til Passata Light ACADEMIC EDUCATION TO PROFESSIONS WITH A BACHELOR DEGREE - EXIT FROM OR BACK TO WORK AS HEALTH PROFESSIONAL Berit Eika, professor, MD, Ph.D. r 2. linje i overskriften til Passata Light BOUNDARIES WITHIN MEDICINE - WHERE WERE WE? Long education Emphasis on research-based knowledge Shorter education Emphasis on experience-based knowledge 1
til Passata Light BOUNDARIES WITHIN MEDICINE - WHERE ARE WE? Long education but with greater emphasis on skills Emphasis on research-based knowledge More health care professions with supplementary education Greater emphasis on Evidence-based practice r 2. linje i overskriften til Passata Light OUTLINE Professional bachelor s degree to a master s degree Presentation of a case Development of competence to and beyond a sufficient level Health care in the future: possibilities and challenges to be addressed in the education of health care professionals 2
til Passata Light Overskrift én linje DESCRIPTIONS OG HIGHER EDUCATION DEGREES Underoverskrift én linje Knowledge Professional BA s degree Must posses developmentbased knowledge of the practice and applied theories and methodologies of the professions and the subject area Master s degree Must posses knowledge of one or more subject areas which, in selected fields, is based on the highest international research within the subject area. Action space Must be able to handle complex and developmentoriented situations in work or study context Must be able to manage work situations and developments that are complex, unpredictable and require new solution models 3
Overskrift én linje DESCRIPTIONS OG HIGHER EDUCATION DEGREES Underoverskrift én linje Professional BA s degree Master s degree Understanding and reflection level Must be able to understand the practice, applied theories and methodologies as well as reflect on the practice and the application of the theories and methodologies of the profession Must be able to understand, and on a scientific basis, reflect on the knowledge of the subject area(s) as well as be able to identify scientific issues. Overskrift MAKS. én linje LEARNING-TEACHING FORMATS Typically: NO apprenticeship learning Rather: linking real-life problems with relevant theory Research methodology General academic courses Clinial courses using a formal learning format Year 1 Year 2 Master thesis 4
til Passata Light THE SYLLLABUS OF A 2-YEAR PROGRAM Year 1 Year 2 Research methodology Research design Research ethics Biostatistics Qualitative methodology Master thesis General academic courses Leadership Pedagogics Health care systems Entrepreneurship Electives Courses linking to clinics Advanced courses within the profession s field Courses extending the field of the profession Overskrift én linje TWO-YEAR DANISH MASTER PROGRAMS High employability Typical career patterns: Teaching, research, quality assurance, management, consultation jobs Evaluation of programs: overall very positive among Former students Employers (favors candidates with strong quantitative research skills) Standing critique: master programs do not benefit patient care sufficiently 5
til Passata Light PROGRAM EVALUATION - ACCORDING TO KIRKPATRICK may may Improve care delivery Improve patient outcome Increase ability to positively influence patient care Professional and personal growth Cotterill-Walker (2012) : Where is the evidence that master s level nursing education makes a difference to patient care Overskrift én linje CRITIQUE OF 2-YEAR MASTER PROGRAMS 6
til Passata Light ACADEMIC EDUCATION TO PROFESSIONS WITH A BACHELOR DEGREE - EXIT FROM OR BACK TO WORK AS HEALTH PROFESSIONAL r 2. linje i overskriften til Passata Light INCREASED CLINICAL COMPETENCE IN THE ALREADY COMPETENT PROFESSIONAL Focus on: More detailed knowledge and more complex understanding in relevant areas New perspectives (from individual towards psycho-socio-cultural and epidemiological understanding) New issues Increased independency 7
Overskrift én linje DEVELOPMENT OF COMPETENCE Mastery Expert Proficient Ekspert Practical wisdom Advanced beginner Competent Novice FROM EXPERT TO WISE Expert Study by different masters in order to identify your own style Mastery level Constantly questioning and improving your own practice over time Practical Wisdom 8
FROM EXPERT from and with TO WISE Expert Good learning other people in the Study workplace by different Triangular masters in relationship order to between: identify your Confidence own style Right level of challenge Feedback and support Mastery level Deliberate practice where theories help practitioners to Constantly explain, understand, questioning and critique improving your occupational own practice over time practices and to appreciate new thinking about the role of the profession and forms of practice Practical Wisdom Michael Eraut r 2. linje i overskriften til Passata Light ACADEMIC EDUCATION TO PROFESSIONS WITH A BACHELOR DEGREE - EXIT FROM OR BACK TO WORK AS HEALTH PROFESSIONAL 9
til Passata Light WHERE WILL WE BE IN THE FUTURE? Challenges will include: New health care arenas Patients with higher expectations Complex illness presentations Increased demand of collaboration across the health care system More technology available Increased need to prioritize r 2. linje i overskriften til Passata Light EDUCATION OF HEALTH CARE PROFESSIONALS IN THE FUTURE We will need to: Identify similarities and differences between different health care professions Consider academization processes: When do they add value When are they too expensive What is lost in transition? Find the right balance between theory and practice Integrate theory and practice by blending work-placed learning with formal learning 10
Overskrift én linje THEORY PRACTICE Aristotle knew it: Episteme - to know Techne craft/art Phronesis (practical) wisdom Overskrift én linje THEORY PRACTICE We need to address: How the quantity and quality of learning in the workplace can be enhanced How work with patients can remain attractive How theory can inform practice throughout the educational system 11