1,720,973 research outputs found
Learning theories and interprofessional education: a user's guide
Full text linkThere is increasing interest in the theoretical underpinning of interprofessional education (IPE) and writers in this field are drawing on a wide range of disciplines for theories that have utility in IPE. While this has undoubtedly enriched the research literature, for the educational practitioner, whose aim is to develop and deliver an IPE curriculum that has sound theoretical underpinnings, this plethora of theories has become a confusing, and un-navigable quagmire. This article aims to provide a compass for those educational practitioners by presenting a framework that summarizes key learning theories used in IPE and the relationship between them. The study reviews key contemporary learning theories from the wider field of education used in IPE and the explicit applications of these theories in the IPE literature to either curriculum design or programme evaluation. Through presenting a broad overview and summary framework, the study clarifies the way in which learning theories can aid IPE curriculum development and evaluation. It also highlights areas where future theoretical development in the IPE field is required
Inter the future: a key opportunity for podiatry through inter-professional education
No full textOral presentatio
Students' attitudes towards interprofessional education across professional groups: Lessons learnt from a national study
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Lessons learnt from a national study of pre-registration interprofessional education in the United Kingdom
No full textAssessment options in higher education
No full textThis article evaluates an initiative to introduce assessment choice within a taught unit on an undergraduate healthcare programme as a means of addressing poor performance, especially for those students diagnosed with dyslexia. Students' perceptions of the assessment experience were sought via the use of two focus group interviews (n = 16). The article describes the effect the assessment experience had on students' stress levels, individual learning styles and achievement. Students' performance improved and statistical analyses indicated parity between the assessment methods offered with similar performance profiles between students with and without dyslexia. The conclusion reached is that while the introduction of assessment options may be time consuming for staff to develop, the benefits of an enhanced student-centred approach to assessment may be well worth this investment in time. Although a limited study owing to the small sample size, the results should be of interest to those academics who are concerned with assessment and its impact on students' achievemen
Inter-professional education: an opportunity for podiatry
No full textInter-professional education plays a key role in the development and training of health care professionals. The publication of the Bristol Royal Infirmary Inquiry and The Victoria Climbie Inquiry highlighted the need for further collaborative learning opportunities, and inter-professional education is now firmly on the agenda for both NHS management and Higher Education Institutions. This review focuses on the case for inter-professional education and its importance in relation to the podiatry profession. It describes the model of inter-professional education developed by the New Generation Project, discusses some of the barriers to successful inter-professional education and the steps taken in curriculum development to try to counteract them
Podiatrists in domiciliary private practice
No full textRisk factors for musculoskeletal complaints have been identified within podiatric practice however the prevalence of musculoskeletal complaints and associated risk factors within domiciliary podiatry is currently overlooked by the literature. The aims of this study were to investigate the prevalence of these conditions within domiciliary practice; practitioners’ opinions on factors that exacerbate the incidence and severity of musculoskeletal complaints including back pain; and strategies to reduce the incidence and severity of complaints. Using a qualitative paradigm a purposive sample of 12 private practitioners working in domiciliary practice were interviewed. The data emerging following these semi-structured interviews was then thematically analysed using a constant comparative method. The main themes that emerged indicated a high incidence of musculoskeletal complaints, with neck shoulder and lower back pain frequently reported. The risk factors for musculoskeletal complaints within domiciliary podiatry are emphasised and strategies to minimise these risks suggested, facilitating a reduction in the incidence of musculoskeletal complaints experienced by podiatrists in domiciliary practice
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