Student Reflections on Interprofessional Education: Moving from Concepts to Collaboration

Area of Science:

• Health Professions Education
• Interprofessional Education
• Qualitative Research

Background:

• Interprofessional education (IPE) is crucial for preparing healthcare professionals for collaborative practice.
• Evaluating the impact of IPE on student learning and values is essential for curriculum development.

Purpose of the Study:

• To assess the impact of a 2-year interprofessional education (IPE) curriculum on student values and learning.
• To understand student reflections on their experiences in the Health Mentors Program (HMP).

Main Methods:

• 264 students from six health professions completed a 2-year IPE curriculum (HMP).
• Students submitted reflection papers analyzed using the Rolfe Reflection-in-Action model.
• A sample of 60 essays underwent conventional content analysis guided by grounded theory.

Main Results:

• Qualitative analysis yielded 15 themes and 14 subthemes across program, mentor, team, and self categories.
• Students positively viewed the HMP curriculum, especially team-based home visits and mentor interactions.
• Most students reported enhanced self-assessed knowledge, skills, and attitudes, particularly regarding chronic disease impact and team dynamics.

Conclusions:

• Reflective writing effectively captures student attitudes toward IPE and chronic disease care.
• The IPE curriculum improved students' understanding of collaborative practice goals and patient-centeredness.
• Findings indicate the HMP curriculum meets an IPE core competency by fostering an improved understanding of collaborative practice.