Two Universities from Oulu, Finland organised integrated and interprofessional (IP) type 2 diabetes training periods for undergraduate medical and nursing students in collaboration with the University Hospital and Health and Wellbeing Centre of Oulu. There is an ongoing health, social services and regional government reform in Finland. The services will be organised in a customer-orientated way and the reform will combine the primary and secondary services. The training was tailored to reflect the real life future setting in Finnish primary care, and this model fits well with the principles of collaborative education. The study aimed at investigating students’ attitudes and readiness for inter professional learning and their learning experience in combined primary and secondary care settings. The second aim was to strengthen students’ professional skills by working with patients in a patient-centred manner. The “Readiness for Interprofessional Learning Scale” was used with added questions about pair training. Students’ perceptions of their clinical skills were evaluated. The students valued the mutual learning experience in outpatient primary care. They felt comfortable with working together and complemented each other. Students performed well with IP competencies such as patient centredness, communication and team functioning. Patients in general were very satisfied with the visit. Teamwork and collaboration, professional identity and pair work were highly scored in both student groups while roles and responsibilities were evaluated a little less positively. Collaboration between different levels of care and health policies is important when developing health professionals’ education. This IP teamwork experience helps both future and current health-care professionals to better organise the care of chronic illnesses.
Interprofessional course "Public health and interprofessional collaboration" was planned for the first semester medical and health care students by two universities of Oulu, Finland. The course architecture was built on blended methods including lectures, video based workshops, interactive e-learning phase based on family cases with everyday health and wellbeing problems of the family members. The course ended with student conference. All together 1681 students from ten different degree programs participated in the course during the years 2007-2013. In this paper we describe the students' readiness and attitudes towards interprofessional learning (IPL) with RIPLS (Readiness towards interprofessional learning scale) in the beginning of the course and students' feedback and learning experiences at the end of the course using the web based inquiry. The attitudes and readiness towards IPL were evaluated quite positive. The highest RIPLS scores were evaluated in Teamwork and collaboration. The different development of the attitudes between the groups was seen in Roles and responsibilities. In the longitudinal perspective the medical students evaluated all of the subscales lower than the health care students. The scoring stayed in the same level during the years. The difference between the groups was significant. The learning outcomes correlated linearly with students' own activity. Those students, who took actively part in web and group discussions learned most. Family cases helped them to get the big picture of the service system. Based on students feedback participative methods gradually replaced the traditionally methods like lectures during the years. The learning outcomes were evaluated relatively good.
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