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Making the transition from physiotherapy student to interprofessional team member.
K Davies1, K Harrison, D L Clouder
1Department of Physiotherapy and Dietetics, Faculty of Health and Life Sciences, Coventry University, Priory Street, Coventry CV1 5FB, UK. k.davies@coventry.ac.uk
Physiotherapy
|April 19, 2011
Summary
Interprofessional learning enhances physiotherapy students' understanding of professional roles and collaboration. This experience boosts confidence and prepares them for improved patient care through effective teamwork.
Area of Science:
- Health Professions Education
- Physiotherapy Training
- Interprofessional Collaboration
Background:
- Interprofessional learning (IPL) is crucial for developing healthcare professionals.
- Understanding student perceptions of IPL is vital for curriculum development.
Purpose of the Study:
- To explore final-year physiotherapy students' perceptions and experiences of interprofessional learning.
- To assess the impact of IPL in university and clinical placement settings.
Main Methods:
- A mixed-methods approach was used, combining questionnaires and focus groups.
- Third-year physiotherapy students at Coventry University participated.
- High response rates were achieved for questionnaires (97%) and focus groups.
Main Results:
- Most students reported increased awareness of professional roles and issues (74% and 71%).
- Students valued the contributions of other professionals and recognized their support (63% and 60%).
- Interprofessional learning enhanced personal confidence and preparedness for collaborative practice.
Conclusions:
- Interprofessional learning effectively improves physiotherapy students' understanding of roles and collaborative abilities.
- IPL fosters better working relationships and is significant for enhanced patient care.
- Clinical placements play a key role in facilitating interprofessional learning and teamwork.
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