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Updated: Mar 23, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Preparing health students for interprofessional placements.

Sandra Grace¹, Gopi McLeod¹, Julie Streckfuss¹

¹School of Health & Human Sciences, Southern Cross University, PO Box 157, Lismore, NSW 2480, Australia.

Nurse Education in Practice

|April 3, 2016

Summary

This summary is machine-generated.

This study developed an online resource to prepare health students and supervisors for interprofessional (IP) placements. The resource successfully broke down stereotypes and fostered cross-disciplinary understanding, improving collaborative learning.

Keywords:

Clinical practicum Clinical supervision E-learning Interprofessional learning Work integrated learning

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Area of Science:

Health Professions Education
Interprofessional Learning
Online Learning Resources

Background:

Clinical education increasingly incorporates interprofessional (IP) placements.
There is a lack of adequate preparation resources for students and supervisors undertaking IP placements.
Existing resources often focus on single-discipline preparation.

Purpose of the Study:

To further develop and evaluate an online multidisciplinary resource for preparing health students and supervisors for IP placements.
To assess the resource's effectiveness in fostering interprofessional understanding and collaboration.
To adapt a resource originally designed for single-discipline placements.

Main Methods:

The online resource was revised to include common language and broadly relevant activities for multiple health disciplines.
The resource was trialled with participants from naturopathy, nursing, osteopathy, and pharmacy.
Evaluation involved E-surveys, focus groups, and project team feedback.

Main Results:

Participants gained insights into other disciplines' roles, fostering cross-disciplinary interactions.
The resource helped break down stereotypes and misconceptions between health professions.
Commonalities in patient care, communication, and ethics were identified, promoting a more collaborative educational culture.

Conclusions:

The developed online resource is effective for preparing students and supervisors for interprofessional placements.
The resource facilitates breaking down disciplinary silos and promoting interprofessional understanding.
Collaborative projects using the resource can drive culture change towards interdisciplinary education.