EDM189: Interprofessional Collaboration and Healthcare

Module code: EDM189

Module provider: Institute of Education

Credits: 20

Level: 7

When you’ll be taught: Semester 2 / Summer

Module convenor: Dr Geoff Taggart , email: g.taggart@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2025/6

Available to visiting students: No

Talis reading list: Yes

Last updated: 3 April 2025

Overview

Module aims and purpose

• To develop a critical understanding of the issues concerning working with others within a public service. 
• To develop a critical understanding of how to improve the workings of the healthcare team.  
• To develop the skill to put the knowledge and reflective understanding gained into practice. 
• To develop the skill to reflect upon the key theories relating to healthcare education 
• To develop the skill of identifying and finding solutions to issues within the workplace. 
• To develop an understanding of the place of statutory and regulatory bodies (General Medical Council GMC, Nursing and Midwifery Council NMC, GPC (General Pharmaceutical Council), the Deanery and AoME within a context of care and public service.  

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Identify key theories about the team, ethic of care and professionalism to relate these to practice 
2. Draw reflectively and critically upon their own experience and the literature about the nature of working with others and professionalism  
3. Implement and develop practical skills concerning working with others 
4. Show a reflective approach to the working environment looking at it from all perspectives not simply one’s own.  

Module content

This module and its theoretical basis aims to explore the team who work within healthcare, exploring hierarchy, relationships and human factors. The role of clinical simulations in developing team-working is examined. An exploration of professionalism and care will endeavour to identify the common values, skills, knowledge and therefore identity of the healthcare work force.. The development of such understanding should inform the work of those who work in teams, with a range of professions, in often high intensity situations. The content of sessions focusses on: 

• Team formation 
• Human Factors in healthcare 
• Group identity 
• Compassionate workplaces 
• Ethic of care  
• ±Ê°ù´Ç´Ú±ð²õ²õ¾±´Ç²Ô²¹±ô¾±²õ³¾â€¯Â 
• Cultural competence 

The online reading list for this module is available in the University library.

Structure

Teaching and learning methods

Contact time will be through three intensive days of teaching. Sessions will model good practice and will make appropriate use of lecture-style presentations, discussion and group work. Sessions will be based around social-constructivist principles of learning, and will utilise students’ own experiences of learning and teaching.   

The content of the modules is a mixture of practice-based and research-informed sessions run by in-house research specialists and those working front line with educational experience.  

Through this interdisciplinary approach to learning and flexible delivery of content, students are encouraged to evaluate their practice alongside the work they are doing on the programme, considering how this works in their world, and working with each other to improve their practice.  

Their learning is scaffolded through the values-based approach of social sciences which is different to what the students are used to, being science based and used to a somewhat paternalistic teaching approach. This includes interactive sessions, group discussions, academic tutorials, teaching episodes, journ