Setting off

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Setting off
There was maybe an external driver, team work,
but at the same time we introduced a common
course architecture everything went into
modules, some of which could be shared across
courses so we tried for shared learning - a
natural extension along with the natural
environmental situation There was also an
opportunity to get funding . Unfortunately they
didnt fund us but we decided to go ahead anyway

• Impetus and opportunity
• The art of the possible
• From shared learning to IPE

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Keeping going

• In a faculty board meeting, IPE sits as an
  agenda item so you update etc. but when you come
  to a sticky bit the chair will say well you need
  to link with programme leads to make that happen,
  when you try to contact them its not a direct
  No but its as though its fudged to the extent
  that they have used their professional knowledge
  of their programme to be able to justify why
  were already doing it or some other excuse
  like treacle.

• Getting buy in from staff and managers
• Listening to students
• Marriages, separations, hard work (and money)

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Shoehorning and squeezing

• from uni perspective we are going from 20, 40,
  80 to a 15, 30, 60 credit system to bring us in
  line with other unis. This is being used as a
  reason to examine curricula again, NM being done
  first, AHPs and SW will go though this in the
  next 4 years
• Trying to keep going, when youve got so many
  drivers and revalidation at different points,
  keeping an ipe thread is problematic. You need IP
  champions in the curriculum, by default the
  module leaders become the IP champions, but you
  have to keep banging the ipe drum.

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Vulnerabilities 1 Research

• We have put in some HEA bids for IPL not
  successful. Got some internal funding but
  other demands taken precedence over research and
  publications
• No one here doing any research into IP
  working
• I have been told my IP stuff wont be entered in
  faculty REF because IP is not a priority for the
  faculty ... theres no educational research
  included in faculty priorities, money for our
  previous research came from workforce development
  money

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Vulnerabilities 2 Practice

• In 2001 we started with 5 week placements
  couldnt sustain this
• The training ward collapsed after 3 years not
  sustainable from staff perspective and for
  students
• It hasnt been possible to provide IPE in
  practice, we want to try again, but without
  putting an added burden on overworked mentors
• The context out there a very varied workforce
  and workers who cannot guarantee the importance
  of IP working very variable quality of IP for
  students to learn from complex cultural issues
  in work setting
• We could equip students with IP frameworks, e.g.
  capabilities and work with that in practice, but
  managed by uni rather than practice our
  documents are not that far ahead to have mentors
  facilitating student experience IP practice
  learning

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Misalignments

• (Re)validation
• We went through every disciplines documents,
  and IPL is in every one but may need
  translating for the educators and you are
  competing with all the other requirements in the
  documents.
• Im uncomfortable in saying this but effect of
  staying in same revalidation process is that it
  was another year and a half of meetings etc to
  make sure validation and QAA happened
• Assessment of students
• For some courses IPE is mandatory re
  attendance . Each course has different
  approaches, different sanctions OTs
• have competency statements re multi-disciplinary
  practice but not other students, medicine have a
  different placement management process

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Lining up

• Professions and faculties
• Regulatory requirements
• Assessment
• Practice learning
• Validation procedures and revalidation cycles
• Recognition (and reward) for IP facilitation
• Policies promoting the conditions for IPE across
  the UK

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Creating, recreating and listening hard

• Learning from lives shut down a few years ago
  due to curriculum development in the medical
  school. Everyone loved it but it was a fixed
  module that took everybody, medical students had
  rotations of 30, plus 200 sw twice per year. GMC
  increased exams and these needed to be end of 1st
  semester. Wanted to drop the disability content
  into other parts of the curriculum. But we lost
  it and all those involved in practice got
  involved in newer bits of ipe. Now looking at
  community hospitals for other students to join up
  with medics there.
• An example of adapting creatively to changing
  curricula