Illeris’ learning model Content/cognitionIncentive/emotion Environment Interaction Social situation Societal situation Individual
Think of model as creative tensions supporting curriculum development...
WHO Patient Safety Curriculum for Medical Schools www.who.int/patientsafety/education/curriculum/en/ Introduced 2009, being piloted in 10 countries, ‘multiprofessional’ guide under development 258 pages “... a comprehensive, ready-to- teach, topic-based patient safety programme” p4
Approach Detailed teachers’ notes and presentation slides provided. Also some case studies.
Eleven topics: 1.What is patient safety? 2.What is human factors and why is it important to patient safety? 3.Understanding systems and the impact of complexity on patient care 4.Being an effective team player. 5.Understanding and learning from errors. 6.Understanding and managing clinical risk.
Topics continued 7.Introduction to quality improvement methods. 8.Engaging with patients and carers. 9.Minimizing infection through improved infection control. 10.Patient safety and invasive procedures. 11.Improving medication safety.
Patient safety curriculum and Illeris’ model Is content dominating at present? Will the suggested activities provide emotions/incentives that support positive and enduring learning? How can we focus on productive tensions and balance points between content, emotion and social environments?
Some thoughts... Importance of variety (e.g. stimulus material, structure of learning opportunity; perhaps also which corner of the individual triangle leads) Strategic choice of learning environments, playing to the strengths of each: workplaces, classrooms, residential and leisure settings, physical simulations, virtual worlds, drama, archives of patient experiences, media archives,...