Optimising student-led interprofessional learning across eleven health disciplines
Abstract Background Provision of effective Interprofessional learning (IPL) opportunities plays a vital role in preparing healthcare students for future collaborative practice. There is an identified need for universities to better prepare students for interprofessional teamwork, however, few large-...
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| Format: | Article |
| Language: | English |
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BMC
2021-03-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-021-02527-9 |
| _version_ | 1818862596212654080 |
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| author | Christie van Diggele Chris Roberts Inam Haq |
| author_facet | Christie van Diggele Chris Roberts Inam Haq |
| author_sort | Christie van Diggele |
| collection | DOAJ |
| description | Abstract Background Provision of effective Interprofessional learning (IPL) opportunities plays a vital role in preparing healthcare students for future collaborative practice. There is an identified need for universities to better prepare students for interprofessional teamwork, however, few large-scale IPL activities have been reported. Additionally, little has been reported on disciplinary differences in student learning experience. The Health Collaboration Challenge (HCC) is a large-scale IPL activity held annually at the University of Sydney. This study sought to explore students’ experience of early participation in an interprofessional case-based learning activity, and the similarities and differences in the perceived value of interprofessional (social) learning for each discipline. Methods In 2018, 1674 students from 11 disciplines (dentistry, oral health, nursing, pharmacy, medicine, occupational therapy, speech pathology, physiotherapy, dietetics, diagnostic radiography, exercise physiology) participated in the HCC. Students worked in teams to produce a video and patient management plan based on a patient case. Participants completed a questionnaire, including closed and open-ended items. Quantitative data were analysed using descriptive statistics. Thematic analysis was used to code and categorise qualitative data into themes. These themes were then applied and quantified at a disciplinary level to measure prevalence. Results In total, 584/1674 (35%) of participants responded to the questionnaire. Overall, students perceived their experience to be largely beneficial to their learning and interprofessional skill development. Positive aspects included opportunities for peer learning, collaboration, networking, and understanding the different roles and responsibilities of other health professions. Negative aspects included the video form of assessment, inequity in assessment weighting across disciplines, the discipline mix within teams and lack of case relevance. Conclusion The learning activity provided a framework for students to practice and develop their skills in interprofessional teamwork, as they prepare for increased clinical placements. Overall, students perceived their experience as beneficial to their learning and professional development early in their degree. However, they expressed dissatisfaction with the inequity of assessment weighting across the disciplines; lack of relevance of the case across disciplines; and the activity of producing a video. Further research is needed regarding the ideal number of disciplines to include in teamwork specific to a patient case. |
| first_indexed | 2024-12-19T10:02:23Z |
| format | Article |
| id | doaj.art-8f4cb832c7fd427093f2f9465101186b |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-19T10:02:23Z |
| publishDate | 2021-03-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-8f4cb832c7fd427093f2f9465101186b2022-12-21T20:26:36ZengBMCBMC Medical Education1472-69202021-03-0121111810.1186/s12909-021-02527-9Optimising student-led interprofessional learning across eleven health disciplinesChristie van Diggele0Chris Roberts1Inam Haq2Faculty of Medicine and Health, The University of SydneyFaculty of Medicine and Health, The University of SydneyFaculty of Medicine and Health, The University of SydneyAbstract Background Provision of effective Interprofessional learning (IPL) opportunities plays a vital role in preparing healthcare students for future collaborative practice. There is an identified need for universities to better prepare students for interprofessional teamwork, however, few large-scale IPL activities have been reported. Additionally, little has been reported on disciplinary differences in student learning experience. The Health Collaboration Challenge (HCC) is a large-scale IPL activity held annually at the University of Sydney. This study sought to explore students’ experience of early participation in an interprofessional case-based learning activity, and the similarities and differences in the perceived value of interprofessional (social) learning for each discipline. Methods In 2018, 1674 students from 11 disciplines (dentistry, oral health, nursing, pharmacy, medicine, occupational therapy, speech pathology, physiotherapy, dietetics, diagnostic radiography, exercise physiology) participated in the HCC. Students worked in teams to produce a video and patient management plan based on a patient case. Participants completed a questionnaire, including closed and open-ended items. Quantitative data were analysed using descriptive statistics. Thematic analysis was used to code and categorise qualitative data into themes. These themes were then applied and quantified at a disciplinary level to measure prevalence. Results In total, 584/1674 (35%) of participants responded to the questionnaire. Overall, students perceived their experience to be largely beneficial to their learning and interprofessional skill development. Positive aspects included opportunities for peer learning, collaboration, networking, and understanding the different roles and responsibilities of other health professions. Negative aspects included the video form of assessment, inequity in assessment weighting across disciplines, the discipline mix within teams and lack of case relevance. Conclusion The learning activity provided a framework for students to practice and develop their skills in interprofessional teamwork, as they prepare for increased clinical placements. Overall, students perceived their experience as beneficial to their learning and professional development early in their degree. However, they expressed dissatisfaction with the inequity of assessment weighting across the disciplines; lack of relevance of the case across disciplines; and the activity of producing a video. Further research is needed regarding the ideal number of disciplines to include in teamwork specific to a patient case.https://doi.org/10.1186/s12909-021-02527-9Interprofessional learningInterdisciplinaryHealthLarge-scaleAssessmentEducation |
| spellingShingle | Christie van Diggele Chris Roberts Inam Haq Optimising student-led interprofessional learning across eleven health disciplines BMC Medical Education Interprofessional learning Interdisciplinary Health Large-scale Assessment Education |
| title | Optimising student-led interprofessional learning across eleven health disciplines |
| title_full | Optimising student-led interprofessional learning across eleven health disciplines |
| title_fullStr | Optimising student-led interprofessional learning across eleven health disciplines |
| title_full_unstemmed | Optimising student-led interprofessional learning across eleven health disciplines |
| title_short | Optimising student-led interprofessional learning across eleven health disciplines |
| title_sort | optimising student led interprofessional learning across eleven health disciplines |
| topic | Interprofessional learning Interdisciplinary Health Large-scale Assessment Education |
| url | https://doi.org/10.1186/s12909-021-02527-9 |
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