2. 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

3. Educational Solutions for Workforce Development Group introductions Reason for attending course Icebreaker Experiences of inter-professional learning Ground rules Review of aims and learning outcomes

4. Educational Solutions for Workforce Development 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/

5. Educational Solutions for Workforce Development 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

6. Educational Solutions for Workforce Development 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/

7. Educational Solutions for Workforce Development 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

8. Educational Solutions for Workforce Development What is Learning ? http://www.learningandteaching.info/learning/whatlearn.htm What is taught is not the same as what is learned.

9. Educational Solutions for Workforce Development We all see things differently

10. Educational Solutions for Workforce Development We are organised differently

11. Educational Solutions for Workforce Development We go about doing things differently but usually end up in the same place

12. Educational Solutions for Workforce Development This is because our brains are ‘wired-up’ in a way which is unique to us and our experiences!

13. Educational Solutions for Workforce Development 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

14. Educational Solutions for Workforce Development Pedagogy and Andragogy Pedagogy Convergent Rote Teacher Centred Androgogy Freedom Divergent Active

15. Educational Solutions for Workforce Development 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

16. Educational Solutions for Workforce Development 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

17. Educational Solutions for Workforce Development 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

18. Educational Solutions for Workforce Development 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

19. Educational Solutions for Workforce Development 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

20. Educational Solutions for Workforce Development Types of learning Surface Learning Learning by rote and memorising facts without necessarily putting into perspective and often imposed Deep Learning Understanding meaning, interactive with content, relates to new ideas and builds on previous knowledge and relates to evidence and logic Strategic Learning for exams. Finds out how to answer questions in order to plan how to pass.

21. Educational Solutions for Workforce Development Levels of motivation (Maslow 1987) http://www.learningandteaching.info/learning/motivation.htm#Levels of Motivation

22. Educational Solutions for Workforce Development Educational Hierarchy AUTONOMY Confident in self and able to take control of own learning, job direction, other interests etc. SELF ESTEEMComfortable with developed registrar status and copes with uncertainty, has balance between professional and private life etc. RECOGNITIONCopes with criticism, looks for new ideas and experiences, confidence increasing in softer GP topics etc. CONFIDENCEIncreasingly 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.

23. Educational Solutions for Workforce Development The Process of Transition http://www.businessballs.com/freepdfmaterials/processoftransitionJF2012.pdf

24. Educational Solutions for Workforce Development 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 ?