Evaluating an interprofessional workshop on persistent pain: The role of Adult Learning and Social Identity theories

Abstract

Interprofessional learning (IPL) is vital for developing work-ready health graduates and enhancing outcomes of people living with persistent pain. Our aim was to pilot an authentic IPL workshop on persistent pain in an Exercise Physiology Clinic. We also sought to explore the application of Adult Learning and Social Identity theories in understanding learning outcomes. Thirty students from five health disciplines participated in a half-day workshop on IPL and persistent pain, facilitated by multidisciplinary staff. Workshop activities included authentic, simulated case studies and problem-based learning. A mixed-methods, pre-post survey showed significant increases in students' confidence in understanding their own and others' discipline roles in managing persistent pain (p < 0.001), readiness for IPL (p = 0.046) and self-efficacy (p < 0.001). These increases were supported by qualitative outcomes, which were mapped onto Adult Learning and Social Identity theory. A preliminary conceptual framework was developed incorporating proposed learning mechanisms.

Staff perceptions on implementing interprofessional education for undergraduate students in health, social work and education

“…Collaboration across students and academic groups within health, social care and education disciplines is important for professional growth, sharing practice and building confidence (Kitchen et al, 2019). Such learning has been demonstrated in interprofessional workshops involving the use of case studies which resulted in improvements in students' self-rating of their understanding of roles, collaboration and communication (Bridgman et al, 2020). In addition, simulation-based educational events are an effective way to promote interprofessional teamwork opportunities for purposeful and rich learning opportunities for students within a safe environment (INACSL, 2021).…”