Background: The purpose of this study was to assess learning outcomes and student satisfaction after participating in a large-scale interprofessional (IPL) blended learning course.
Methods and findings: In this cross-sectional study, students from health, social care, and teacher education programs completed two questionnaires. The majority were satisfied with the blended learning approach. The IPL group discussions resulted in learning outcomes that were two times higher than those from traditional instruction, including lectures and assignments. Health and social care students reported lower learning outcomes and satisfaction than teacher education and child welfare students (p < 0.05).
Conclusions: The study demonstrated the feasibility of the blended learningapproach. However, IPL activities that are explicitly inclusive for all studentsshould be created for future courses.
Background: Interprofessional learning (IPL) research is mainly restricted to health students. The purpose of this study was to assess the IPL preparedness of students from health, social care, and teacher education programs.
Methods and findings: This project comprised an exploratory cross-sectionalstudy and online questionnaire. Of the 221 students included, the majority hadlearned about their own future role. In contrast, less than 20 percent had learnedabout other roles.
Conclusions: This study suggests that teacher education and health and social carestudents were not equally prepared for IPL. Future research should explore howeducators may balance an unequal understanding of roles among students.
Background: To facilitate a stronger recognition of the importance of the healthcare educator role and clearer communication regarding IPE, consensus is needed regardingn the values and areas of activity that all healthcare educators share, regardless of professional group.
Methods and findings: A five-phase consensus process was used, consisting of a survey and search to identify guidance documents, a literature review and text analysis, a face-to-face consensus meeting, a novel workshop to develop organizing principles, and a two-stage Delphi consultation. This consensus process resulted in a nine-item list of shared values and 25 activities sorted into four domains.
Conclusion: This article reports the development of a rigorous and collective consensus statement on the core values and activities shared by all healthcare educators. This is a necessary preliminary to establishing the groundwork on which interprofessional educational initiatives can be built.
Anciens numéros de Journal of Research in Interprofessional Practice and Education