Interprofessional Learning, 7.5 creditsInterprofessionellt lärande, 7.5 hp
This course has been cancelled, for further information see Transitional provisions in the last version of the syllabus.
- Course code
- Course name
- Interprofessional Learning
- 7.5 credits
- Form of Education
- Higher Education, study regulation 2007
- Main field of study
- Medical Education
- AV - Second cycle
- Grading scale
- Fail (U), pass (G) or pass with distinction (VG)
- Department of Learning, Informatics, Management and Ethics
- Decided by
- Programme Committee 9
- Decision date
- Course syllabus valid from
- Autumn 2014
Specific entry requirements
The participants should have completed the courses Scholarship of medical education, Learning processes, Integration of theory and practice and Design and assessment of learning.
The participants should develop their understanding of and ability to design courses/activites to facilitate interprofessional learning for students and/or members of different health care professions.
Intended learning outcomes
At the end of the course, the participants will be able to:
• Problematise and analyse the meaning of interprofessional learning, i. e. a learning with, from and about other professions and relate to underlying relevant theories of learning.
• Analyse collaborative learning and reason about the learning process related to the concepts of peer learning, motivation, pre-understanding, meaningful learning, reflection and professional competence.
• Be able to design an interprofessional education/course/activity considering principles of constructive alignment which facilitates meaningful learning from an interprofessional perspective.
• Reflect on the importance of attitudes, values, perceptions of and approaches to others in collaborative learning interprofessional learning and and how it can affect the learner and the role as a teacher/supervisor/facilitator.
The course comprises three modules:
Module 1 - Perspectives on interprofessional learning
Basic concepts are explored and analysed. Interprofessional learning in different contexts within university and health care is examined through observation and analysis. Theories and research on interprofessional learning as well as communication and teamwork, attitudes, values and perceptions within the cultures of different professions are related to the observation and the analysis.
Module 2 - Collaborative learning
Group-based learning is explored and related to theories of social constructivism, collaborative learning, diversity and group processes. Different forms for collaborative learning are examined e. g. IT-based learning with simulated patients, tutorial groups , seminars, teamwork, peer learning, case methodology, reflection and observation.
Module 3 - Design, organisation and supervision of interprofessional learning
The participants will based on previous knowledge of design and assessment of meaningful and outcome based learning design and organise activities for interprofessional learning for students, teachers, supervisors or professionals in health. The teacher/supervisor's role in interprofessional learning is studied.
Showing activity on the learning platform PingPong and perform the assignments in the different modules is compulsory. The course coordinator decides whether, and if so how, absence from compulsory course elements can be compensated. Study results cannot be reported until the student has participated in compulsory course elements or compensated for any absence in accordance with instructions from the course coordinator. Absence from a compulsory course element could mean that the student can not retake the element until the next time the course is offered.
Students who have not passed the regular examination are entitled to participate in five more examinations Students without approved results after three examinations can be offered to retake the course or parts of it once more; subject to availability. If the student has failed six examinations/tests, no additional examination is given. Each occasion the student participates in the same test counts as an examination. Submission of a blank exam paper is regarded as an examination. In case a student is registered for an examination but does not attend, this is not regarded as an examination.
To pass the course the participant should pass the individual written assignments as well as showing activity on the learning platform PingPong and perform the assignments in the different modules.
Literature and other teaching aids
Medical teacher h [Elektronisk resurs]
Oxford : Blackwell, 2005. - xxiv, 180 s. ISBN:1-4051-1654-4 (hbk.) LIBRIS-ID:9896580 Library search
London ;a New York : Routledge, 2009. - 1 PDF-fil (viii, 235 p. ISBN:978-0-203-87042-6 (electroni LIBRIS-ID:11718487 URL: http://proxy.lib.ltu.se/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203870426z Endast för användare inom LTU Library search
Journal of interprofessional care.[Elektronisk resurs]
4th ed. : Thousand Oaks : SAGE, c2013. - ix, 144 p. ISBN:9781452217079 (pbk.) LIBRIS-ID:13497543 Library search