The introduction of an interprofessional education module: students' perceptions

Area of Science:

• Health Professions Education
• Interprofessional Learning
• Medical Education

Background:

• Interprofessional education (IPE) is crucial for preparing healthcare professionals.
• Problem-based learning (PBL) is a pedagogical approach increasingly used in health sciences.
• Evaluating student perceptions of IPE modules is essential for curriculum development.

Purpose of the Study:

• To assess health science students' perceptions of a newly implemented interprofessional education (IPE) module.
• To evaluate the effectiveness of a problem-based learning (PBL) delivery method within an IPE context.

Main Methods:

• A mixed-methods evaluation using questionnaires was administered to 92 health science students (medicine, physiotherapy, nursing, diagnostic imaging).
• Quantitative data analyzed using SPSS v.18, qualitative data using framework analysis.
• Students rated learning objectives, intellectual stimulation, resources, workload, and overall satisfaction.

Main Results:

• 78% of students completed the questionnaire, with over 70% endorsing the module positively.
• High overall satisfaction (91%) was reported.
• Key themes identified: collaboration, module structure (small groups, teamwork), and content diversity.

Conclusions:

• The IPE module utilizing PBL was well-received by health science students.
• Students valued collaborative learning experiences with peers from different disciplines.
• Module structure and content are critical factors for successful IPE design; further research on patient care impact is needed.