The utility of disruptive technologies in interprofessional education: Negotiating the substance and spaces of blended learning

This source preferred by Anne Quinney and Janet Scammell

Authors: Hutchings, M., Quinney, A. and Scammell, J.

Editors: Bromage, A., Clouder, L., Thistlethwaite, J. and Gordon, F.

Pages: 190-203

Publisher: IGI Global

Place of Publication: Hershey, PA, USA

ISBN: 978-1615208890

DOI: 10.4018/978-1-61520-889-0

This data was imported from Scopus:

Authors: Hutchings, M., Quinney, A. and Scammell, J.

Pages: 190-203

ISBN: 9781615208890

DOI: 10.4018/978-1-61520-889-0.ch016

This chapter will consider the educational benefits and challenges of introducing e-learning objects within an interprofessional curriculum. It examines the tensions of curriculum development as content or process-driven in the context of facilitating interactive learning using blended learning strategies which combine online and face-to-face interactions. This chapter draws upon an evaluation of student and staff experiences of an interprofessional curriculum incorporating health and social care users and carers as case scenarios in a web-based simulated community, Wessex Bay, and highlights congruent and disruptive factors in negotiating transformative learning and cultural change. It draws conclusions and recommendations for informing practice in interprofessional education and suggests directions for future research to inform the substance (interprofessional case scenarios) and spaces (discussion boards, chat rooms, classroom) for collaborative learning in an interprofessional curriculum. © 2010, IGI Global.

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