Developing shared learning in multiprofessional health care education: for whose benefit?
A selection of examples from programmes of shared learning indicates that the movement towards collaboration among health care professionals is thought of as a good thing and ways and means of achieving it need to be fostered. But just who are the supposed beneficiaries of such collaboration and should more work be done in analysing the assumptions that underpin much of this work? A literature review indicates a number of threats as well as opportunities for health care professionals emanating from this work, each of which needs careful consideration by educationalists. A brief analysis of the intentions of the teachers on a BA(Hons) Health Care Studies programme indicates that their approach may be useful in respecting the professional autonomy of participants by not pressing too hard for collaboration, but allowing them as individuals to select relevant learning from and about each other for themselves. History indicates that collaboration is not new and the specific, specialized contributions of professionals have a long history in holding the organization of health care services together. The organizational skills of nurses and others should not be lost but should be fostered carefully so that they are not damaged but included in an atmosphere of non-exclusion of all interested stakeholders in the National Health Service. The authors recommend that the best practices of shared learning in multiprofessional programmes be extended to benefit consumers, administrators and politicians in joint initiative programmes which could be of benefit to all.
Atkins
J M
JM
School of Health Care Studies, Oxford Brookes University, UK.
Walsh
R S
RS
D003299:Cooperative Behavior; D003479:Curriculum; D003695:Delivery of Health Care; D006281:Health Occupations / Q000193:education*; D006801:Humans; D007400:Interprofessional Relations; D007858:Learning; D010348:Patient Care Team / Q000458:organization & administration*; D016730:Program Development