Interdisciplinary Approach from Undergraduate Pre-Health Students in Children’s Health Educational Initiative-A Pilot Community Intervention

Abstract

The importance of interprofessional training in healthcare to improve quality of care and health outcomes has been increasingly recognized. This pilot study used an interprofessional and interdisciplinary team of undergraduate health and pre-health students to establish a unique community partnership with a local elementary school in developing and implementing a nutrition/exercise educational intervention. Our results suggest that children as young as 8 years old are capable of learning new information related to the benefits of particular food groups, are capable of retaining this knowledge for 6 months, and that an intervention program as short as one hour every few months stand to make significant impact on children’s knowledge about proper nutrition and healthy lifestyles. Our results suggest the potential benefits of further expanding the short-term intervention into a longer-term community-based curriculum targeting a younger age group previously or currently practiced.. Furthermore, this pilot study suggests that undergraduate health and pre-health students can form an interprofessional and collaborative team to take an active role in the dissemination of nutrition knowledge in the community.

Currently Available Tools and Teaching Strategies for the Interprofessional Education of Students in Health Professions: Literature review

“…6,11,17, A total of 15 articles originated from the USA, indicating a high interest in IPE programmes in this country. 11,[20][21][22][24][25][26]28,32,35,36,[38][39][40]42 For the rest, three studies each were conducted in the UK and Canada, two in Australia and one each in Sweden, Malaysia, the Philippines, China and Switzerland. 6,17,19,23,27,[29][30][31]33,34,37,41,43 Nine main strategies were identified for executing IPE activities: simulation-based education programmes; rotations in rural and community settings; interprofessional training wards; patient-centred case studies; theme-centred workshops; student seminars; student-delivered lectures; health promotion activities; and interactive lectures in a common setting.…”

“…21,35,43 Students also formed interprofessional and collaborative teams in order to take part in community health promotion activities. 22,[36][37][38] Combined interactive lectures for students from various health professions also provided opportunities for student interaction and reflection. 23,32…”