Material relating to the Leicester Model is now available

Material relating to the Leicester model is now available on the TIGER repository and on JORUM.

The model develops the knowledge, skills and attitudes of learners, to formulate effective interprofessional patient-centred health and social care

 

 

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Parenting and Disability material now available

Material relating to Parenting and Disability is now available on the TIGER repository and on JORUM.

It appears that the need for disabled parents to access information and equipment to help fulfil their role as parents is not being met. Parents with disabilities experience similar concerns of all women embarking on motherhood but their additional concerns are not always acknowledged by health care professionals. This learning package includes materials which enables students and facilitators to learn about the needs of parents with disabilities. The target audience is learners who are involved in maternity care and the early weeks of parenthood.

 

 

 

 

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Dementia Awareness now live

Material relating to Dementia Awareness is now available on the TIGER repository and on JORUM.

‘Imagine a world where Alzheimer’s is a distant memory’ – author unknown The aim of this session is to provide a basic introduction to dementia. It is aimed to provide an overview of dementia for people with little knowledge and/or experience in this area of practice.

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Diabetes interprofessional education (IPE) e-learning course now available

The Diabetes interprofessional education (IPE) e-learning course from TIGER is now available on the TIGER repository and on JORUM.

This course explores how interprofessional working can enable students to learn together and understand the central place of people who have diabetes as well as how this might impact on their families.

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Stroke interprofessional education (IPE) e-learning course now available

Material relating to the Stroke interprofessional education (IPE) e-learning course are now available on the TIGER repository and on JORUM.

This course explores how interprofessional working can enhance the care of a patient who has suffered a stroke. It will enable students to learn together and understand the central place of patients and their carers.

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Team Objective Skills Clinical Examination (TOSCE) now available

Material relating to Team Objective Skills Clinical Examination (TOSCE) is now available on the TIGER repository and on JORUM.

“The workshop is delivered in the third year of the midwifery programme as part of the preparation for qualifying as a registered midwife and commencing qualified practice. Prior to the event the students have had uniprofessional theoretical input and individual practice at the emergency skills in a clinical skills laboratory. Some students may have already had first hand experience of the emergency scenario in practice with their mentor.”

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Learning Inter-Professionally Resource goes live on the TIGER repository

After months of work the first OER resource which has passed the stringent quality checks of the TIGER project has been made live on the TIGER repository and also linked from JORUM Open.

The Learning Inter-Professionally (LIP) OER is presented as an on-line module for strand 2 students, some of whom may be on community placement. However, it can also be repurposed and presented face-to-face as small group work in a classroom environment. It encourages interaction between contrasting health and social care students, as they consider a complex case study with multiple social and health care requirements.

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TIGER contributes to OER Infokit (Quality Considerations)

The quality process developed by the TIGER project has just been accepted as a resource on the JISC / HEA OER Infokit.

The process was developed over a series of months to provide an explicit methodology to help understand how TIGER could develop quality OERs from the resources which were being provided.

The link to TIGER may be found on the OER infokit

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Northampton TIGERS – it’s a wrap!

As part of TIGER (Transforming Interprofessional Groups Through Educational Resources) Paramedic science and midwifery health professionals at the University of Northampton have joined forces with the police in the School of Social Science and academics and students from the School of the Arts to develop a new interprofessional learning resource.

Initially academics from health and social science met and agreed it would be really helpful to develop some interprofessional learning resources that focussed on situations where these three professionals found themselves working together. Interprofessional education has been an important part of health education at the university for ten years with a growing number of professions becoming involved. There has been much discussion about the police being involved in some interprofessional learning with recognition that new resources would have to be developed to effectively meet the needs of specific groups of students. At the CAIPE (Centre for advancement of Interprofessional Education) corporate forum, held at Leicester University in March 2011, the plans for this work were presented and there is some interest in this resource from the interprofessional education community.

Over some months a scenario was developed based on a real case of domestic violence involving a young pregnant woman with some amendments to ensure anonymity and to highlight interprofessional learning opportunities. Initial thoughts were that students could role play, this was discarded as we felt students would focus on the role rather than interprofessional learning. We then thought actors could role play with students observing and then facilitated discussion however it was felt this would be difficult to replicate and may difficult to organise as a regular event. It was agreed to ask acting students to play the role and we would film this giving us a resource that we could reuse with different groups of students with relative ease. This was where it really got interesting as the performing arts tutor began to work with us and the students, auditions were held on 13th May, the actors cast and filming set for 20th May.

On 20th May, acting, paramedic, police and midwifery professionals were at the ‘scene of crime’ house used for police training in Northampton with 2 police students and 8 acting students. We (health) had turned up with our Flip cameras thinking we would just point and film and be finished by lunchtime – not to be the case! Within an hour one of the Arts tutors had borrowed some equipment to make a broadcast quality film. We spent the whole day drawing storyboards, rehearsing and filming with the acting tutors directing the filming, with students operating the film equipment. Students put great effort into their acting roles with health and police professionals offering advice and guidance on the authenticity of their professional representation.

Why have I blogged this? Everyone involved enjoyed and benefitted from this experience and while our original aim was to develop resources for interprofessional learning what happened was that as a team we demonstrated effective interprofessional working and learning. There was great sharing of skills and expertise, definite learning with, from and about each other and the outcome benefitted from this. I learned about filming, the limitations of Flip, the benefits of having the right equipment and also importantly having someone with the knowledge and expertise required for the job. I also learned that every room has its own sound!

The film is currently being edited and it will be available as an open educational resource (OER) in the TIGER repository later this summer.

Key words: interprofessional education, TIGER, open educational resources (OERs), ukoer

Ali Ewing

Interprofessional team on set

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TIGER presentation at OER 11 conference

Yesterday, Jacqui and Ming presented TIGERat OER 11 conference at the Manchester Conference Centre.

The presentation focused on TIGER’s work in transforming and developing Interprofessional Education (IPE) materials as Open Education Resources (OERs). Jacqui began with an introduction to the TIGER project. She then moved on to explain what IPE is; what the regional strategy for IPE is; how IPE was taught across the three institutions; and why we need OERs for IPE. She demonstrated the OER topics that TIGER will deliver, and learning hours, and showed the TIGER repository. Ming’s part mainly focused on the evaluation of TIGER.  She talked about the evaluation process, shared the key findings from staff evaluation, and discussed plans for evaluation students’ experience and the future work for TIGER. The presentation can be downloaded here.

The presentation was well received. We had about 20-25 people attended our session. There were a few questions for us from the audience. One was asking about how we deal with copyright issues when using patient’s information, e.g. their images and data. Another question was about why OERs are needed or necessary for teaching IPE?

Ming Nie              13 May 2011

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