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Student voices on an interprofessional course.

Brian J O'Neill1, M Anne Wyness

  • 1University of British Columbia, Vancouver, British Columbia, Canada. ONeill@ubc.ca

Medical Teacher
|September 9, 2005
PubMed
Summary

Student insights reveal that experiential learning and interprofessional collaboration in health professions education are highly effective. This approach enhances professional voice development and understanding between disciplines.

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Area of Science:

  • Health Professions Education
  • Interprofessional Education
  • Qualitative Research

Background:

  • Interprofessional education (IPE) is crucial for health and human service professionals.
  • Existing research often overlooks student perspectives in IPE outcomes.
  • Understanding student voices is vital for optimizing IPE curricula.

Purpose of the Study:

  • To explore student insights on an elective interprofessional course.
  • To identify effective teaching-learning strategies from the student viewpoint.
  • To gather recommendations for improving IPE experiential learning.

Main Methods:

  • Qualitative study using focus groups and telephone interviews.
  • Involved 23 students from medicine, pharmaceutical sciences, nursing, and social work.
  • Data collected at course conclusion and six months post-course.

Main Results:

  • Experiential learning components were perceived as more meaningful than theoretical ones.
  • Practice-based learning, student teams, and classroom collaboration were highly effective.
  • The course fostered professional voice development and interprofessional understanding.

Conclusions:

  • Experiential learning and interprofessional collaboration are key to effective IPE.
  • Further research on student and faculty experiences is needed.
  • Strategies to enhance experiential learning in IPE require further investigation.

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