TY - JOUR
AU - N. Siddiqui
A1 - 
AB - Integrated care facilitates better outcomes for patients and their family, health workforce and health and social care systems. Accordingly, integrated care is a global and inherent area of work for health professionals. Despite this, formal learning programmes for workforce development in integrated care are still rare. In this paper, I have shared lessons about developing an innovative and sustainable integrated care learning programme for teachers, practitioners and learners in integrated care discipline. These lessons are drawn from my experience of leading an integrated care specialisation programme (that sits at Australian Qualification Framework Level 9) at a public university in Australia. An integrated care learning programme should be designed with appropriate philosophies (e.g., social constructivism and connected learning) and relevant multidisciplinary content that addresses deficiencies in practices of integrated care. Moreover, the programme should aim for sustainability, through financial feasibility and continuity with offering of creative and effective solutions in integrated care. Similarly, the programme should have a suit of curriculum development and teaching initiatives to promote genuine and collaborative learning. Throughout this learning journey, it would be critical for teachers to engage in 'walking-the-talk', that is, genuinely collaborate with patients, practitioners and students, for successful delivery of an innovative and sustainable learning programme.
AD - Australian Institute of Health Service Management, College of Business and Economics (COBE), University of Tasmania (Sydney Campus), Hobart, Tasmania, Australia.
AN - 37874115
BT - Clin Teach
C5 - Education & Workforce
CP - 6
DA - Dec
DO - 10.1111/tct.13624
DP - NLM
ET - 20231024
IS - 6
JF - Clin Teach
LA - eng
N2 - Integrated care facilitates better outcomes for patients and their family, health workforce and health and social care systems. Accordingly, integrated care is a global and inherent area of work for health professionals. Despite this, formal learning programmes for workforce development in integrated care are still rare. In this paper, I have shared lessons about developing an innovative and sustainable integrated care learning programme for teachers, practitioners and learners in integrated care discipline. These lessons are drawn from my experience of leading an integrated care specialisation programme (that sits at Australian Qualification Framework Level 9) at a public university in Australia. An integrated care learning programme should be designed with appropriate philosophies (e.g., social constructivism and connected learning) and relevant multidisciplinary content that addresses deficiencies in practices of integrated care. Moreover, the programme should aim for sustainability, through financial feasibility and continuity with offering of creative and effective solutions in integrated care. Similarly, the programme should have a suit of curriculum development and teaching initiatives to promote genuine and collaborative learning. Throughout this learning journey, it would be critical for teachers to engage in 'walking-the-talk', that is, genuinely collaborate with patients, practitioners and students, for successful delivery of an innovative and sustainable learning programme.
PY - 2024
SN - 1743-4971
SP - e13624
ST - 'Walking-the-talk': How to co-design an innovative and sustainable integrated care learning programme
T1 - 'Walking-the-talk': How to co-design an innovative and sustainable integrated care learning programme
T2 - Clin Teach
TI - 'Walking-the-talk': How to co-design an innovative and sustainable integrated care learning programme
U1 - Education & Workforce
U3 - 10.1111/tct.13624
VL - 21
VO - 1743-4971
Y1 - 2024
ER -