An online interprofessional education intervention was conducted to explore student learning and development of interprofessional collaboration. The study involved undergraduate students from pharmacy and medical programs working together in pairs to review hospital patient notes and conduct online consultations. The aim was to enhance collaboration between healthcare students and improve patient care.
Interprofessional education is crucial for fostering teamwork and communication among healthcare professionals. It helps overcome barriers like hierarchical structures and silo working. Educators are challenged to design meaningful learning experiences that promote collaboration and develop skills for effective team-based practice.
The study utilized a longitudinal approach with three iterations of the intervention, allowing students to receive feedback and reflect on their performance. Data collection involved written feedback, student reflections, and interviews with student pairs and assessors. The Kirkpatrick/Barr evaluation model was used to organize the themes emerging from the data.
Results showed that students improved in interprofessional collaboration over the three iterations. They demonstrated better teamwork, communication, and understanding of each other’s roles. Feedback and reflection played a key role in shaping student behavior and attitudes towards collaboration.
The study highlighted the importance of providing students with feedback and opportunities for reflection to enhance their interprofessional skills. By engaging in authentic learning experiences with simulated patients, students gained valuable insights into collaborative practice.
While the study had limitations in terms of sample size and program diversity, the findings underscored the benefits of iterative interprofessional education interventions. Future research could explore the impact of such interventions on a larger scale and incorporate patient perspectives to gain a holistic view of student collaboration.
In conclusion, the study demonstrated that interprofessional collaboration can be effectively developed through iterative feedback and reflection. By framing interventions around entrustable professional activities and providing multiple opportunities for collaboration, educators can enhance student learning and promote effective teamwork in healthcare settings.
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