Social Care• Solve ongoing challenges in cross-professional
collaboration by:– Identifying, collecting, developing and releasing reusable and
customisable OERs– Enabling wider and open access to OERs in work-based settings
Why OER for Why OER for IPEIPE??
Topics of TIGER OERs Learning hours
Leicester model (Inequalities in Health) 170
Learning Inter-Professionally 30
Team working and collaborative practice (undergraduate & postgraduate) 52
Patient safety 50
Service improvement 30
Learning public health 200
Interprofessional proactive care and rehabilitation 10
TOSCE: Team Objective Structured Clinical Examination 10
Postgraduate certificate in practice education 400
Considerations in pedagogical design; challenges and problems in the process Semi-structured interviews
Students Use of and access to OERs; benefits to learning; problems and difficulties in use
Focus group interviewsSemi-structured interviewsOnline questionnaire survey
Practitioners Wider and open access in work-based settingsProblems and difficulties in use Semi-structured interviews
Staff viewsStaff views
• Challenges in pedagogical design– Interaction is key for IPE– From face-to-face to OER– Facilitator guides– From contextualised to generic
• Issues in copyright– Third-party material– Different agreements
Student viewsStudent views
• First pilot: June 2011, De Montfort University• Format: two half day workshops• 20-30 student Nurses, Social workers and Midwives• Test two OERs: Dementia, Disability and Parenting• Activity:
• Navigation through TIGER repository, review of the two OERs• Group tasks to complete• Focus groups for evaluation
Beyond Beyond TIGERTIGER
• SCORE Fellowship: Sept 2011 – Jun 2012• Support of 10 UK wide practice IPE champions in the
use of the TIGER repository• Evaluate the use and impact of the TIGER OERs on