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Integration of persons with HIV in a problem-based tutorial: a qualitative study.

Patricia Solomon¹, Dale Guenter, Penny Salvatori

¹School of Rehabilitation Science, McMaster University, IAHS, 1400 Main Street W, Room 403, Hamilton, Ontario, Canada. solomon@mcmaster.ca

Teaching and Learning in Medicine

|November 13, 2003

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Persons with HIV-AIDS (PHAs) significantly enhanced interdisciplinary learning by sharing unique perspectives and challenging students. Incorporating PHAs into problem-based learning tutorials proved successful and beneficial for student education.

Area of Science:

Medical Education
Interdisciplinary Studies
Qualitative Research

Background:

Investigated the impact of involving people with HIV-AIDS (PHAs) as facilitators in an interdisciplinary problem-based learning (PBL) curriculum.
Explored the educational value of direct engagement with individuals living with HIV-AIDS.

Purpose of the Study:

To assess the contribution of PHAs to student learning in a health professions education setting.
To evaluate the feasibility and effectiveness of integrating PHAs into PBL tutorials.

Main Methods:

Qualitative study involving 10 students from 5 health professions over an 8-week course.
Utilized weekly journals and semistructured interviews for data collection.
Analyzed qualitative data from student journals and interviews.

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Main Results:

PHAs offered valuable insights into living with HIV, serving as resources and prompting critical reflection on student values.
Students reported challenges, including concerns about offending PHAs, highlighting the sensitive nature of the interactions.
The presence of PHAs fostered a unique learning dynamic, enriching the educational experience.

Conclusions:

Persons with HIV-AIDS made substantial contributions to student learning experiences.
The integration of PHAs into problem-based learning tutorials is a viable and effective educational strategy.