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Interprofessional learning for pre-qualification health care students: an outcomes-based evaluation.
Gillian Nisbet1, Graham D Hendry, Gary Rolls
1Faculty of Health Sciences, The University of Sydney, Sydney, NSW 2006, Australia. gnisbet@chs.usyd.edu.au
Journal of Interprofessional Care
|January 19, 2008
Summary
This study evaluated an interprofessional learning (IPL) program for healthcare students. The program improved understanding of team roles but had limited impact on attitudes, highlighting challenges in overcoming stereotypes.
Area of Science:
- Health Professions Education
- Interprofessional Healthcare
- Team-Based Care
Background:
- Effective patient care necessitates a collaborative, team-oriented approach.
- Interprofessional learning (IPL) programs aim to equip students with skills for patient-centered teamwork.
- Pre-qualification experiences are crucial for developing interprofessional competencies.
Purpose of the Study:
- To evaluate a pre-qualification interprofessional learning (IPL) program for senior health professional students.
- To assess the impact of shared learning experiences on students' understanding of teamwork and professional roles.
- To identify program strengths and challenges in fostering interprofessional collaboration.
Main Methods:
- Multidimensional evaluation using qualitative and quantitative methods.
- Assessed changes in students' understanding of other professionals' roles.
- Gathered perceptions from students and supervisors on program value.
Main Results:
- Students demonstrated enhanced understanding of interprofessional team members' roles.
- Both students and supervisors found the IPL program valuable for learning.
- Attitudinal changes were limited, with unexpected findings regarding role responsibilities and attitudes towards doctors.
Conclusions:
- Interprofessional learning programs can improve students' appreciation of diverse professional contributions to patient care.
- Challenges remain in overcoming pre-existing role stereotypes within healthcare teams.
- Further development of IPL programs is needed to effectively address attitudinal barriers and promote true interprofessional collaboration.
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