Common Learning in Health and Social Care Undergraduate Education: The New Generation Project Curriculum Model

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• Common Learning in Health and Social Care
  Undergraduate Education The New Generation
  Project Curriculum Model

Dr Cath OHalloran Professor Debra Humphris
www.commonlearning.net
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Professions

• Southampton
• Audiology
• Medicine
• Midwifery
• Nursing
• Occupational Therapy
• Physiotherapy
• Podiatry
• Social Work

• Portsmouth
• Pharmacy
• Diagnostic Radiography
• Therapeutic Radiography
• Social Work

Annual Intake 1500 students
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Curriculum goals

• A minimum common learning experience for all
  students that
• contributed to progression and award
  classification
• took place throughout the length of their
  programme
• included campus- and practice-based learning

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Challenges

• Diversity
• Curriculum models
• Length of programme
• Award
• Number of students
• Timetables and length of academic year
• Virtual learning environments
• If it could be different it was

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Challenges

• No spare time
• Couldnt add anything to already crowded
  curricula
• There had to be some added value in the students
  learning inter-professionally
• Re-designing existing curriculum content to allow
  inter-professional learning

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Curriculum Design Process

• Where was there common ground in curricula?
• What would be an appropriate model for the
  learning and teaching?
• What would be a sustainable implementation
  structure?

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Curriculum Design 1

• Common content was identified through
  triangulation of analyses of
• Academic and practitioner standards
• Curriculum documents
• Relevant policy documents
• Local and national expert focus groups
• Consultation
• Generated a list of topics

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Curriculum Design 1

• Knowledge Management
• IT skills
• Information retrieval, management critical
  appraisal
• Data collection, analysis interpretation skills
• Research methodology
• Knowledge use

• Quality of Care
• Evaluate the effectiveness of interventions/manage
  ment plan
• Work within a quality management framework
• Contribute to the future development of the
  service
• Use, and contribute to, the evidence base

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Curriculum Design 1

• Topics sequenced
• Arranged into a number of notional units
• Potential 72 credits 720 hours of student
  effort
• Consultation process
• Review of common content

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Common Content

• 2 types of common content
• Topics where students were learning the same
  things
• Learning in Common
• Topics where students were developing their
  professional knowledge about common subjects
• Inter-Professional Learning

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Learning in Common

• Different resource models operating
• They were prioritised differently
• Many of the subjects required professional
  contextualisation before they were meaningful to
  students
• Were there advantages to learning these topics in
  mixed professional groups?
• Was there sufficient lead in time to develop new
  inter-professional learning resources and build
  a multi-professional team to deliver the teaching?

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Inter-professional Learning

• Professional diversity a benefit
• Subjects are practice oriented
• Provide rich opportunities for peer group
  discussion of professional attitudes, behaviour
  and practice
• Suitable for a team-based approach
• These were the topics that would provide the
  added value from learning inter-professionally.
• Topics grouped into 4 units of study IPL Units

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Common Learning Curriculum

• Two strands to common learning
• Learning in Common
• Delivered in individual programmes
• Pre-requisite for inter-professional learning
• Timing negotiated
• Inter-professional Learning
• 4 x two week full-time study blocks
• Students learn in mixed professional groups
• Timing agreed

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Curriculum Structure
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
1A
Learning in Common
Inter Professional Learning Unit
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Inter-professional Learning Units

• 4 IPL units
• 1 campus-based unit
• 3 practice-based units
• Each unit has learning outcomes covering 3
  domains of learning
• Professional practice
• Team working
• Understanding inter-professional practice
• Common assessment with differentiated marking
  criteria for different awards

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Curriculum Design 2

• A model of learning and teaching that
• would enable students to achieve IPL unit
  learning outcomes
• work with the resources available
• equally applicable to campus- and practice-based
  learning
• include assessment methods that support our
  curriculum philosophy
• Facilitated Collaborative Learning

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Facilitated Collaborative Learning
Collaborative Learning
Guided Discovery Learning
Facilitated Collaborative Learning
Inter-professional Learning
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Facilitated Collaborative Learning

• A learning portfolio containing unit guides,
  learning resources, self-assessment and
  reflection aids, progress file and personal
  development plan is provided.
• Facilitated group work supports the processes of
  co-operation and learning.
• The construction of the group exercise sets the
  requirement for collaboration.
• Practice teams set the exercises for the
  practice-based units.

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Domains of Learning
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Facilitated Collaborative Learning

• Students work in groups of 10
• Minimum of 5 professions in each group
• An IPL facilitator provides approx 10 hours of
  support
• On-line discussion forum
• Focus of the study block is the group exercise
• Participative model of assessment tutor-, peer-
  and self assessment

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Curriculum Design 3

• Sustainable implementation structure
• Clear lines of responsibility and accountability
• Maintain collaborative decision making and
  corporate responsibility
• Streamline the organisation and administration of
  the IPL units

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IPL Unit Teams
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Structure
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IPL Unit Management

• Stream lined IPL unit organisation and
  administration by developing web-based systems
  for
• Assignment submission, marking and feedback
• Unit administration
• Student and facilitator information and
  communication
• Placement information and selection
• An interactive curriculum development tool to
  help practice teams plan their IPL units

www.commonlearning.net
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Where are we up to

• Curriculum design started in July 2001
• Curriculum model agreed in June 2002
• IPL Unit 1 started in October 2003
• IPL Unit 2 will run in March 2005
• IPL Unit 3 will run in November 2005
• IPL Unit 4 will run in February 2006