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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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The Practice-based Small Group Learning programme: experiences of learners in multi-professional groups.

Githa Kanisin-Overton¹, Peter McCalister, Diane Kelly

¹University of Dundee, Dundee, Scotland, UK. g.overton@dundee.ac.uk

Journal of Interprofessional Care

|May 6, 2009

Summary

General Practitioners (GPs) and Practice Nurses (PNs) found the Practice-based Small Group Learning (PBSGL) program effective for Continuing Professional Development (CPD). Mutual respect and learning from each other

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Area of Science:

Medical Education
Continuing Professional Development (CPD)
Adult Learning Principles

Background:

The Practice-based Small Group Learning (PBSGL) program, originating in Canada, was implemented in the UK for multi-professional groups.
This study focuses on the initial UK implementation for General Practitioners (GPs) and Practice Nurses (PNs).

Purpose of the Study:

To explore the experiences of GPs and PNs participating in the PBSGL program.
To identify motivations for participation, group dynamics, and learning processes within PBSGL.
To evaluate the outcomes and appropriateness of PBSGL for mixed professional groups.

Main Methods:

Qualitative exploration of participant experiences in a multi-professional learning setting.
Analysis of factors influencing engagement, discussion, and knowledge acquisition.
Assessment of group cohesion and the impact on professional development.

Main Results:

Key motivators included a desire to understand and learn from other professions.
Mutual respect for diverse roles and perspectives fostered open discussion and knowledge sharing.
The learning process approached transformative learning, enhancing self-esteem and broadening perspectives.

Conclusions:

The PBSGL approach is suitable for the Continuing Professional Development (CPD) of mixed groups of General Practitioners (GPs) and Practice Nurses (PNs).
Interprofessional respect and a shared willingness to learn are crucial for successful PBSGL implementation.
PBSGL facilitated significant learning outcomes, including knowledge gain and increased self-esteem.