COIN Sept 2025 - Educational Implications of COIP скачать в хорошем качестве

COIN Sept 2025 - Educational Implications of COIP

COIN Sept 2025 meeting - Future Educational Needs of Health & Social Care Practitioners. Training of health and social care practitioners, including GPs, has changed a lot in the past 30 years. The clinical side and the human side of medicine need to be integrated to appreciate the complexity of the world. Since the 1970s, innovative general practices have trained medical students, GP Registrars, BSc Students, Returner GPs, Counsellors, Practice & Community Nurses, and Social Work Students. They aim to equalise relationships between learner and teacher, between different disciplines, between people with different experiences. The idea that training for generalist health & care practice is different from training for specialist medical practice is relatively new. Multidisciplinary team-working is part of it, but the theory of how to integrate generalist & specialist thinking and practice is also needed. Experience, continuity-of-care and family-orientation help to appreciate the complex, co-evolving nature of life. Trusted relationships and a sense of comm-unity come from repeated creative interaction and mutual co-adaptation. This is how “I’s turn into “We’s”. It is used naturally in football clubs, school concerts, community choirs... Neighbourhoods can draw attention to these natural processes, and apply the principles in many places to develop communities for health and care, and individuals with confidence to think for themselves. This is empowerment: confident individuals live within confident communities - to benefit all. Neighbourhoods can turn everyday encounters into empowerment opportunities by promoting continuity-of-care, team meetings, collaborative projects, whole system events… Difficult situations, like end-of-life care, are particularly valuable because the need to develop empowered individuals and communities around the situation is obvious to all. Case studies help to witness empowerment and community-development - they bring into view multiple factors, and follow things through over time. The same principles can be used in many ways - like Rapid Appraisal, that uses Interviews, Observations and Literature to quickly understand complex and new situations. Neighbourhoods can use case studies not only to evaluate communities and empowered individuals, but also to develop them. Difficult situations are particularly useful - if a child becomes ill, a school can help that child’s friendship group to learn about teamwork, caring, and the complexity of life. Health and social care workers, school children, gap year students… can lead case studies to learn about aspects of the world that are outside their previous experiences. They could, and should, be used in medical education to help students and established practitioners to see medical insights within broader contexts. Universities need to prepare people for a life of work as well as a life of craft – working as an individual, a team-member. There needs to be a better emphasis on connections; and recruit local people into health and care professions, so students carry into their studies understanding of why connectedness matters. Public health and biomedical science need to be integrated into training, bringing creative inquiry into the curriculum, and encouraging critical reflection, narrative, and artistic perspectives. Principles of learning to prepare students for a fulfilling life in healthcare practice: • Focus less on attendance and more on engagement. Where individuals feel more in charge of their own life journeys • A relational approach. Where students feel locally-anchored and learn about the ‘messiness’ of life • Community-based learning. Measure how much of the curriculum is delivered in the community rather than in hospitals • Feel that you belong to a place and the place belongs to you. This is especially important in ‘hard to fill areas’, to avoid a drift into the ‘big city lights’ • Students are adult learners. They learn outside of the formal curriculum, in ways that are often hidden – community shelters, dormitories, houses, workplaces. Apprenticeships help, but employers of all kinds need to develop meaningful jobs where life is accommodated alongside work. Life-long learning must help to navigate life’s complexities and not simply accumulate more knowledge. More emphasis on inter-disciplinary learning is needed. In nurse training there is (thankfully) a trend towards a community-oriented programme. Students must understand community issues, even if they don’t come from the area (and whatever their career aspirations). The dominance of hospital-trained nurses in teaching needs to be re-balanced. Students need to lead conversations that matter - to learn empathy, critical thinking and other aspects of relational practice. Society needs professionals who ‘know how to relate’, more than ‘know everything’. Students need to use digitalisation in ways that get beyond facts and words to understand human issues.