Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study

Abstract

Background and Purpose Although health science programs run parallel to each other and comprise of shared core subjects between the different disciplines, students of the different disciplines rarely mix or interact with each other during their undergraduate studies. Extracurricular activities are a big part of university students’ life, through which students have an opportunity to express themselves and enhance their soft skills in a safe and relaxed environment. Recently, King Saud University (KSU), Saudi Arabia, launched a multi-disciplinary event aimed at raising public’s awareness of their rights and responsibilities in the healthcare system. Although the event was designed to educate the public about their rights and responsibilities in the healthcare system, it has proven to be a good opportunity to promote interprofessional education among participating students. This study aims to review and assess the impact of this multi-disciplinary public awareness event on the acquisition of core interprofessional competencies by participating students from the health sciences using Kolb’s experiential learning theory as a framework. Patients and Methods This qualitative study used semi-structured Zoom interviews in Nov 2020 with health science students who participated in the event. The research team used a pre-designed topic guide based on Kolb’s experiential learning theory (KELT) for the interview questions. The interviews were recorded, transcribed, coded, and analysed using thematic analysis. Results Twenty-one students, representing four health science colleges at KSU participated in three focus groups. The main themes identified were participants’ attitudes towards the event, the types of knowledge and skills acquired from the event, and how they practically applied the knowledge acquired. These themes were aligned to KELT as this study’s framework. Conclusion The event covered the most important concepts of interprofessional education and could be a potential tool to educate students from multiple disciplines.

Enablers and barriers to implementing an interdisciplinary experiential learning program for university students in a Canadian rehabilitation centre

“…To produce enabling beliefs and consequences, encouraging proper understanding of interdisciplinary settings and the various disciplines involved in health care can further support students' engagement in their learning. These findings align with previous research where students were reported to enjoy working collaboratively as it helps with understanding, problem-solving, and providing better patient care (5,18). If students can optimize their contributions, patient care can be positively influenced and allow for a holistic approach (19).…”

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

“…For instance, Fewster-Thuente and Batteson describe all modes of KELT in the design and evaluation of a simulated IPE activity using a case study to explore attitudes and behaviours of interdisciplinary groups of pre-licensure students in healthcare programs [ 39 ]. Two other examples in the literature more fully explicate application and evaluation of KELT for students in other interprofessional healthcare contexts included settings specific to older adults in long term care and raising the public’s awareness of rights and responsibility in the healthcare system [ 31 , 38 ].…”

Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study [Response to Letter]

“…Moreover, as mentioned in the introduction of Almalag et al paper, the acquisition of IP competencies during the multidisciplinary event in the study was a parallel observation noted by the authors during the event. 7 It was thought that the best way of exploring these observations would be through focus group discussions which allow participants to express their perceptions, feelings, and views freely in response to general questions that contain no reference to IPEC competencies which avoids guiding students’ answers or introducing bias, Almalag et al supplementary table. 7 As such, any themes that emerge during these discussions are representative of the students’ experience during the event.…”

“… 7 It was thought that the best way of exploring these observations would be through focus group discussions which allow participants to express their perceptions, feelings, and views freely in response to general questions that contain no reference to IPEC competencies which avoids guiding students’ answers or introducing bias, Almalag et al supplementary table. 7 As such, any themes that emerge during these discussions are representative of the students’ experience during the event. We thus elected to use the focus group approach.…”