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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Connecting knowledge: First-year health care students' learning in early interprofessional tutorials.

Tove Törnqvist1, Mattias Ekstedt1, Sally Wiggins2

  • 1Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden.

Journal of Interprofessional Care
|January 1, 2023
PubMed
Summary

Interprofessional education (IPE) helps health care students collaborate. Early undergraduate IPE using problem-based learning and real-world scenarios effectively develops interprofessional competencies.

Keywords:
Boundary objectsbrokerscommunities of practiceinterprofessional educationvideo-analysis

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Area of Science:

  • Health Professions Education
  • Interprofessional Learning
  • Collaborative Healthcare

Background:

  • Effective collaboration is crucial in healthcare.
  • Interprofessional education (IPE) aims to enhance student collaboration.
  • Curriculum integration and competency development in IPE require further research.

Purpose of the Study:

  • To examine how undergraduate students develop interprofessional competencies within problem-based learning (PBL) tutorials.
  • To investigate the role of professional scenarios and tutors in early-stage IPE.

Main Methods:

  • Video-recorded PBL tutorials involving first-year undergraduate students from medicine, nursing, occupational therapy, speech and language pathology, and physiotherapy.
  • Analysis focused on student discussions of professional literature within the tutorials.
  • Theoretical framework: Communities of Practice.

Main Results:

  • Students actively discussed and integrated professional knowledge.
  • "Brokers" (tutors) and "boundary objects" (scenarios) facilitated the development of professional knowledge.
  • Scenarios also empowered students to act as "brokers" themselves, fostering peer learning.

Conclusions:

  • IPE, particularly PBL with contextualized scenarios, can be effectively implemented in the early stages of undergraduate health professions programs.
  • This approach supports the development of interprofessional competencies.
  • Findings offer evidence for integrating IPE early in health professions curricula.