Søknad om senter for fremragende utdanning. Samarbeid mellom NTNU, HiST, St. Olavs og Trondheim kommune

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1 1 Søknad om senter for fremragende utdanning. Samarbeid mellom NTNU, HiST, St. Olavs og Trondheim kommune Aslak Steinsbekk, professor v/ NTNU og ansvarlig for søknaden

2 2 Om SFU ordningen Parallell til SFF (senter for fremragende forskning) Nasjonal prestisjeordning, forvaltes av NOKUT Lystut midler til 3 SFU (1 på helsefeltet, st.m 13) (Ny utlysning om 3 år) Formålet er å bidra til utviklingen av fremragende kvalitet i høyere utdanning og synliggjøring av at undervisning og forskning er likestilte oppgaver for universiteter og høgskoler. NOK 3 mill per år i max 10 år

3 3 Krav til et SFU Tilby fremragende FoU-basert utdanning Utvikle innovative måter å arbeide med FoU-basert utdanning Bidra til utvikling (og spredning) av kunnskap om utforming av undervisning og læringsmiljø som fremmer læring

4 4 Fasiten: Ikke til finale students output factors are not strongly documented, lack of information of students achievements the integrative perspective of the centre is not clear and there is a major concern that the centre may consists of simply a number of separate programs There appears to be an impressive focus on student-led learning and involvement in a wide range of activities within the project

5 5 Bedømming forts. The work packages are closely aligned with the overall direction of the project, and appear to have potential to generate innovative approaches to teaching and learning not always clear how the various outputs from the work packages would be used and integrated into future students education Karakter 3 (skala 1-6) Oslo og Tromsø til finalen på helse SFU

6 6 Health and Social - Unlimited UiO, HiOA, HiG Interprofessional education, e-learning, simulation To provide students with advanced knowledge and skills to work in community-based services To educate students through systems of life-long learning (e.g., asynchronous learning and learning on demand) including continuous professional learning in the workplace To educate students in interprofessional work to adapt to systemic changes and to design new frameworks for interprofessional learning in the workplace To design knowledge translation for first-line and community-based services as part of a process that integrates work-based experiences

7 7 INTERPROF, Interprofessional Education in Health Sciences UiT ved Helsefakultete, Tromsø kommune, UNN Develop, implement and evaluate a three-component longitudinal interprofessional educational curriculum : 1. INTER - BASE a l0-ects introductory course for all first-year students 2. INTER - PRAX interprofessional team based learning activities in clinical practice setting 3. INTER - SIM interprofessional simulations of emergency situations

8 8 Søknaden Initiativ fra det medisinske fakultet Gjennomførte åpen prosess for å lage søknaden. Møteserie med 3 møter + ett skrivemøte. Drøyt 40 personer fra 25 ulike organisasjoner / enheter. Navn: Centre of Excellence in Education: Collaborative Learning in Health and Welfare Education (CoLEARN) 3500 studenter fra 9 profesjonsutdanninger innen helse og velferd og en utdanning i drama

9 9 Organisering Host organisation: The Medical Faculty, NTNU Steering committee: Board of Trondheim Helseklynge Reference group Teachers, students, practice field Centre management Academic director NTNU Centre manager NTNU Work package leaders International Scientific Advisory Council Departments and programs HiST Work packages Faculties and institutes NTNU Practice field

10 10 Innspill om fremragenhet NTNU 1. Problembasert læring (PBL) og team based learning (TBL) 2. Lege-pasientkurset (LPK) 3. Simulering 4. Master i helseinformatikk 5. Samarbeid med dramastudenter 6. Eksperter i Team (EiT) HiST 7. Kvalitet i praksisstudiene 8. Livsglede for eldre 9. Samhandling i team HiST / NTNU 10. TverrSam 11. Helsefremmende 12. FoU basert

11 11 Gruppering i søknaden Team based group education: EiT, PBL, TBL Practice placement Simulation incl theatre methodology Joint teaching activities: TverrSam

12 12 Budsjett / personell Total ramme på kr 48 mill over 5 år inkl egeninnstats (nasjonalt tilskudd til SFUer er kr 15 mill) Akademisk leder 40 % Senterleder 100% 4 PhD-er Ledere arbeidspakker 20%

13 13 Profile and vision Close cooperation between education and practice to develop, test, research and disseminate innovative and collaborative educational activities Focus on collaborative learning that prepares students for collaborative practice, "Collaborative practice in health-care occurs when multiple health workers from different professional backgrounds provide comprehensive services by working with patients, their families, carers and communities to deliver the highest quality of care across settings (WHO 2010)

14 14 WP 1 Learning to cooperate and cooperating to learn 1. Expand and adapt cooperative learning activities to interprofessional student groups/teams. 2. Design and implement course modules for advanced facilitators of cooperative learning activities. 3. Establish an open, peer-reviewed library of highquality healthcare problems for cooperative learning activities. 4. Explore and develop methods of assessment of students knowledge, skills and attitudes in cooperative learning groups.

15 15 WP 2 Learning by simulation 1. Improve simulation scenarios/methodology by focusing on student experience in simulated situations through individual and group debriefing and reflection. 2. Develop theatre methodology in simulated real life situations. 3. Explore methods of assessment of individual students micro skills in simulated situations. 4. Design and implement course modules for educators on how to apply theatre and simulation methods

16 16 WP 3 New models for supervised practical training during placement 1. Establish interprofessional practice placement in student-operated wards, outpatient clinics and health care stations for teenagers and the elderly. 2. Design and implement models for team supervision during practice placement. 3. Explore methods of assessment of students knowledge, skills and attitude in practical settings 4. Develop educational activities enabling students to experience the integrated patient pathway and the complexity of total patient health care.

17 17 WP 4 Integration and shared knowledge base 1. Identifying the shared knowledge base in the health and welfare educations. 2. Development of curriculum that integrates the educational activities from WPs 1, 2 and 3 into a whole. 3. Design a learning package for those already working in the field of practice in developing interprofessional collaboration skills focusing on integrated health care.

18 18 Veien videre for CoLearn Mange gode tanker og prosjekt Får ikke nasjonal støtte nå Noen aktiviteter vil bli satt i gang innenfor utdanningene uansett. Ander avhengig av ekstra penger Er det verdifullt å etablere et «senter»? Ja pga synlighet og koordinering. Nei pga ekstraarbeid, bedre med ressurser til de faktiske prosjektene. Ny utlysning om 3 år