G183(P) Learning together study days: cross specialty education to improve children and young people’s health

• Published in: Archives of disease in childhood 2015-04, Vol.100 (Suppl 3), p.A78-A79
• Main Authors: James, DR, Race, H, Sen, C, Fawbert, K
• Format: Article
• Language: English
• ISSN: 0003-9888; 1468-2044
• DOI: 10.1136/archdischild-2015-308599.177

AimsThe UK is lagging behind the majority of Europe in children and young people's health outcomes.1 One possible hypothesis for this is the lack of integration between primary, secondary and tertiary care. The World Health Organisation supports effective inter-professional education as it enables effective and collaborative practice.2 There is published evidence that inter-professional learning can lead to better patient care and safety, reduced mortality rates and better use of specialist health resources.3-5 MethodsFollowing focus group work and a pilot study day, the authors created three study days: Child and Adolescent Mental Health, Public Health and Adolescent Sexual Health. These are areas where good care crosses traditional medical specialties and health care professions. Royal College curricula were analysed to define learning outcomes. The study days were advertised to paediatric, GP and relevent specialty trainees as well as other children's and young people's health professionals. Each day featured a mix of lecture and small group case based learning.ResultsThe three days were attended by 163 trainees (85 paediatric, 52 GP, 26 other). We received pre and post course online feedback from 85 (53%) and 104 (64%) trainees respectively. Across the three days the proportion of delegates who strongly agreed with the statement 'My learning is enhanced when I learn with health care professionals from different specialties' increased from 40.7 to 60.2% (Tables 1 and 2). Systematic review of multidisciplinary interventions in heart failure. Heart 2005; 91:899-906