Developing Open Educational Resources for Interprofessional EducationPresentation Transcript
Developing Open Educational Resources for Interprofessional Education Jacqui Williams, TIGER Academic Lead, De Montfort University Ming Nie, TIGER Evaluator, University of Leicester 12 May 2011 OER 11, Manchester
TIGER collects, develops and shares reusable, customisable Open Educational Resources (OERs) designed for Interprofessional Education (IPE) in Health and Social Care between the three institutions, academics, their existing communities of practice, employers and the wider community.
What is IPE ? IPE occurs when students learn about each other’s professional practice to enable more effective collaboration and improve health outcomes (Barr, 2002).
Regional IPE strategy
Developing interprofessional competencies, before and beyond registration The Three Strand Model Learning beyond registration Strand One Strand Two Strand Three Practise where possible Practise where possible How IPE is taught?
Competence Framework How IPE is taught?
The Leicester Model of IPE How IPE is taught?
Students in an IPE session
Local, national and international need for enabling IPE
Need for OERs to benefit IPE in Health and Social Care
Solve ongoing challenges in cross-professional collaboration by:
Identifying, collecting, developing and releasing reusable and customisable OERs
Enabling wider and open access to OERs in work-based settings
Why OER for IPE ?
TIGER OERs Topics of TIGER OERs Learning hours Leicester model (Inequalities in Health) 170 Learning Inter-Professionally 30 Team working and collaborative practice (undergraduate & postgraduate) 52 Patient safety 50 Service improvement 30 Learning public health 200 Interprofessional proactive care and rehabilitation 10 TOSCE: Team Objective Structured Clinical Examination 10 Postgraduate certificate in practice education 400 Disability 30 Mental health 50 Dementia 22.5 Prescribing 90 Stroke 20 Diabetes 20 Diabetes in the young 100 Neuro rehabilitation 200 Listening 50 Police, paramedic and midwifery IPE 30 Interviews with IPE experts 20 Total 1584.5
TIGER evaluation Key stakeholders Evaluation angles Data collection methods Staff (academics, managers, copyright officer, technical support) Considerations in pedagogical design; challenges and problems in the process Semi-structured interviews Students Use of and access to OERs; benefits to learning; problems and difficulties in use Focus group interviews Semi-structured interviews Online questionnaire survey Practitioners Wider and open access in work-based settings Problems and difficulties in use Semi-structured interviews
Challenges in pedagogical design
Interaction is key for IPE
From face-to-face to OER
From contextualised to generic
Issues in copyright
First pilot: June 2011, De Montfort University
Format: two half day workshops
20-30 student Nurses, Social workers and Midwives
Test two OERs: Dementia, Disability and Parenting
Navigation through TIGER repository, review of the two OERs
Group tasks to complete
Focus groups for evaluation
SCORE Fellowship: Sept 2011 – Jun 2012
Support of 10 UK wide practice IPE champions in the use of the TIGER repository
Evaluate the use and impact of the TIGER OERs on health care professionals in the UK
Contact us Email: Website: Blog: Twitter: http://www.northampton.ac.uk/tiger Jacqui Williams (JWilli13@dmu.ac.uk) Ming Nie (email@example.com)