Assuring Graduates Can Collaborate: Is it Time to Rewrite the Health Professions’ Signature Pedagogies?
This seminar will explore how signature pedagogies of health professions education shape learning and potentially interfere when learning interprofessional collaborative practice skills. Through interactive dialogue, we will stimulate a knowledge community committed to developing a new signature pedagogy for interprofessional education (IPE).
1. Explore a professional signature pedagogy through the lens of teaching-learning strategies for person-centered care and teamwork.
2. Propose important elements of an interprofessional signature pedagogy.
3. Compare and contrast existing with an idealized signature pedagogy IPE.
Signature pedagogy is the form of teaching that characterizes a specific area of study.1,2,3 Individual profession signature pedagogies include ward rounds for medicine,4 coaching for nursing,5 Socratic questioning in law,6 the human body as teacher for physical therapy,7,8,9,10 and the learning contract for social work.11
The signature pedagogy of each profession is rarely interprofessional and students typically develop a professional identity separate from that of other professions. Meanwhile, interprofessional educators attempt to work across boundaries to teach collaborative practice competencies. Often cross-profession discussions such as these reveal striking differences in assumptions, priorities, power, traditions, and beliefs about what constitutes good pedagogy and appropriate learning outcomes, as well as the anticipated benefits of collaborative interprofessional practice.
Despite significant forward movement to define expectations for IPE, we lack a clearly articulated, agreed upon conceptual model to ground pedagogies of interprofessional collaboration.12,13
Relationship to Theme
A better understanding of a signature pedagogy for interprofessional education could integrate with profession-specific education to help build a dual professional identity as both a skilled professional and an interprofessional collaborator.14 Ultimately this would strengthen and shape all aspects of the clinical learning environment and move the construct of person-centered collaborative care forward.
Following a brief overview of signature pedagogies, participants will move into facilitated small groups using Zoom break out rooms. Panelists will guide participants through a fishbowl session, looking at one profession and a discussion of the layers of signature pedagogy potentially present, underlying assumptions and values related to patient-centered care and teamwork. Following this, participants will explore the application of signature pedagogy structures (surface, deep, and implicit) to interprofessional learning about patient-centered care and teamwork, focusing on how assumptions and beliefs would shift from a professional to interprofessional signature. A designated scribe will summarize main points via screen sharing.
Participants will then return to the larger group to consider how an agreed upon signature pedagogy in IPE would strengthen and shape the learning environment and move the constructs of person-centered care and teamwork forward.
Participants will use Mentimeter (or preferred real-time input program) to record their understanding of the concept of signature pedagogy at session start and afterward to describe how the session helped them to understand it and recognize surface, deep and implicit structures in IPE. Participants will use the Zoom chat feature to share insights and reflect on important points gained from the session.
Welcome / Introductions
Overview: Signature pedagogy
Small group break outs (facilitated discussion)
Large group report back
Online form activity
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education. The National Center for Interprofessional Practice and Education is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
- Physicians: This activity will be designated for CME AMA PRA Category 1 Credit(s)TM through ACCME.
- Physician Assistants: NCCPA accepts AMA PRA Category 1 Credit(s)™ from organizations accredited by ACCME or a recognized state medical society.
- Nurses: This activity will be designated for CNE nursing contact hours through ANCC.
- Pharmacists and Pharmacy Technicians: This activity will be designated for CPE contact hours (CEUs) through ACPE.
- Social Workers: This activity will be designated for social work continuing education credits through ASWB.
- All health professionals: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.