Using complexity theory to develop a student-directed interprofessional learning activity for 1220 healthcare...

Area of Science:

• Health Professions Education
• Interprofessional Practice
• Complexity Theory in Education

Background:

• Universities face challenges in creating authentic interprofessional learning (IPL) activities for large student cohorts.
• Effective interprofessional practice is crucial for future patient care.
• This study investigated a large-scale, mandatory IPL activity to foster social learning among health professional students.

Purpose of the Study:

• To determine the feasibility and acceptability of a large-scale interprofessional learning activity.
• To assess the extent to which student interprofessional learning outcomes were met.
• To evaluate a complexity theory-based approach for preparing students for interprofessional healthcare.

Main Methods:

• A mixed-methods research approach was employed.
• An IPL activity was designed using complexity theory, involving self-directed learning in diverse teams.
• Authentic, complex clinical cases were used, with assessment via a written management plan and a peer-marked video presentation.

Main Results:

• All participating health professional students successfully completed the activity tasks.
• A high percentage of students found the IPL activity worthwhile (70%) and relevant (87%).
• Thematic analysis revealed themes of engagement and collaboration-in-action, indicating achievement of learning objectives; students demonstrated recognition of contributions and creation of collective knowledge.

Conclusions:

• A large-scale IPL activity, grounded in complexity theory for case design, format, and assessment, proved feasible and acceptable.
• The theoretically informed design facilitated students in achieving complex interprofessional learning outcomes relevant to future practice.
• Future research should focus on establishing psychometric properties for assessments in large-scale IPL events.