What makes an interprofessional education programme meaningful to students? Findings from focus group interviews with students based in New Zealand.
Saved in:
| Title: | What makes an interprofessional education programme meaningful to students? Findings from focus group interviews with students based in New Zealand. |
|---|---|
| Authors: | Darlow, Ben (AUTHOR), Donovan, Sarah (AUTHOR), Coleman, Karen (AUTHOR), McKinlay, Eileen (AUTHOR), Beckingsale, Louise (AUTHOR), Gallagher, Peter (AUTHOR), Gray, Ben (AUTHOR), Neser, Hazel (AUTHOR), Perry, Meredith (AUTHOR), Pullon, Sue (AUTHOR) |
| Source: | Journal of Interprofessional Care. May2016, Vol. 30 Issue 3, p355-361. 7p. 1 Chart. |
| Subjects: | Education, Ethics, Ethnic groups, Focus groups, Interdisciplinary education, Learning, Medical personnel, Medical students, Research funding, Resource allocation, Qualitative research, Data analysis, Thematic analysis, Human services programs, Acquisition of data |
| Geographic Terms: | New Zealand |
| Abstract: | It is important to understand what an interprofessional education (IPE) experience means to students and what makes it meaningful so that optimal use can be made of IPE opportunities and resources. This article reports qualitative data from a larger study evaluating an 11-hour IPE programme which focused on long-term condition management. Qualitative analysis aimed to explore students’ perspectives of the programme. Forty-one students from dietetics, medicine, physiotherapy, and radiation therapy were invited to participate in interprofessional focus groups. Data gathered from 34 students who participated in two focus groups were analysed inductively using thematic analysis. Three key themes emerged related to (i) learning, (ii) perceived long-term professional benefits, and (iii) the structure and content of the programme. Participants considered the programme to be a valuable learning opportunity with direct relevance to their future clinical careers. Findings indicated that providing students with an opportunity to learnabouteach other should be prioritised within IPE programmes and that this process should be student-led. This may help students to effectively learn with and from each other. Students perceived active learning activities, including interviewing a patient in their home and presenting findings to their peers, to be particularly valuable. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | It is important to understand what an interprofessional education (IPE) experience means to students and what makes it meaningful so that optimal use can be made of IPE opportunities and resources. This article reports qualitative data from a larger study evaluating an 11-hour IPE programme which focused on long-term condition management. Qualitative analysis aimed to explore students’ perspectives of the programme. Forty-one students from dietetics, medicine, physiotherapy, and radiation therapy were invited to participate in interprofessional focus groups. Data gathered from 34 students who participated in two focus groups were analysed inductively using thematic analysis. Three key themes emerged related to (i) learning, (ii) perceived long-term professional benefits, and (iii) the structure and content of the programme. Participants considered the programme to be a valuable learning opportunity with direct relevance to their future clinical careers. Findings indicated that providing students with an opportunity to learnabouteach other should be prioritised within IPE programmes and that this process should be student-led. This may help students to effectively learn with and from each other. Students perceived active learning activities, including interviewing a patient in their home and presenting findings to their peers, to be particularly valuable. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 13561820 |
| DOI: | 10.3109/13561820.2016.1141189 |
