The aim of this essay is mainly to explain my understanding and experience of interprofessional working. I will explore the different aspects related to this concept, the reason for interprofessional working and the policies behind it, the notion of user

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Interprofessional Level 1


Part 1.

The Enquiry Based Learning ( EBL ) is a method of learning which involves  a student-centred approach.  In  EBL each student is responsible for their own learning and for the learning of other group  members. This method of learning will help and assist us to develop the transferable teamwork skills which Miller (1999) and Russell (1999) consider essential to developing a collaborative approach to care.

  EBL is an interactive process in which students first identify a problem or trigger, which becomes the starting point of the process. After that, the students discuss this with one another sharing different ideas and opinions, and tasks are allocated. The next step is individual research and learning. Finally each student will share their findings with other members of the group which will generate a different range of perspectives and opinions. The trigger is then revisited and if necessary new issues identified. This cycle is repeated until all questions are addressed.

 EBL involves students taking part in their learning and working cooperatively as a team. The students work in small groups and are responsible for themselves and the members of their group. Within the groups there are different roles; a chair person, a scribe and the team members. The chair person leads the group. The scribe keeps an account of all the topics that are raised and discussed. The team members have freedom to organise their own pattern of work, research topics and feedback to the group, which help to develop a deeper understanding of the subject.

Part 2.

At the beginning of the session, in small groups, we worked through the set triggers. We were six people in my group and, after introducing ourselves, we proceeded to designate a scribe person among us. We failure, however, to designated a chair person, a person that could lead the group, manage feedback and who could encourage all members of the group to participate. This was due, I believe, to the fact that no one in the group felt confident in taking on this role, and also due to a lack of motivation among all of us. This had a large impact on the dynamic of my group resulting in a lack of active participation from most of the members and also resulting in some confusion, quite often, as to what the discussion was about. Some of the group members brought forward their experiences of primary, secondary and tertiary health care. After that, we spent some time working in different elements of the triggers and we decided that there were three important elements for us within the two triggers.

The first element was the need  of effective collaboration between Social and Heath care professionals in order to meet the complex heath and social needs of patients/clients ( Kennedy  2001 & Laming  2004). The main point that we raised from this element was the need to look at the patient care in a holistic form. It implied  for us that patients should be able to trust in healthcare and social professionals. Every patient is entitled to dignity and confidentiality. Also the patient needs to be continuously informed and has the right  to choose where, how and when the care is provided.

  The second element that we felt was important to discuss was the roles of the heath care professionals ( Kennedy  2001, Laming  2003 ).  For us a healthcare professional should always co-operate with other  members of the staff  and have continuous training and up dates of skills and knowledge. Also she or he has the duty to report problems and information, as well as the responsibility of knowing other professional’s roles. The third element that we thought was important was related to Interprofessional working and how it can be enhanced through interprofessional education (Barr, 1995), which for us involved students from different professions having  an understanding  of social hierarchy and learning how to break down myths and stereotypical views.

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   In the next session we developed a shared understanding of these three main elements but we failed to explore it further due to a lack of research, so the discussion returned again to the key points. However, I feel I have learned a lot from this experience. I have learned how a good discussion relies on the active participation and a sense of  shared responsibility among its members, qualities that we lacked in my group. I also feel that working in small groups with different heath care students has improved my communication skills.  Interprofessional education is very important, ...

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