Collective learning happens informally through experiential and implicit processes, and is important for healthcare teams. It allows teams to cope and improve patient care through relational awareness. While collective learning occurs naturally in primary care teams, secondary care teams face more barriers due to how "team" is defined. However, opportunities for teams to meet, share experiences, and work together can help overcome barriers and facilitate collective learning and improvement across healthcare contexts.

1. Collective Learning,
Change and Improvement
in Healthcare Teams
NHS Education for
Scotland
Diane Kelly

2. Overview
• The Past – How I got here – the Learning
Practice Inventory
• The Present – understanding differences between
Primary and Secondary Care
• The Future - Learning from revalidation – MSF and
working with colleagues

3. Learning Practice Inventory
in General Practice

4. Collective Learning, change and
Improvement in Primary Care
• Purpose
• General practice, pharmacy, dental teams
• Key messages

5. collective learning happens informally
is a powerful team coping mechanism that develops
through
experiential, evolving, and implicit learning processes.

6. • Learning is relational
• Natural tendency towards QI
• Teams which have had opportunities to develop their
relational awareness are better equipped to use that
knowledge to optimise patient care

7. Collective learning, change and
improvement in secondary care
• Purpose
• Main messages

8. • What is a team? a contested concept in secondary care
• Potential for QI in secondary care inhibited
• Reliance on questions

9. Learning from revalidation- Working with
colleagues
• Experience gained through developing Multi-source
feedback for doctors in primary and secondary care

10. Conclusions
• Collective learning is a relational, informal process
necessary for patient care
• Providing opportunities to meet and share, work together
• Work to reduced systematic barriers