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Student reflections effectively assessed Interprofessional Learning Competencies (IPLCs) during a community placement. This interprofessional education activity supports workforce readiness and accreditation standards in Australian health programs.

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Area of Science:

  • Healthcare Education
  • Interprofessional Practice
  • Competency Assessment

Background:

  • Interprofessional collaboration is vital for effective healthcare delivery.
  • Australian accreditation standards require health, nursing, and medical programs to develop a collaborative workforce.
  • Existing interprofessional education programs lack evaluation using the Australian Interprofessional Learning Competencies (IPLCs).

Purpose of the Study:

  • To evaluate student experiences of the IPLCs during a community-based interprofessional placement.
  • To determine if student reflections can effectively assess IPLC attainment.
  • To identify beneficial learning activities for IPLC development.

Main Methods:

  • Forty-nine students from seven health and social science programs participated.
  • Students completed written reflections on four self-selected IPLCs.
  • Reflections were analyzed using thematic analysis to identify learning processes, outcomes, and influencing factors.

Main Results:

  • Students reported opportunities to attain all IPLCs during the placement.
  • Thematic analysis revealed three key themes: learning processes, learning outcomes, and influencing factors.
  • Findings indicate the community placement facilitated IPLC attainment.

Conclusions:

  • Community-based interprofessional placements are beneficial for achieving Australian IPLCs.
  • Student reflections serve as an effective method for assessing IPLC attainment.
  • This study provides evidence supporting the use of reflections in interprofessional education for accreditation.