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Interprofessional learning for pre-qualification health care students: An outcomes-based evaluation.

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Title: Interprofessional learning for pre-qualification health care students: An outcomes-based evaluation.
Authors: Nisbet, Gillian (AUTHOR), Hendry, Graham D. (AUTHOR), Rolls, Gary (AUTHOR), Field, Michael J. (AUTHOR)
Source: Journal of Interprofessional Care. Jan2008, Vol. 22 Issue 1, p57-68. 12p. 3 Charts, 1 Graph.
Subjects: Medical education, Medical care education, Medical care, Medical students, Training of medical students, Medical personnel, Medical personnel training, Health occupations students, Training
Abstract: Within health, it is widely acknowledged that a collaborative, team-oriented approach to care is required to ensure patient safety and quality of service delivery. A pre-qualification interprofessional learning experience should provide an ideal opportunity for students to gain the necessary knowledge, skills and attitudes to enable them to work as part of a patient-centred interprofessional team. In this article we report a multidimensional evaluation of a pre-qualification interprofessional learning (IPL) program. The program brings together senior year students from various health care professions on clinical placement in the same service area of a hospital to take part in shared, structured learning experiences centred on interprofessional teamwork. We used a combination of qualitative and quantitative methods to evaluate the IPL program. Results indicate that students' understanding of the roles of other team members was enhanced, and students and supervisors perceived the program to be of value for student learning. Measured changes in attitude were limited. Unexpected findings emerged in relation to role responsibilities within teams and attitudes towards doctors. We conclude that such programs have the potential to expand students' understanding of the contributions made by other professionals/colleagues to effective patient care, although challenges persist in overcoming pre-existing role stereotypes. [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
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  Data: Interprofessional learning for pre-qualification health care students: An outcomes-based evaluation.
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  Data: <searchLink fieldCode="AR" term="%22Nisbet%2C+Gillian%22">Nisbet, Gillian</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hendry%2C+Graham+D%2E%22">Hendry, Graham D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rolls%2C+Gary%22">Rolls, Gary</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Field%2C+Michael+J%2E%22">Field, Michael J.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Jan2008, Vol. 22 Issue 1, p57-68. 12p. 3 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+care+education%22">Medical care education</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+care%22">Medical care</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Training+of+medical+students%22">Training of medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+personnel%22">Medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+personnel+training%22">Medical personnel training</searchLink><br /><searchLink fieldCode="DE" term="%22Health+occupations+students%22">Health occupations students</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink>
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  Data: Within health, it is widely acknowledged that a collaborative, team-oriented approach to care is required to ensure patient safety and quality of service delivery. A pre-qualification interprofessional learning experience should provide an ideal opportunity for students to gain the necessary knowledge, skills and attitudes to enable them to work as part of a patient-centred interprofessional team. In this article we report a multidimensional evaluation of a pre-qualification interprofessional learning (IPL) program. The program brings together senior year students from various health care professions on clinical placement in the same service area of a hospital to take part in shared, structured learning experiences centred on interprofessional teamwork. We used a combination of qualitative and quantitative methods to evaluate the IPL program. Results indicate that students' understanding of the roles of other team members was enhanced, and students and supervisors perceived the program to be of value for student learning. Measured changes in attitude were limited. Unexpected findings emerged in relation to role responsibilities within teams and attitudes towards doctors. We conclude that such programs have the potential to expand students' understanding of the contributions made by other professionals/colleagues to effective patient care, although challenges persist in overcoming pre-existing role stereotypes. [ABSTRACT FROM AUTHOR]
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  Data: <i>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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13561820701722386
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        Text: English
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              Text: Jan2008
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              Y: 2008
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