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Interprofessional service-learning: cutting teeth and learning to crawl.

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This study explored how a rural service-learning initiative impacted students' interprofessional person-centered practice. Findings show enhanced understanding of collaborative practice and professional roles, though academic settings hindered continued application.

Keywords:
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Area of Science:

  • Health Professions Education
  • Community Health
  • Interprofessional Education

Background:

  • Service-learning initiatives are crucial for developing healthcare professionals.
  • Early childhood development programs benefit from interprofessional collaboration.
  • Rural training platforms offer unique learning environments for health sciences students.

Purpose of the Study:

  • To evaluate the influence of a community-based service-learning initiative on students' interprofessional person-centered practice.
  • To understand how interprofessional collaborative practice (IPCP) competencies are developed in a rural setting.

Main Methods:

  • An interpretative qualitative approach was employed.
  • Focus group discussions were conducted with dietetic, medical, and occupational therapy students.
  • Data were collected before, immediately after, and six months post-placement.

Main Results:

  • Students reported increased knowledge of their own and other professions' roles post-placement.
  • A realization of the importance of interprofessional collaborative practice (IPCP) was noted.
  • Profession, attitude, insight, and placement experiences influenced student reactions to IPCP.

Conclusions:

  • Community engagement and interprofessional activities enhance IPCP competencies.
  • Lack of interprofessional role modeling in academic settings can impede the application of learned practices.
  • Longer, synchronized rural rotations may be beneficial for developing IPCP skills.