Social work students
 
 
PIHC sessions are designed to improve your knowledge and patient outcomes.
By learning alongside students and staff from a range of health and social care professions, you'll gain a better understanding of the expertise and support other services can offer. This helps you develop a more holistic, patient-centred approach to care, recognising that a patient's needs often extend beyond the scope of a single profession.
Understanding how different professionals contribute to a patient's wellbeing means you'll be better equipped to connect people with the right services, make appropriate referrals, and work effectively as part of a wider healthcare team. Rather than working in isolation, you'll learn how collaborative care can improve communication, enhance patient experiences and ultimately lead to better health outcomes.

Why learn together?

Learning alongside students from other health and social care disciplines helps you to:
  • understand the wider healthcare system and the services available to patients;
  • develop communication, teamwork and leadership skills;
  • build confidence working with professionals from different backgrounds;
  • recognise when other services may be able to support a patient's needs;
  • make informed referrals and signpost patients to appropriate sources of help;
  • develop a more holistic, patient-centred approach to care;
  • improve patient experiences and outcomes through collaborative working.

Improving care for patients

Modern healthcare works best when professionals work together. By understanding the role and expertise of different professions, you'll be better prepared to support patients as part of a coordinated team. This means being able to identify when a patient could benefit from additional support, connect them with the right services, and ensure they receive care that considers all aspects of their health and wellbeing.
Whether supporting someone living with dementia, recovering from an acquired brain injury, or managing a long-term health condition, collaborative working helps ensure patients receive the right care, from the right people, at the right time.

PIHC members

Each school within the Faculty is represented in PIHC through an interprofessional learning (IPL) lead. 
The IPL leads work with the PIHC director to support and facilitate IPL opportunities, working to embed these in their schools' programmes. 
PIHC also works with a research fellow, harnessing the breadth of our Faculty to contribute to literature on interprofessional education.

Meet the team

  • Director of PIHC for Teaching and Learning
    Director of PIHC
  • Lecturer in Clinical Education (Physician Associate Studies)
    Interprofessional Learning Lead - Peninsula Medical School
  • Lecturer/Practice Education Development
    Interprofessional Learning Lead - School of Health Professions
  • Associate Professor in Midwifery Education
    Interprofessional Learning Lead - School of Nursing and Midwifery
  • Associate Professor of Cardiac Physiology
    Interprofessional Learning Lead - School of Biomedical Sciences
  • Professor in Psychology
    Interprofessional Learning Lead - School of Psychology
  • Clinical Lecturer in Dental Education
    Interprofessional Learning Co-Lead - Peninsula Dental School
  • Clinical Lecturer in Dental Education
    Interprofessional Learning Co-Lead - Peninsula Dental School
  • Research Fellow
    Interprofessional Learning Research Fellow
 
 


Are you an organisation or individual interested in developing interprofessional education?

At the University of Plymouth, we are always looking to work with organisations and professionals to help us achieve our ambitions in interprofessional education. 
If you are interested in working with Plymouth Interprofessional Health and Social Care Education Centre, please get in touch with us at the email address below.
PIHC partners and organisations
 
 

Get in touch

Plymouth Interprofessional Health and Social Care Education Centre (PIHC)
/  Please contact us by email: PIHC@plymouth.ac.uk
Medical students using the Anatomage table clinical