Capturing students' learning experiences and academic emotions at an interprofessional training ward

Area of Science:

• Healthcare Education
• Interprofessional Learning
• Clinical Training

Background:

• Interprofessional education (IPE) is crucial for developing collaborative healthcare teams.
• Understanding student experiences and emotions in clinical IPE is essential for effective learning.
• Clinical settings provide unique contexts for interprofessional teamwork development.

Purpose of the Study:

• To investigate healthcare students' learning experiences and academic emotions in a clinical IPE course.
• To examine the relationship between collaborative activities and knowledge creation.
• To identify factors contributing to optimal learning experiences like 'flow' during IPE.

Main Methods:

• Utilized the contextual activity sampling system (CASS) methodology.
• Collected data via mobile phones from 37 healthcare students (medical, nursing, physiotherapy, occupational therapy).
• Data collected multiple times daily over a 2-week interprofessional training ward (IPTW) course.

Main Results:

• Students' academic emotions and collaborative knowledge creation processes were elucidated.
• Collaborative knowledge creation was most prevalent during team-based activities (e.g., patient discussions, ward rounds).
• Collaborative activities significantly correlated with optimal experiences, including 'flow' states (high challenge/high competence).

Conclusions:

• Collaboration among students is vital for successful interprofessional training ward (IPTW) courses.
• Findings underscore the importance of fostering teamwork in clinical IPE.
• Results can inform the optimization of IPE learning activity design in healthcare settings.