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Learning through participating on an interprofessional training ward
Marie Lidskog1, Anna Löfmark, Gerd Ahlström
1School of Health and Medical Sciences, Orebro University, Orebro, Sweden. marie.lidskog@oru.se
Interprofessional training wards (IPTWs) enhance teamwork skills by immersing health and social care students in realistic collaborative environments. Careful planning of settings and learning situations is crucial for effective interprofessional education.
Area of Science:
- Medical Education
- Healthcare Professions Education
- Interprofessional Learning
Background:
- Clinical education emphasizes legitimate peripheral participation for skill development.
- Interprofessional training wards (IPTWs) aim to foster collaboration and teamwork among health and social care students.
- Previous findings suggest IPTWs are valued by students and improve interprofessional understanding.
Purpose of the Study:
- To describe and analyze student learning within an interprofessional training ward focused on elder care.
- To examine students' participation within the ward's communities of practice.
Main Methods:
- A case study design was employed.
- Multiple data sources were utilized for comprehensive analysis.
Main Results:
- Students actively participated in patient care.
- A gap often existed between learning expectations/goals and actual participation.
- Ensuring relevance for all student groups presented challenges.
Conclusions:
- The choice of setting and specific learning situations are critical factors in interprofessional education.
- Effective planning is essential to maximize learning outcomes in IPTWs.
- Optimizing interprofessional training requires strategic consideration of the learning environment.
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