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Responding to changing knowledge in clinical practice: An Integrated education service model for specialist clinicians.

Les Fitzgerald

Pauline Wong

John Hannon

Curriculum, Teaching & Learning Colloquium

La Trobe University, Melbourne

6-7 December 2012

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1. What has changed over the last 10 years?

2. What is the role of the university in these changes?

3. What will a health professional look like in 5 years?

4. How should flexible learning of post-graduate

professionals be designed?

Changes in the health professions

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This concept is changing

professions are more subject to change and control in the organisation of work, and are no longer controlled by professionals themselves (Evetts 2012).

The “professional”

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pressures of new public managerialism - more with less, resources & people

greater audit of performance - quality & risk management

shared professional knowledge is less stable, less

autonomous - role blending

(Fenwick, Nerland and Jensen 2012)

Drivers

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professional work is more complex and requires

integration of different forms of expert knowledge the organisation of work challenges the boundaries

of professions

Today: greater opportunities for more community-based practices, multi-disciplinary teams and cooperative work. (Evetts, 2012)

Tomorrow: moving toward multidisciplinary health practitioners and is the University ready?

Impact of changes on post-graduate professional learning

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Theory practice gap: how to teach and assess professional/clinical practice – increasing meaningfullness

Linking learning online with clinical workshop and practice sessions

Industry partnership models

Challenges for flexible learning

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Futures

• learner-generated content

• peer review & co-construction

• learning communities of student/staff/practitioners

• experiential learning & assessment (crossing institutional boundaries)

• knowledge generation via placements, (virtual) exchanges

• open education resources

• mobile communication devices used as tools of trade

• flexible multiuse content

Lee, M., & McLoughlin, C. (eds.) (2010). Web 2.0-Based E-Learning

Fitzgerald, L., et al (2012) Curriculum learning designs: Teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning

Flexible learning understood as opening up possibilities that extend into social and professional worlds of learners

Evetts, J. (2012) . Professionalism in Turbulent Times: changes, challenges and opportunities . ProPEL International Conference, May 9th-11th, Stirling Management Centre, University of Stirling, Stirling UK

Fenwick T, Jensen K & Nerland M (2012) Sociomaterial Approaches to Conceptualising Professional Learning, Knowledge and Practice (Introduction), Journal of Education and Work, 25 (1), pp. 1-13.

Fitzgerald, L, Wong, P, Hannon, J, Solberg Tokerud, M, & Lyons, J. (2012). Curriculum learning designs: Teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning. Nurse education today.(10.1016/j.nedt.2012.05.029)

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Gherardi, S. (2001). From organizational learning to practice- based knowing. Human Relations, 54(1), 131-139.

Gherardi, Silvia. 2012. Doctor Ignorantia: professional learning at the core and at the margins of a practice. Journal of Education and Work 25 (1), pp. 15-38

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References

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Thank you