Developing an e-pedagogy for interprofessional learning: Lecturers' thinking on curriculum design.
E-learning is seen as offering possible solutions to the barriers of large scale interprofessional education. This paper discusses a study that explored the underlying pedagogical thinking employed by lecturers when planning e-learning materials for interprofessional education. The themes uncovered in the data were: "reflective spaces for creativity"; "from logistics to learner autonomy"; "authentic"; "constructivist approaches"; "inter-active learning to promote collaboration" and "bringing the patient/service user into the classroom". Discussions about e-learning can focus on the technological aspects of design and delivery. However the findings of this study revealed that technology was not a consideration for the lecturers who saw e-learning as a vehicle to promote interactive learning. Their prime focus was revealed as the application of learning theory to the design of materials that would support students' acquisition of collaborative skills and the generation of new interprofessional knowledge.
Gordon
Frances
F
Faculty of Health and Wellbeing, Sheffield Hallam University, Sheffield S10 2BP, UK. f.gordon@shu.ac.uk
Booth
Karen
K
Bywater
Helen
H
D003299:Cooperative Behavior; D003479:Curriculum; D020375:Education, Distance / Q000379:methods*; D007722:Health Knowledge, Attitudes, Practice; D006282:Health Personnel / Q000193:education*; D006801:Humans; D020407:Internet; D007400:Interprofessional Relations; D026684:Personal Autonomy; D018794:Problem-Based Learning