Developing a Multiprofessional Deanery: Emerging issues from the PIPE Project

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Developing a Multi-professional Deanery
Emerging issues from the PIPE Project
Dr Katy Newell Jones
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PIPE project
Aim To develop and improve the preparation of
teachers and facilitators to effectively manage
inter-professional learning in a range of
settings
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Definition of IPL
Inter-professional Education (IPE) Occasions
when two or more professions learn with, from and
about each other to improve collaboration and the
quality of care Centre for the Advancement of
Interprofessional Education (CAIPE 1999)
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Purpose
To enhance knowledge of roles, responsibilities
and practices between health and social care
professionals and to break down barriers, with a
view to enhancing working practices and
ultimately patient care.
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D
Four PIPE Schemes

• Scheme 1 led by Oxford Deanery with Oxford
  Brookes
• Scheme 2 led by with Oxford Brookes University
  with
• Reading University, Thames Valley University
• Buckinghamshire Chilterns University College
• Scheme 3 led by Reading University with
• Oxford Brookes University
• Thames Valley University and
• Buckinghamshire Chilterns University College
• Scheme 4 led by Oxford University with Oxford
  Brookes

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PIPE 1 Team Oxford Deanery Glynis
Buckle (Dr Ed Peile) Bren Sainsbury (Dr
Richard Flew) Dr Martin Paul (Dr Phillippa
Morton) Dr Alan Dellow (Dr Mike Moher) (Dr
Jill Edwards) Oxford Brookes University Dr
Katy Newell-Jones

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PIPE 1
Aim To explore ways of incorporating values
of interprofessional learning into the existing
New Trainers Course.
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PIPE 1
Initial focus Widening the tutor team to
include non-medic educators with experience of
learning and teaching in primary care
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PIPE 1
Secondary focus To revalidate the programme
to enable access to other health care
professionals in primary care to undertake the
programme
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PIPE 1
Third focus To recruit and support health
care professionals from wider than medicine and
practice managers to undertake the programme
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PIPE 1 Conclusions

• Widening the training team to include educators
  from outside medicine but with experience of
  primary care can enhance the training experience
  
• GP trainers and other medical educators can
  develop values of interprofessional learning
  through modelling of IPL by the tutor team and
  explicit inclusion of IPL as a feature of the
  programme content and assessment
• Medical delegates valued the different
  perspectives brought by other trainers and
  delegates
• Several GPs have progressed onto other M level
  modules on learning and teaching and two have
  completed their MSc

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PIPE 1 Conclusions 2

• Several non-medical candidates struggled to
  complete the programme for a variety of reasons
  including
• ability (some practice managers were unfamiliar
  with essay writing etc)
• lack of support in their workplace
• motivation, linked to direct applicability in
  their practice
• Some non-medical potential candidates found the
  course less attractive than other options due to
  
• funding difficulties
• lack of opportunities to practice as trainers in
  primary care

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PIPE 1 Future

• The New Trainers Course will continue to focus
  primarily on the training of GP trainers
• The course will also be open to others.
• The tutor team will remain multi-professional
  and model IL values
• Delegates will be expected to demonstrate values
  of IPL in their assessed coursework
• E.g. respecting the roles and professionalism of
  practice-based staff and other health and social
  care professionals in primary care
• drawing on other practice staff and health and
  social care professionals as resources in the
  training programmes of GP registrars (and others)
  

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Four PIPE Schemes

• Scheme 1 led by Oxford Deanery with Oxford
  Brookes
• Scheme 2 led by with Oxford Brookes University
  with
• Reading University, Thames Valley University
• Buckinghamshire Chilterns University College
• Scheme 3 led by Reading University with
• Oxford Brookes University
• Thames Valley University and
• Buckinghamshire Chilterns University College
• Scheme 4 led by Oxford University with Oxford
  Brookes

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PIPE 2

• Research questions
• How can IPL most effectively be incorporated into
  postgraduate teaching programmes?
• What are the key factors in promoting IPL in
  postgraduate programmes in teaching and learning?
  
• Partners
• MSc / MA programme teams in four partner higher
  education institutions (HEIs)
• Data collection and analysis
• Focus groups analysed using Radnors (2001)
  interpretive analysis for educational settings.
  

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Conclusions

• Three key aspects
• that IPL is perceived both by the programme team
  and participants as an approach to professional
  engagement which is applicable across their
  professional practice
• that participants experience modelling of IPL in
  a wide range of contexts
• that participants are provided with explicit
  opportunities to explore specific aspects of IPL
  including the role of the educator, perceived and
  intended outcomes, barriers and challenges to IPL
  and issues of power and hierarchy in IP contexts.

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Findings Theme 1

• IPL as an approach to professional engagement
• IPL concerned more with attitude and approach
  than a skill set
• Creating a climate conducive to IPL
• Value base of IPL extended into all professional
  relationships, educational and practice

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Findings Theme 2

• Importance of experiencing modelling of IPL in a
  variety of contexts, both educational and
  practice-based
• The value of time invested at the beginning of
  any IP initiative to enable the group to begin to
  see members as individuals.
• A commitment to collaborative learning by the
  facilitator.
• A mutual understanding that the process of
  learning is at least as important as the content.
• A fundamental belief that the learners are the
  most important learning resource present.
• The facilitator has the awareness, skills and
  willingness to deal with discrimination and
  conflict in positive ways which enable all
  present to learn from the process.
• The nature of the facilitator role is made very
  clear and will actively move between providing
  input to the group, facilitating the process and
  being a fellow learner.
• There is an understanding that the facilitator
  will invest part of themselves in the process.

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Findings Theme 3

• Issues relating to power and hierarchy in IP
  contexts
• I think it also helps people to explore, I
  think, some of the difficult issues about working
  in teams, which is about things like power and
  hierarchythis links with where people are in
  multiprofessional teams and so many of the big
  challenges when people come to be educators in
  the workplace are about their, especially if they
  are nurses, about their role in the team and how
  they might get undermined either by power and
  hierarchy and other peoples perceptions or their
  own perceptions of their power.
• (OP20)

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Findings Theme 3

• Issues relating to power and hierarchy in IP
  contexts
• ..by the time she had finished looking at what
  her role was, what the power was and how her
  leadership style could be enhanced in terms of
  facilitating the group, she took a more
  pro-active role in that group. Interestingly the
  medics stood aside and let her do that and she
  was able to take her agenda forward.
• (OP20)

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Discussion

• How important is it to develop the values of
  interprofessionalism?
• What are the opportunities?
• And what are the drawbacks?

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REFERENCES
DArmour, D. Oandasan, I. (2005)
Interprofessionality as the field of
interprofessional practice and interprofessional
education an emerging concept. Journal of
Interprofessional Care (May 2005) Supplement
18-20 Koppel, I. Barr, H. Reeves, S. Freeth, D.
and Hammick, M. (2001) Establishing a systematic
approach to evaluating the effectiveness of IPE.
Issues in Interdisciplinary Care Vol 3 (1) 41-50
Qualitative Health Research in Health care,
Consensus Methods for medical and health
research. Ed. Mays N. Pope C BMJ Publishing
Group Newell Jones (in prep) Embedding IPL in
programmes of postgraduate learning and
teaching. In Howkins E and Bray J (Eds.)
Preparing for Interprofessional learning and
teaching theory and practice. Oxford Routledge
Radnor H (2001) Researching your professional
practice doing interpretive research.
London Oxford University Press