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Updated: Jun 21, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
A quality improvement activity to promote interprofessional collaboration among health professions students
Roy Thomas Dobson1, Katherine Stevenson, Angela Busch
1College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan, Canada. roy.dobson@usask.ca
Objectives:
To develop and evaluate a classroom-based curriculum designed to promote interprofessional competencies by having undergraduate students from various health professions work together on system-based problems using quality improvement (QI) methods and tools to improve patient-centered care.
Design:
Students from 4 health care programs (nursing, nutrition, pharmacy, and physical therapy) participated in an interprofessional QI activity. In groups of 6 or 7, students completed pre-intervention and post-intervention reflection tools on attitudes relating to interprofessio nal teams, and a tool designed to evaluate group process.
Assessment:
One hundred thirty-four students (76.6%) completed both self-reflection instruments, and 132 (74.2%) completed the post-course group evaluation instrument. Although already high prior to the activity, students' mean post-intervention reflection scores increased for 12 of 16 items. Post-intervention group evaluation scores reflected a high level of satisfaction with the experience.
Conclusion:
Use of a quality-based case study and QI methodology were an effective approach to enhancing interprofessional experiences among students.
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