IADR Abstract Archives
Shared, and Sharing Learning: An Innovative Multi-Professional Learning Collaboration
Objectives: A new multi-professional collaborative learning programme (MPCLP) brings together diverse healthcare practitioners. Events address the ever-changing needs of the healthcare workforce and respond to drives towards multi-professional working and the creation of primary care (GP) clusters. The programme is co-ordinated by representatives from the postgraduate centres for dentistry, GP, pharmacy at Cardiff University, and later optometry. Sessions focus on topics relevant to these complementary healthcare groups. Two group learning sessions have taken place. This study explored the acceptability of the use of multi-professional collaborative learning sessions as a mode of learning in healthcare.
Methods: Two MPCLP sessions were studied: one on Significant Event Analysis (SEA), the other on Dementia. Participants completed pre- and immediately post-session questionnaires.
Results: Completed questionnaires were received from 55 attendees: 9 dentistry/7 GP/7 pharmacy professionals from the SEA event; 14 dentistry/7 GP/6 pharmacy/5 optometry from the dementia event. Attendees reported that learning outcomes were met (86% SEA/92% Dementia). 77% SEA and 81% Dementia respondents indicated that they would be making changes to their practice following the session. They reported that it was valuable to include other professional groups’ understanding of the topics: “Gives a different perspective on questions and a more rounded educational result”. This lead to standardisation of knowledge and service delivery: “Ability to network” and “learn to sing from same hymn sheet”. All professions believed in MPCLP as an idea but more dentistry professionals “believed deeply in the principle of multi-professional learning”. Responses were positive to holding future collaborative events.
Conclusions: MPCLP supports collaboration across professions leading to a co-ordinated approach to professional education. Attendees’ reflections on the sessions suggest that collaborative shared learning addresses their needs and is a valued mode of delivery. As it becomes established, the MPCLP has potential to broaden its approach to both the topics and the professions with which it engages.
Methods: Two MPCLP sessions were studied: one on Significant Event Analysis (SEA), the other on Dementia. Participants completed pre- and immediately post-session questionnaires.
Results: Completed questionnaires were received from 55 attendees: 9 dentistry/7 GP/7 pharmacy professionals from the SEA event; 14 dentistry/7 GP/6 pharmacy/5 optometry from the dementia event. Attendees reported that learning outcomes were met (86% SEA/92% Dementia). 77% SEA and 81% Dementia respondents indicated that they would be making changes to their practice following the session. They reported that it was valuable to include other professional groups’ understanding of the topics: “Gives a different perspective on questions and a more rounded educational result”. This lead to standardisation of knowledge and service delivery: “Ability to network” and “learn to sing from same hymn sheet”. All professions believed in MPCLP as an idea but more dentistry professionals “believed deeply in the principle of multi-professional learning”. Responses were positive to holding future collaborative events.
Conclusions: MPCLP supports collaboration across professions leading to a co-ordinated approach to professional education. Attendees’ reflections on the sessions suggest that collaborative shared learning addresses their needs and is a valued mode of delivery. As it becomes established, the MPCLP has potential to broaden its approach to both the topics and the professions with which it engages.