Designing, implementing and sustaining IPE within an authentic clinical environment: the impact on student learning

Area of Science:

• Healthcare Education
• Interprofessional Collaboration
• Patient Care Outcomes

Background:

• Interprofessional education (IPE) is crucial for preparing healthcare practitioners for interprofessional practice (IPP).
• Effective IPP requires coordinated, outcome-focused patient care, necessitating robust IPE within curricula and authentic settings.
• Developing interprofessional collaboration skills is essential for future healthcare professionals.

Purpose of the Study:

• To assess the replicability of a Type 2 Diabetes Mellitus (T2DM) lifestyle program in a satellite health precinct.
• To evaluate changes in student attitudes towards IPP following participation in the IPE program.
• To explore student perceptions of participating in IPP during clinical placement.

Main Methods:

• Quantitative assessment of IPE perceptions using the SPICE-R2 instrument.
• Qualitative analysis of student reflections from focus groups.
• Involved 35 students from 4 health professions in an established T2DM program at a satellite site.

Main Results:

• Significant improvements in overall IPE perceptions (p < .01), including role understanding, teamwork, and patient outcomes.
• Qualitative themes revealed varied initial IPE understanding, appreciation for teamwork, enhanced role clarity, and the value of authentic learning experiences.
• IPE participation was particularly beneficial for final-year students.

Conclusions:

• Partnerships between higher education and health services are vital for delivering effective IPP and learning experiences.
• Students highly value IPE within authentic learning contexts.
• A scaffolded approach to IPE across health curriculums and clinical placements is necessary to build essential interprofessional capabilities.