Unit 1: Inter-professional and
Adult Learning
Aim
• Explore the concept of inter-professional learning
• Provide an overview of adult learning and its
application within practice
Learning outcomes
• Describe the key elements of inter-professional
learning
• Discuss the benefits and challenges of interprofessional learning
• Describe key elements of adult learning theories
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Group introductions
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Reason for attending course
Icebreaker
Experiences of inter-professional learning
Ground rules
Review of aims and learning outcomes
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Inter-professional Education
Centre for the Advancement of Interprofessional Education
(CAIPE)
• "Inter-professional education occurs when two or
more professions learn with, from and about each
other to improve collaboration and the quality of care"
(CAIPE 2002).
• CAIPE uses the term "inter-professional education"
(IPE) to include all such learning in academic and
work based settings before and after qualification,
adopting an inclusive view of ‘professional’.
www.caipe.org.uk/resources/principles-of-interprofessional-education/
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Context
• Modern healthcare often provided by a variety of
disciplines working together
• Therefore, at least some our professional
development and learning should be experienced
together
• Potential for inter-professional to improve
collaborative working through shared learning
• Extreme consequences of situations where
professions do not collaborate have been highlighted
in recent years
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Principles of Inter-professional
Education (CAIPE)
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Values
– Respects individuality, difference and diversity within and between
professions
– Sustains the identity and expertise of each profession
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Process
– Encourages student participation in planning, progressing and
evaluating their learning
– Enables the professions to learn with, from and about each other to
optimise exchange of experience and expertise
Outcomes
– Engenders interprofessional capability
– Enhances practice within each profession
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www.caipe.org.uk/resources/principles-of-interprofessional-education/
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Group Discussion
• What are the benefits of IPL and to whom?
• What challenges does IPL bring and for whom?
• Thinking about inter-professional learning you have
delivered or experienced – why did it go well or
badly?
• Group consensus of key elements of IPL
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What is Learning ?
http://www.learningandteaching.info/learning/whatlearn.htm
• What is taught is not the same as what is learned.
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We all see things differently
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We are organised differently
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We go about doing things
differently
but usually end up in the same place
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This is because our brains are
‘wired-up’ in a way which is
unique to us and our
experiences!
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Theories of LearningHumanistic
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Focus on adult learning
Value driven
Natural desire to learn
Learners are empowered and have control over the
learning process
• Teacher relinquishes authority and becomes a
facilitator
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Pedagogy and Andragogy
Pedagogy
Convergent
Rote
Teacher Centred
Androgogy
Freedom
Divergent
Active
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Adult Learners
(Brookfield 1986)
• Not beginners – in a continuing process of growth
• Bring a package of experiences and values – each
unique
• Come to education with intentions
• Bring expectations about the learning process
• Have competing interests – the realities of their lives
• Have their own set patterns of learning
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Key Features of Productive Adult
Learning ( Rogers 2001)
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Conducive climate established
Learning activities relevant to circumstances
Learner’s past experiences used in process
Engagement of learner in design of process
Encourage learner to be self-directed
Educator facilitative rather than didactic
Individual learner’s needs and styles taken into
account
• “The purpose of adult education is to help them to learn, not to
teach them all they know and thus stop them from carrying on
learning.”
Rogers 2001
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Andragogy (Knowles 1978)
• Adults
– need to know why they need to learn
– need to learn experientially
– approach learning as problem solving
– learn best when the topic is of immediate
value
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Andragogy (Knowles 1978)
• Instruction for adults needs to focus more on the
process and less on the content being taught.
• Strategies such as case studies, role playing and self
evaluation are useful.
• Instructors adopt role of facilitator or resource rather
than lecturer
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Adult LearningMotivation
• Intrinsic motivation
– doing something for its own sake
– enthusiasm, commitment, desire
• Extrinsic motivation
– doing something for some other reason in order
to gain award or avoid negative consequences
– co-operates
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Types of learning
• Surface Learning
Learning by rote and memorising facts without
necessarily putting into perspective and often
imposed
• Deep Learning
Understanding meaning, interactive with
content, relates to new ideas and builds on
previous knowledge and relates to evidence
and logic
• Strategic
Learning for exams. Finds out how to answer
questions in order to plan how to pass.
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Levels of motivation (Maslow 1987)
http://www.learningandteaching.info/learning/motivation.htm#Levels of
Motivation
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Educational Hierarchy
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AUTONOMY
Confident in self and able to take control of own
learning, job direction, other interests etc.
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SELF ESTEEM
Comfortable with developed registrar status and
copes with uncertainty, has balance between
professional and private life etc.
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RECOGNITION
Copes with criticism, looks for new ideas and
experiences, confidence increasing in softer
GP topics etc.
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CONFIDENCE
Increasingly able to work with team, deal with
social issues, needs assess and bonds with trainer
etc.
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SAFETY
Asks for help, increasingly competent with
basics, benefits from trainer’s help and support
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SURVIVAL
Getting bearings and learning basics whilst
identifying own personality etc.
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The Process of Transition
http://www.businessballs.com/freepdfmaterials/processoftransitionJF2012.pdf
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Group Discussion
• How do these theories relate to you as a
learner and to the learning environment?
• How do you create a positive learning
environment?
• What other theories do you like or use?
• How are these theories useful and how can
we apply them ?
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