Order DescriptionFor Medical Education PGCERT.
Question I need answered via an academic critically appraised essay is:
Critically appraise the effectiveness of collaborative working both within your organisation and between your organisation and other teams in primary or secondary care. Give specific examples of how has this has impacted on patient care. Reflect on how you model collaborative working and learning to your learners.
The more in-depth details of the module and a suggested reading list are below:
Module: Collaborative and Multi-professional Practice (20 credits)
This module raises awareness of policy, theory, concepts and practice which underpin multi-disciplinary and collaborative working through the critical examination of literature and practice.
The module explores the role and impact of research in and on multi-disciplinary and collaborative working. The overall module theme stresses the importance of building on experiential learning when working together with others from different disciplines whilst developing critical perspectives on project management and leadership.
Specific Learning Outcomes:
On successful completion of the course participants will be able to:-
• Critically reflect on different leadership styles and approaches and their impact on collaborative and multi¬disciplinary working.
• Critically reflect on the competences and capabilities across professions needed to deliver quality patient care.
• Demonstrate analytical understanding and application of the processes underpinning collaborative working within the professional environment.
• Critically reflect on impact of education and training in the context of team based learning..
• Ability to plan and manage learning – Demonstrate the capacity for autonomous learning through the acquisition of skills of evaluation and enquiry that support the practitioner in making a genuine contribution to professional knowledge in their subject
• Team working – Critically reflect on the dynamics that help or hinder collaborative working in a multi-disciplinary context.
• Communication and interpersonal skills – Communicate with clarity in both the academic and professional setting to a range of audiences and using a variety of approaches
• Information Technology – Show ability to effectively manage and present complex information using a comprehensive range of learning resources and demonstrate competence in the use of a range of information technologies.
• Project Management – Demonstrate the use of project management skills to inform and enhance learning approaches in the workplace
Students will be required to complete a portfolio demonstrating the development of practice which provides structured and systematic reflection on the relationship between professional practice and theory; to demonstrate competence and advanced level critical thinking in the light of the subject material relating to workplace supervision
This single assessment accounts for 100% of the available marks.
Specifically the portfolio should comprise of:
• An academic reflective short answer questionnaire (indicative word count 3,000 words) to address the following:
o Critically appraise the effectiveness of collaborative working both within your organisation and between your organisation and other teams in primary or secondary care. Give specific examples of how has this has impacted on patient care. Reflect on how you model collaborative working and learning to your learners. (2000 words)
Barr, H. & Low, H., 2013. Introducing Interprofessional Education. Fareham: CAIPE.
Hornby, S., 1993. Collaborative Care- Inter-professional, Inter-disciplinary and Inter-Agency Working. Oxford: Blackwell.
Ghaye, T., 2000. Reflection: Principles and practice for health care professionals Salisbury Quay Books, Mark Allen Pubs.
Johns, C., 2002. Guided reflection: Advancing practice Oxford: Blackwell
McKimm, J., et al, 2012. Interprofessional Learning. In R. Mehay, ed. The Essential Handbook for GP Training & Education. Radcliffe Publishing Ltd. Ch. 22.
Reeves, S., et al, 2008. Interprofessional education: effects on professional practice and health care outcomes. Cochrane Database of Systematic Reviews 2008, Issue 1. Art. No.: CD002213. DOI: 10.1002/14651858.CD002213.pub2
Rushmer, R., Kelly, D., Lough, M., Wilkinson, J., Davies, H., 2004. Introducing the Learning Practice – I. The characteristics of Learning Organizations in Primary Care. Journal of Evaluation in Clinical Practice, 10 , 3, 375–386
Schon, D.A., 1995. The Reflective practitioner: how professionals think in action. Aldershot: Arena.
Wenger, E., 1999. Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
Williams, P., & Sullivan, H., 2007. Working In Collaboration: Learning from Theory and Practice. NHS Wales.
Available at: https://www.wales.nhs.uk/sitesplus/documents/829/Working%20in%20Collaboration%20-%20Learning%20from%20Theory%20and%20Practice.pdf