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Inter-Professional Education Essay

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Introduction:

The delivery and management of postgraduate medical education in London has recently undergone substantial reform culminating in the separation of the commissioning and provision of postgraduate medical education under the Medical and Dental Education Commissioning System (MDECS). Health Education South London are now the commissioners while GSTT, as King’s Health Partners (KHP), is the Lead Provider (LP) for doctors undertaking higher medicine specialist training in South London, working in partnership with the associated Local Education Providers (LEPs) in the region.

The aim of this paper is to explore the approach by KHP in employing simulation and interactive learning as an effective tool for the purpose of inter-professional …show more content…

In this paper, I have discussed the issues that need to be considered when designing an effective simulation-based interprofessional teaching strategy in higher medicine specialties, from the viewpoint of a specialty education manager.

I also looked at simulation and interactive learning, as a tool for inter-professional education against the backdrop of various educational/training methods in order to examine the challenges and opportunities that multi-disciplinary and inter-professional education presents in higher medicine specialties in the KHP Trusts.

The strengths and limitations of competency-based curricula as a model for the education of doctors, in the light of current learning theories are also critically …show more content…

Simulation-based inter-professional education scenarios are usually customised to the particular learning groups, taking into consideration their specific requirements. This ensures authenticity and reflects real world situations.
Simulation is mainly underpinned by learning through reflection on doing -the experiential learning theory (Kolb 1984) as opposed to the didactic approach to medical education.

Didactic education is not thoroughly effective and has limited impact on the delivery of medicine by junior doctors (Weller et al 2005) but inter-professional learning, such as is being offered via well thought and planned simulation scenarios at KHP fosters effective collaborative practice, improved communication and teamwork –skills that are not intuitively learned (Barnsteiner et. al. 2007).

A key aspect of the KHP simulation programme is the debriefing and feedback session. Debriefing gives trainees the added value of acquiring required new knowledge and the opportunity for the identification, acknowledgement, analysis, confrontation and management of errors (Ziv et al

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