Learning Layers and CAMERA Informal Learning Workshop - July 2014
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The presentations given at the Learning Layers and CAMERA workshop in Plymouth on the 23rd July. Gives an overview of the Learning Layers research project, which is exploring how technology can support informal learning in small and medium-sized enterprises. Introduces the 4 Learning Layers tools being developed to support learning in healthcare - GP practices.
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Learning Layers and CAMERA Informal Learning Workshop - July 2014
- 1. http://Learning-Layers-euhttp://Learning-Layers-eu Learning Layers Scaling up Technologies for Informal Learning in SME Clusters Informal Learning in GP Practices 1 Tamsin Treasure-Jones Dr John Bibby and Rosemary Dewey Leeds Institute of Medical Education WSYB Commissioning Support Unit t.treasure-jones@leeds.ac.uk john.bibby@bradford.nhs.uk rosemary.dewey@wsybcsu.nhs.uk Prof John Cook and Dr Patricia Santos University of the West of England John2.cook@uwe.ac.uk and patricia.santosrodriguez@uwe.ac.uk Developing tools to support individual, team and cross-organisational learning
- 2. http://Learning-Layers-eu Our aims for today • Introduce you to the Learning Layers project • Check whether our findings on informal learning in GP practices match your experience • Show you the early prototypes of the Layers tools and hear how you would like these to be developed • Explore the potential for working together 2
- 3. http://Learning-Layers-eu Your aims and objectives 3
- 4. http://Learning-Layers-eu Agenda 09:15 Learning Layers Introduction 09:30 Informal Learning in GP Practices – Initial findings from year one 10:00 Round Table Discussions 10:45 Coffee/tea 11:05 Informal Learning Story 11:10 Introduction to the Learning Layers Tools – Demo Tables 12:10 Placing the Learning Layers Tools in the Story 12:15 Feedback on tools 12:35 Links between the tools and appraisal 13:15 Closing remarks and lunch 14:15 Informal discussions on potential joint work 4
- 5. http://Learning-Layers-eu Learning Layers Objectives • Understand how informal learning takes place in and between GP practices (SMEs) • Identify potential for technology tools to support this learning • Develop and pilot these tools • Design based research – use the co-design and development process to refine our educational theories and understanding 5
- 7. http://Learning-Layers-eu Learning Layers Project Consortium 7 Project Coordination Technology Research Regional Application Clusters Scaling Partners Technology Partners Healthcare – Leeds Construction & Building – Bremen
- 9. http://Learning-Layers-eu Four year research project 9
- 11. http://Learning-Layers-euhttp://Learning-Layers-eu Learning Layers Scaling up Technologies for Informal Learning in SME Clusters Empirical study of informal learning in GP Practices Dr Micky Kerr Leeds Institute of Medical Education m.p.kerr@leeds.ac.uk
- 12. http://Learning-Layers-eu Empirical Study: Healthcare • Aims and Objectives To understand how learning current workplace learning within primary care To identify how technology could effectively support and enhance this learning • Research Issues and Questions Learning needs in the workplace People; Digital and Physical Artifacts Challenges and Opportunities > Support; Enhance Learning Practices in Healthcare Networks 12
- 13. http://Learning-Layers-eu Context & Participants • GP Practices • Multi-Disciplinary Healthcare Professionals Practice Managers General Practitioners Practice Nurses Healthcare Assistants Diabetes Specialist Nurses Data Quality / IT specialists • 6 Healthcare Networks
- 14. http://Learning-Layers-eu Methodology • Data Collection Focus Groups Interviews (Graphical Elicitation; Snapshot) Observation of Meetings Learning Diaries • Data Analysis Qualitative; Thematic
- 15. http://Learning-Layers-eu Findings: Workplace Learning • Focus on patient care and keeping up-to-date • Essential vs. Nice to knowTime • Navigating resources and targeting relevancy • Sharing vs. Overload Information • Variation by role and perceived needs • Face-to-face vs. Opportunities Network Support • Value of specialist knowledge and expertise • Person vs. ServiceSpecialist Support Healthcare professionals in GP practices
- 16. http://Learning-Layers-eu Findings: Learning in Networks • Transferring good practices across CCGs • Piloting solutions Commissioning Support Unit • Defining local health strategy and priorities • Developing practices and services to fit Clinical Commissioning Group • Translating research evidence into practice • Co-ordinating quality improvement activities Academic Health Sciences Network • Offering peer-support • Sharing resources to implement local projects Practice Managers Forum • Providing on-line support and advice • Facilitating access to wide expert network GP Social Media NETWORK GOALS
- 17. http://Learning-Layers-euhttp://Learning-Layers-eu Learning Layers Scaling up Technologies for Informal Learning in SME Clusters Tools to assist learning in Primary Care Dr John Bibby FRCGP
- 18. http://Learning-Layers-eu GMC supporting information requirements • There are six types of supporting information: 1. Continuing professional development 2. Quality improvement activity 3. Significant events 4. Feedback from colleagues 5. Feedback from patients (where applicable) 6. Review of complaints and compliments 18
- 19. http://Learning-Layers-eu Apps/Technology to support informal learning & continuing professional development. • Provision of Information • Decision aids • Recording of learning activities • Recording of learning needs • Recording of Informal learning • Individual/Team • Enabling the whole to be greater than the parts 19
- 20. http://Learning-Layers-eu Provision of Information • NICE • Map of Medicine • www.patient.co.uk • Educational Courses BMJ Learning/RCGP • Apps: 20
- 21. http://Learning-Layers-eu Decision aids • Map of Medicine • SystmOne • Various Apps 21
- 22. http://Learning-Layers-eu Recording of learning activities • Appraisal Toolkits – Premier IT – Clarity – RCGP • Osmosis 22
- 23. http://Learning-Layers-eu Recording of learning needs • PUNS & DENS – SystmOne – Xls – Evernote – Osmosis – PAPER 23
- 24. http://Learning-Layers-eu Roundtable Discussion Questions 1. Do these findings match your experiences? Are there any significant differences? 2. What (learning) networks are you involved in and how do these support you? 3. How do you currently use apps and technology to support your learning? 24
- 25. http://Learning-Layers-euhttp://Learning-Layers-eu Learning Layers Scaling up Technologies for Informal Learning in SME Clusters A Healthcare Learning Story 25 One possible informal learning story as identified in the year one research
- 26. http://Learning-Layers-eu A Healthcare Learning Story Developing an implementation plan for new guidelines 26 Paula attends briefing meeting
- 27. http://Learning-Layers-eu A Healthcare Learning Story Finding and reviewing material 27 Paula reviews and organises her notes
- 28. http://Learning-Layers-eu A Healthcare Learning Story Help Seeking 28 Paula asks others for information and advice
- 29. http://Learning-Layers-eu A Healthcare Learning Story Writing and sharing the plan 29 Paula develops an implementation plan
- 30. http://Learning-Layers-eu One of many similar stories 30 • Introducing a new service • Developing a funding bid (collaboratively) • Reviewing a service • Significant event analysis • Complaint review
- 31. http://Learning-Layers-eu Learning Layers Tools 31 Living DocumentsBits and Pieces Help Seeking Reflect
- 32. http://Learning-Layers-euhttp://Learning-Layers-eu Learning Layers Scaling up Technologies for Informal Learning in SME Clusters A Healthcare Learning Story 32 One possible story showing where Learning Layers tools provide support
- 33. http://Learning-Layers-eu A Healthcare Learning Story Capturing initial thoughts 33 Personalisable set of prompt questions Audio capture of your answers Transcription and export of your answers Quick and easy capture of initial thoughts and reflections using the Kevin Reflect App Paula attends update meeting
- 34. http://Learning-Layers-eu A Healthcare Learning Story Organising and Sharing 34 Add new learning notes Search for related material added by colleagues Review and organise Bits and Pieces - Visual tools to organise and share both formal and informal learning Paula reviews and organises her notes
- 35. http://Learning-Layers-eu A Healthcare Learning Story Sharing & Help Seeking 35 Developing, maintaining and using online personal & shared networks to support learning Paula asks others for information and advice
- 36. http://Learning-Layers-eu A Healthcare Learning Story Collaborating & Developing 36 Share documents for comments and ratings Monitor maturity – views, ratings, activity Share mature documents and monitor access Living Documents – Tools to support the shared development and maturing of knowledge Paula develops an implementation plan
- 37. http://Learning-Layers-eu Learning Layers Open Design Library 37 http://ODL.Learning-Layers.eu
- 38. http://Learning-Layers-eu Discussion of the tools • How do you think these tools could support your informal learning? • What additions would you want to make to these tools? • Any other questions or comments 38
- 39. http://Learning-Layers-euhttp://Learning-Layers-eu Learning Layers Scaling up Technologies for Informal Learning in SME Clusters Links Between the Tools & Appraisal Dr John Bibby and Dr Hilary Neve 39
- 40. http://Learning-Layers-eu Medical Appraisal: the process Appraisal covers the whole scope of the doctors work Appraisal Discussion Personal Development Plan Summary of Appraisal Supporting Information Inputs Outputs QualityAssurance GuidanceandTraining Challenge Reflection Confidential Appraiser statements Sign-off by Appraiser and Doctor Achievements Challenges Aspirations Scope and Nature of Work Personal Development Plan Review Clinical Gov Information? 40
- 41. http://Learning-Layers-eu Recording of learning activities • Appraisal Toolkits – MAG – Premier IT – Clarity – Royal College 41
- 42. http://Learning-Layers-eu Key links and contacts • Learning Layers website http://learning-layers.eu • Learning Layers Open Design Library http://odl.learning-layers.eu • Contact us t.treasure-jones@leeds.ac.uk learninglayers@leeds.ac.uk 42
Editor's Notes
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- Research Aims and Context This work aims to explore and understand current workplace learning, within the context of primary care (multi-disciplinary healthcare professionals working in GP practices), and to identify how technology can support and enhance the learning. Pertinent challenges include: Managing increasing complexity (patient cases; providing specialist care services Responding to change (e.g. re-organisation), while driving innovation and improvement in clinic practices to reflect new knowledge (re: guidance, treatments and medications). Push to embrace and use new technologies, and engage in on-line working and learning. Research Issues and Questions How do staff currently identify and meet their learning needs in the workplace? What role do other people, digital objects and physical objects have in this learning? What barriers and challenges are there to addressing their learning needs? What opportunities are there for technology to support and enhance this learning? Learning Practices in Cross-Organisational Networks Clinical Support Unit (Customer Relationship Managers) Clinical Commissioning Group (Communication Task and Finish Group) Practice Managers Forum GPs Social Media Network Academic Health Sciences Network (Academy Fellows) Appraisal Leads Network
- Qualitative Data Analysis Audio-recordings; Transcriptions; Fieldnotes Thematic Analysis Identifying, analysing, and reporting patterns Coding Top-down through research interests Bottom-up from data Prevalence; Importance; Exceptions
- Learning in this workplace context is multi-faceted and opportunistic, with informal and formal characteristics, plus an intentional dimension.
- ADDITIONAL NOTES > POSSIBLE ALTERNATIVE SLIDE? Network characteristics Variation in formality and geographical reach Networks inter-related and can often rely on personal relationships and contacts. Informal learning and knowledge sharing practices Networking, i.e. the get together of members, as key occasions for sharing experiences and collecting knowledge and ideas. Filtering and distributing information (typically via email) Recommendations and solutions tend to be built, and adapted to the local context and and then piloted. Networks are used for searching experts.
- The GMC document (pre-course reading) states:”There are six types of supporting information that you will be expected to provide and discuss at your appraisal at least once in each five year cycle. They are…” as above. The GMC also says: “The nature of the supporting information will reflect your particular specialist practice and your other professional roles. For example, an appropriate quality improvement activity will vary across different specialties and roles.” This is included to ensure that doctors who have particular issues e.g locums or doctors working in isolated practice can find appropriate ways to demonstrate their competence across all 12 attributes even if they are not able to do what a more mainstream doctor could.
- Names listed are those Learning Layers colleagues who are present here today at the workshop. Many more individuals have also been involved in the work as indicated by the next slide.
- Note this can be contrasted with current situation where nurses and healthcare assistants in particular will rely mainly on asking colleagues who are there at the time (face to face communication) and doctors will have just a few key names who come to mind. Wider views and input may be currently missed. The Seek Support tool supports her in easily identifying key colleagues or networks who may be able to answer her question, makes recommendations based on similar queries asked by others and allows her to manage her personal network, rating and tagging people as well as answers and resources.
- Bits and Pieces – helps staff to record, develop and share their informal learning – collecting essential and nice to know – possible potential to address time issues, evidence of workplace learning (informal as well as formal) and support for deeper/broader understanding and learning? Living Documents – allows staff to develop, collaborate and share information and knowledge through living documents – addresses issue of information overload, losing track of relevant info in email, helps to keep all discussion and development of an idea/proposal/plan in one place. Allows sharing and further development with others when ready. Help Seeking – support for a network or a community, particularly one that is spread out across different organisations or a large geographic area. Allows people to ask and answer questions, share expertise and experiences. Particularly helpful for connecting staff working in small practices. Currently all three tools are being developed separately, but the design teams are in regular communication and the ultimate goal is that these would be come together (be integrated).
- Names listed are those Learning Layers colleagues who are present here today at the workshop. Many more individuals have also been involved in the work as indicated by the next slide.
- Using a GP as the example, but the tools are aimed at supporting all members of the clinical team (GP, Diabetic Specialist Nurse, Practice Nurse, Healthcare Assistant and Dietician) and also the Business Manager Paula is the lead GP in the diabetes clinic based at her practice. Some new national guidelines have been issued related to the management of diabetes. Paula attends the update meeting that is run in her region. She has previously set up in her Reflect App a set of prompt questions to ask herself immediately after any update or training session. As she drives back from the event she turns on the Reflect App and chooses the training prompt questions. Kevin talks to her, asking her the prompt questions and she responds. Her verbal answers are recorded and automatically transcribed and when she returns to the practice she can easily access these notes and import them into any other system or software.
- Paula adds her reflection notes and the update slides to her collection of material in Bits and Pieces. Bits and Pieces can be used to record and store a wide range of media (text, audio, images, weblinks etc) similarly to Evernote, but with the addition of then offering a range of different visual ways of viewing (timeline, tag cloud, map) and organising (collections, layers, network) that material as well as supporting sharing. She searches for other related material added (and shared by her colleagues). She can use the tag cloud view to do this and the system can also recommend related material based on her colleagues’ shared collections. She then reviews her gathered collection of material related to the new guidelines and she can choose to share this material with colleagues, add tags and associated actions/reminders for herself. This will allow her to later identify where she needs to do further research and also to identify learning material or notes that can be used as part of her revalidation / appraisal submission.
- When reviewing and organising the material, Paula realises she has a few questions that were not answered during the update meeting. She uses the Seek Support tool to contact her personal network and ask colleagues (both inside and outside her practice) if they can answer her queries. Note this can be contrasted with current situation where nurses and healthcare assistants in particular will rely mainly on asking colleagues who are there at the time (face to face communication) and doctors will have just a few key names who come to mind. Wider views and input may be currently missed. The Seek Support tool supports her in easily identifying key colleagues or networks who may be able to answer her question, makes recommendations based on similar queries asked by others and allows her to manage her personal network, rating and tagging people as well as answers and resources.
- Based on what she has learned (from the update session, from reviewing the shared material in Bits and Pieces and from the answers she received from her support network), Paula believes that the practice will need to make some changes in order to implement the new guidelines. She asks some colleagues (both within her practice and potentially others from her learning network whose practices may also be looking to make these changes) if they will work with her to help develop an implementation plan for the new guidelines. Using the PANDORA system, she writes the first draft of a short report for her colleagues, in which she summarises the new guidelines and proposes a plan for how these should be implemented within the practice. She shares the draft report with the selected colleagues and invites them to read it and comment on it using the PANDORA tool. Her colleagues can comment on and rate different sections of the report. Once the plan is agreed then it is shared with the whole practice and the PANDORA system allows the key changes to be highlighted (for certain roles) so Paula’s colleagues can quickly identify which parts are most relevant to them and can indicate that they have read them. This enables the practice manager to monitor and ensure that people are up to date with the latest guidelines and working practice.
- Further information these 4 tools and other Learning Layers design ideas can be found on the Open Design Library.
- Introducing the structure of medical appraisal as inputs, discussion and outputs