Authentic learning and multifaceted assessment utilizing interprofessional collaborative learning events

Interprofessional Education: Students' Learning of Joint Patient Care

“…The students' natural negotiation and learning process led to the development of a deep understanding of each other's and their common competence and responsibility to reach the goal of the group. Our findings are also consistent with previous findings in IPE, showing that students not only enjoy, but also improve their communication and collaboration skills, in authentic learning situations (Fain & Kennell, 2016;Granheim et al, 2017;Kent & Keating, 2015;Reeves et al, 2016;Turrentine et al, 2016), especially when participation is voluntary (Reeves et al, 2016) and when they can practice their profession (van Soeren et al, 2011).…”

“…by describing and explaining how the students took an active role in exploring and exploiting their different professional perspectives on patient care and learned to collaborate on patient care based on multiprofessional knowledge when allowed to shape collaboration in the student groups themselves. Our findings support previous findings showing that students develop collaborative knowledge and skills by participating in IPE (Fox et al, 2018;Reeves et al, 2017), particularly when IPE is facilitated in realistic contexts (Fain & Kennell, 2016;Reeves et al, 2016).…”

“…The students' attitudes to each other improve and they acquire knowledge and skills in collaboration (Fox et al, 2018;Reeves et al, 2016), especially when participation is voluntary (Reeves et al, 2016). Further, when IPE is facilitated in realistic contexts, it leads to particularly good learning outcomes (Fain & Kennell, 2016;Reeves et al, 2016). The review articles show that students enjoy interacting in authentic learning situations (Granheim, www.professionsandprofessionalism.com Page 2 Shaw & Mansah, 2017) and that this improves their communication and cooperation skills (Granheim et al, 2017;Kent & Keating, 2015).…”

Academics’ knowledge and experiences of interprofessional education and practice

“…[11] Practical suggestions for the enablement of IPE in the Faculty included providing students with authentic learning environments, evident in suggestions for the inclusion of collaborative practice outcomes for communitybased clinical placements, and for the buyin of IPECP from the management teams of these placements. These enablers are imperative, as the task of the educator is to create a natural learning environment, where the critical thinking skills and desired outcomes [14] related to critical practice skills are embedded into authentic learning tasks. [14] Hence, through implementation of interprofessional learning opportunities and assessment in IPE, [14] authentic learning experiences for producing desired student outcomes are increased [14] and interprofessional readiness addressed.…”

“…These enablers are imperative, as the task of the educator is to create a natural learning environment, where the critical thinking skills and desired outcomes [14] related to critical practice skills are embedded into authentic learning tasks. [14] Hence, through implementation of interprofessional learning opportunities and assessment in IPE, [14] authentic learning experiences for producing desired student outcomes are increased [14] and interprofessional readiness addressed. [13] Students are expected to function in teams, help one another learn, and be selfdirected, meaning that students become active participants in their own process of learning.…”