EDM189: Interprofessional Collaboration and Healthcare

Module code: EDM189

Module provider: Institute of Education

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 2 / Summer

Module convenor: Dr Geoff Taggart, email: g.taggart@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

• To develop a critical understanding of the issues concerning working with others within a public service. 
• To develop a critical understanding of how to improve the workings of the healthcare team. 
• To develop the skill to put the knowledge and reflective understanding gained into practice. 
• To develop the skill to reflect upon the key theories relating to healthcare education 
• To develop the skill of identifying and finding solutions to issues within the workplace. 
• To develop an understanding of the place of statutory and regulatory bodies (General Medical Council GMC, Nursing and Midwifery Council NMC, GPC (General Pharmaceutical Council), the Deanery and AoME within a context of care and public service. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Identify key theories about the team, ethic of care and professionalism to relate these to practice 
2. Draw reflectively and critically upon their own experience and the literature about the nature of working with others and professionalism 
3. Implement and develop practical skills concerning working with others 
4. Show a reflective approach to the working environment looking at it from all perspectives not simply one’s own. 

Module content

This module and its theoretical basis aims to explore the team who work within healthcare, exploring hierarchy, relationships and human factors. The role of clinical simulations in developing team-working is examined. An exploration of professionalism and care will endeavour to identify the common values, skills, knowledge and therefore identity of the healthcare workforce.. The development of such understanding should inform the work of those who work in teams, with a range of professions, in often high intensity situations. The content of sessions focusses on: 

• Team formation 
• Human Factorsin healthcare 
• Group identity 
• Compassionate workplaces 
• Ethic of care 
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• Cultural competence 

The online reading list for this module is available in the University library.

Structure

Teaching and learning methods

Contact time will be through three intensive days of teaching. Sessions will model good practice and will make appropriate use of lecture-style presentations, discussion and group work. Sessions will be based around social-constructivist principles of learning, and will utilise students’ own experiences of learning and teaching.  

The content of the modules is a mixture of practice-based and research-informed sessions run by in-house research specialists and those working front line with educational experience.  

Through this interdisciplinary approach to learning and flexible delivery of content, students are encouraged to evaluate their practice alongside the work they are doing on the programme, considering how this works in their world, and working with each other to improve their practice.  

Their learning is scaffolded through the values-based approach of social sciences which is different to what the students are used to, being science based and used to a somewhat paternalistic teaching approach. This includes interactive sessions, group discussions, academic tutorials, teaching episodes, journal entries, reflective exercises and practice-based academic essays and reflections.

Study hours

At least 24 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Reassessment

Additional costs