Bentall, C; (2014) Study of the views on teaching and learning within health qualifications in England. National Health Service (NHS): London, UK.

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Abstract

There is an increasing focus within healthcare on the need for professionals to be able to work effectively in multi-professional teams. This requires each professional to have some understanding of the nature of the other professions. There has also been much discussion on the value of inter-professional learning (IPL) and its contribution to better healthcare (see for example Clifton, Dale and Bradshaw 2006, Faresjo 2006 and Barr and Low 2013). These discussions raise the question of whether different professions should learn together in more targeted ways than relying on learning whilst working together in multi-professional teams and whether those with responsibility for healthcare education from one professional area are equipped to support those from another. One argument against this position is that the individual health professions are distinctive and learners need to learn in different ways, which would make teaching them together difficult. However, there has been no systematic investigation into how learning is perceived within each professional area and whether in fact there are great differences. This study was commissioned by the pan-London Multiprofessional Faculty Development team to investigate how understandings of learning are perceived within each healthcare area and how they compare across professions. It is hoped that the findings will also assist in developing an online tool for educators trying to promote more inter-professional approaches to teaching and learning. This study is to be read alongside the recently commissioned ‘Review of qualifications and training for clinical educators in the healthcare professions’ (Austerberry and Newman 2013), which sets out how supervision of students and trainees takes place within each healthcare profession. The report is structured as follows: discussion of the methods used, presentation of the findings and discussion of the implications.

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