'Walking-the-talk': How to co-design an innovative and sustainable integrated care learning programme

Area of Science:

• Health Services Research
• Education
• Public Health

Background:

• Integrated care improves outcomes for patients, families, health workforces, and care systems.
• Despite its importance, formal learning programs for integrated care workforce development are scarce.
• Existing healthcare education often lacks sufficient focus on integrated care principles and practices.

Purpose of the Study:

• To share lessons learned from developing an innovative and sustainable integrated care learning program.
• To provide insights for designing effective educational initiatives for teachers, practitioners, and learners in integrated care.
• To address the need for specialized training to improve integrated care delivery.

Main Methods:

• Drawing on experience leading an integrated care specialization program (Australian Qualification Framework Level 9) at an Australian public university.
• Applying principles of social constructivism and connected learning in curriculum design.
• Incorporating multidisciplinary content to address practice deficiencies in integrated care.

Main Results:

• An innovative and sustainable integrated care learning program requires appropriate learning philosophies and multidisciplinary content.
• Program sustainability is achieved through financial feasibility, continuity, and creative solutions.
• Effective curriculum development and teaching initiatives promote genuine, collaborative learning.

Conclusions:

• Teachers must 'walk-the-talk' by collaborating with patients, practitioners, and students for successful program delivery.
• Innovative and sustainable integrated care learning programs are crucial for workforce development.
• This approach can enhance the quality and effectiveness of integrated care services.