Using a research-informed interprofessional curriculum framework to guide reflection and future planning of Interprofessional Education in a Multi-site Context

Abstract Background: Over the past two years health educators in Australia have benefited from funding made available from national organizations such as the Office of Learning and Teaching (OLT) and Health Workforce Australia (HWA). Funded research has been conducted into educational activities across the country that aim to promote integrated and sustainable interprofessional learning. Methods and Findings: A collaboration between multiple stakeholders led to the establishment of a consortium of nine universities and interprofessional organizations. This collaboration resulted in a series of research studies and the development of a conceptual framework to guide the planning and review of interprofessional health curricula. A case study of the development of a suite of health education programs at a regional university in Australia is used to demonstrate how the framework can be used to guide curricular reflection and to plan for the future. Shedding a light on interprofessional health education activities across multiple sites provides a rich picture of current practices and future trends. Commonalities, gaps, and challenges become much more obvious and allow for the development of shared opportunities and solutions. Conclusions: The production of a shared conceptual framework to facilitate interprofessional curriculum development provides valuable strategies for curricular reflection, review, and forward planning.The authors acknowledge the contribution of the Interprofessional Curriculum Renewal Consortium, Australia (2014)

The Practitioner\u27s Corner: An exploration of municipal active living charter development and advocacy

Background: Numerous municipal active living-­‐related charters have been adopted to promote physical activity in Canada throughout the past decade. Despite this trend, there are few published critical examinations of the process through which charters are developed and used. Purpose: Thus, the purpose of this study was to establish greater understanding of active living charter development and advocacy. Methods: Semi-­‐structured interviews were conducted with eight primary contributors to different active living-­‐related charters across Ontario, Canada. Interview questions explored participants’ experiences developing and advocating for an active living charter. Interviews were analyzed using open, axial, and selective coding. Results and Conclusions: Participants consistently described a process whereby an impetus triggered the development of a charter, which was subsequently adopted by regional or municipal council. Continued advocacy to develop awareness of the charter and to promote desired outcomes in the community was valued and the capacity of the working group as well as the local political context played pivotal roles in determining how the charter was implemented. Outcomes were, however, only objectively evaluated in one case that was described – evaluation being a process that many participants thought was omitted in regard to their own charter. This work provides practical guidance for health professionals developing regional active living charters as a component of broader advocacy efforts

The SLIM (Social learning for the integrated management and sustainable use of water at catchment scale) Final Report

Background: SLIM stands for 'Socuak Learning for the Integrated Management and Sustainable Use of Water at Catchment Scale'. It is a multi-country research project funded by the European Commission (DG RESEARCH - 5th Framework Programme for research and technological development, 1998-2002). Its main theme is the investigation of the socio-economic aspects of the sustainable use of water. Within this theme, its main focus of interest lies in understanding the application of social learning as a conceptual framework, an operational principle, a policy instrument and a process of systemic change

Adaptation of an evidence-based cardiovascular health intervention for rural African Americans in the Southeast

Background: African Americans (AA) living in the southeast United States have the highest prevalence of cardiovascular diseases (CVD) and rural minorities bear a significant burden of co-occurring CVD risk factors. Few evidence-based interventions (EBI) address social and physical environmental barriers in rural minority communities. We used intervention mapping together with community-based participatory research (CBPR) principles to adapt objectives of a multi-component CVD lifestyle EBI to fit the needs of a rural AA community. We sought to describe the process of using CPBR to adapt an EBI using intervention mapping to an AA rural setting and to identify and document the adaptations mapped onto the EBI and how they enhance the intervention to meet community needs. Methods: Focus groups, dyadic interviews, and organizational web-based surveys were used to assess content interest, retention strategies, and incorporation of auxiliary components to the EBI. Using CBPR principles, community and academic stakeholders met weekly to collaboratively integrate formative research findings into the intervention mapping process. We used a framework developed by Wilstey Stirman et al. to document changes. Results: Key changes were made to the content, context, and training and evaluation components of the existing EBI. A matrix including behavioral objectives from the original EBI and new objectives was developed. Categories of objectives included physical activity, nutrition, alcohol, and tobacco divided into three levels, namely, individual, interpersonal, and environmental. Conclusions: Intervention mapping integrated with principles of CBPR is an efficient and flexible process for adapting a comprehensive and culturally appropriate lifestyle EBI for a rural AA community context

Unlocking the potential of community composting: Full project report

Community based composting schemes can make valuable contributions to the development of local infrastructure and amenities by improving soils and green spaces in addition to diverting waste from landfill. Furthermore, well managed community activities have potential for providing work and volunteering opportunities, as well as bringing people together and improving skills, knowledge and self-confidence. Considered collectively these factors may contribute to local sustainability more effectively than focusing on meeting particular waste related targets. Although there is some anecdotal and financial evidence for the growth in, and diversity of, community composting, there is very little comprehensive data that draws together the activity of the sector as a whole. This research set out to understand and assess the current and potential role of the community composting sector in achieving Defra’s waste related targets and Government’s other wider environmental and social objectives. Thus this research is timely both in terms of establishing what has been achieved in the community composting sector to-date and in terms of possibilities for future achievements

Theorising interprofessional pedagogic evaluation: framework for evaluating the impact of interprofessional CPD on practice change

This paper outlines the development of a conceptual framework to guide the evaluation of the impact of the pedagogy employed in continuing professional development for professionals in education, health and social care. The work is developed as part of the Centre for Excellence in Teaching and Learning: Interprofessional Learning across the Public Sector (CETL: IPPS) at the University of Southampton. The paper briefly outlines the field for pedagogic research and comments on the underpinning theories that have so far been used to guide research into interprofessional learning (IPL). It maps out the development of interprofessional CPD in its specific context as part of the CETL: IPPS with its links to a local authority undergoing service reorganisation and the role of the continuing professional development (CPD) in effecting change. It then brings together a theoretical framework with the potential toexplore, explain and evaluate the essential features of the model of pedagogy used in interprofessional CPD, in which professionals from education have for the first time been included alongside those from health and social care. The framework draws upon elements of situated learning theory, Activity Theory and Dreier’s work (2002, 1999) on trajectories of participation, particularly Personal Action Potency. By combining the resulting analytic framework with an adapted version of an established evaluation model, a theoretically-driven, practicable evaluation matrix is developed. The matrix has potential use in evaluating the impact of pedagogic input on practice change. The paper models a process for developing a conceptual framework to steer pedagogic evaluation. Such a process and the resulting matrix may be of use to other researchers who are similarly developing pedagogic evaluation

Economic development as design: Insight and guidance through the PSI framework

Economic development is aimed at improving the lives of people in the developing world, and needs to be carried out with design at its heart, but this has often not been the case. This paper first reviews dominant approaches to economic development including the use of subsidies or the creation of markets and demand and the testing of initiatives using randomized control trials. It then introduces ‘development engineering’ as a representative engineering design approach to engineering and technology in development before presenting the view that successful development needs to involve continual learning through innovation in context. The PSI (problem social institutional) framework is presented as a basis for guiding such development as a design activity, and its application is illustrated using examples from India of the unsuccessful introduction of new cooking stoves and then both successful and unsuccessful approaches to rural electrification. A 2-level approach to PSI is taken, in which the lower level represents daily operation of communities and the 2nd level represents the development project including addressing misalignments between the different PSI spaces and levels

Learning participation as systems practice

We describe an evolving praxeology for Systems Practice for managing complexity built on 30 years of developing supported open learning opportunities in the area of Systems within the curriculum of The Open University (UK). We ground this description in two specific examples of how notions of participation are incorporated conceptually and practically into a learners programme of study by considering: (i) the postgraduate course 'Environmental Decision Making. A Systems Approach' (T860) and (ii) the undergraduate course 'Managing complexity. A systems approach' (T306)