Dietetics students’ perceptions and experiences of interprofessional education

Abstract

The most important outcome of participating in IPE was that students' knowledge of other professions was enhanced, which had a positive impact on placements. An effective information technology infrastructure and appropriate scenarios are key requirements for the online delivery of IPE.

Online interprofessional education in dietetic students

“…Reinforcing this finding, the students articulated in the telephone interviews an improved understanding of the roles of other professions as a key outcome of the experience. Earland et al . also found their online IPE modules allowed dietetic students to consider the roles of different health professional groups.…”

“…Six of these students (the first six to volunteer) also attended a focus group to explore the impact of participating in the IPE modules. It was found that participating in the online IPE modules enhanced the student's opinions of the value of the roles of other professionals and enhanced their awareness of interprofessional issues …”

“…It was found that participating in the online IPE modules enhanced the student's opinions of the value of the roles of other professionals and enhanced their awareness of interprofessional issues. 11 No Australian studies have specifically examined dietetic students' perceptions and experience in online IPE. Our earlier work, 10 which did include dietetic students, showed that overall, the attitudes of health-care students (dietetic, medical, occupational therapy, nursing, social work, psychology, clinical exercise physiology) towards interprofessional interaction and interprofessional relationships and their confidence in understanding the roles of other health professions increased significantly for all professions from pre-to post-unit.…”

Is it possible to enhance the confidence of student dietitians prior to professional placements? A design‐based research model

“…(2010) who measured dietetic student perception of learning and satisfaction with teaching processes; and Earland et al . (2011) who looked at dietetic student perceptions and experiences of inter‐professional education. Students were invited to complete surveys at the beginning of the first day of PrePW (Part A – baseline) and after each of the 5 days (Part B – 2–6).…”

“…A series of process and impact evaluation surveys was developed by the Academic team, entered into online mode using LimeSurvey (https://www.limesurvey.org) and pilot-tested by students and staff to produce final versions. Questions and methods were based on research by Brissette et al (2014) (25) who used online surveys to evaluate perceived dietetic graduate preparedness for work; Volders et al (2010) (26) who measured dietetic student perception of learning and satisfaction with teaching processes; and Earland et al (2011) (16) who looked at dietetic student perceptions and experiences of interprofessional education. Students were invited to complete surveys at the beginning of the first day of PrePW (Part Abaseline) and after each of the 5 days (Part B -2-6).…”