Student participation in the development of interprofessional education courses: Perceptions and experiences of faculty members and the students

Behrend, Ronja; Franz, A.; Czeskleba, Anja; Maaz, Asja; Peters, Harm

doi:10.1080/0142159x.2019.1638895

Cited by 16 publications

(14 citation statements)

References 21 publications

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“…Scientific literature on co-creation of learning in medical education is scarce. Reports from recent innovative initiatives describe successful learner-teacher partnership for curricular improvement in undergraduate medical education (Scott et al 2019), learner involvement in the development of interprofessional education courses (Behrend et al 2019), innovative curricular changes through learner-driven initiatives (Zdravkovic et al 2018), and assignment of module co-director roles to medical learners in curriculum development (Milles et al 2019). While these initiatives are encouraging, they do not provide a good overview of potential challenges or facilitators in the co-creation process.…”

Section: Literature On Co-creation Of Educationmentioning

confidence: 99%

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

et al. 2020

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This AMEE guide aims to emphasize the value of active learner involvement in the design and development of education, referred to as co-creation, and provides practical tips for medical educators interested in implementing co-created educational initiatives at their own institutions. Starting with definitions of co-creation and related terms, we then describe its benefits and summarize the literature in medical and higher education to provide an appropriate context and a shared mental model for health professions educators across the world. Potential challenges and barriers to implementation of co-creation in practice are described in detail from the perspective of learners, teachers, and institutions. Challenges are linked to relevant principles of Self-Determination Theory, Positioning Theory and theory on Psychological Safety, to provide direction and fundamental reasons for implementation of co-creation. Finally, solutions to listed challenges and practical approaches to education design and implementation using co-creation are described in detail. These tips include strategies for supporting learners and teachers in the process, enhancing the collaboration between them, and ensuring appropriate support at the organizational level.

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Section: Literature On Co-creation Of Educationmentioning

confidence: 99%

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

et al. 2020

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“…The development of this course involved an interprofessional team that included several professionals and students who learned from and about each other to improve collaboration and the quality of the product. Previous research shows that interprofessional teams can reduce the risk of duplication and fragmentation and reduce costs associated with delivery [ 37 - 39 ]. We echo other investigators who suggest that interprofessional teams involving students bring an important and unique experience to course development [ 39 , 40 ].…”

Section: Discussionmentioning

confidence: 99%

“…Previous research shows that interprofessional teams can reduce the risk of duplication and fragmentation and reduce costs associated with delivery [ 37 - 39 ]. We echo other investigators who suggest that interprofessional teams involving students bring an important and unique experience to course development [ 39 , 40 ]. We included residents and medical students during this e-learning course development because as the end users, students have a deep understanding of what they need to feel prepared for the workplace.…”

Section: Discussionmentioning

confidence: 99%

Replicating Anatomical Teaching Specimens Using 3D Modeling Embedded Within a Multimodal e-Learning Course: Pre-Post Study Exploring the Impact on Medical Education During COVID-19

Stunden¹,

Zakani²,

Martin³

et al. 2021

JMIR Med Educ

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Background The COVID-19 pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal method of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. Objective The aim of this study is to assess whether a multimodal e-learning course contributed to learning outcomes in a cohort of first-year undergraduate medical students studying congenital heart diseases. The secondary aim is to assess student attitudes and experiences associated with multimodal e-learning. Methods The pre-post study design involved 290 first-year undergraduate medical students. Recruitment was conducted by course instructors. Data were collected before and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcomes included attitudes and experiences, time to complete the modules, and browser metadata. Results A total of 141 students were included in the final analysis. Students’ knowledge significantly improved by an average of 44.6% (63/141) when using the course (SD 1.7%; Z=−10.287; P<.001). Most students (108/122, 88.3%) were highly motivated to learn with the course, and most (114/122, 93.5%) reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs=0.687; P<.001; n=122). No relationships were found between the change in test scores and attitudes (P=.70) or experiences (P=.47). Students most frequently completed the e-learning course with Chrome (109/141, 77.3%) and on Apple macOS (86/141, 61%) or Windows 10 (52/141, 36.9%). Most students (117/141, 83%) had devices with high-definition screens. Most students (83/141, 58.9%) completed the course in <3 hours. Conclusions Multimodal e-learning could be a viable solution in improving learning outcomes and experiences for undergraduate medical students who do not have access to cadavers. Future research should focus on validating long-term learning outcomes.

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“…The second by Sollami et al (2015) describes the potential for IPE to reinforce professional stereotypes such as nurses as caring and physicians as curing and, as such, students had less favourable attitudes towards IPE. In Germany, work by Behrend et al (2019) also highlights the value of IPE. One issue in Europe has been the problems associated with HPs training regulations and frameworks -and only recently these are being amended to recognize the value of IPE.…”

Section: Backg Rou N Dmentioning

confidence: 99%

“…In Germany, work by Behrend et al. (2019) also highlights the value of IPE. One issue in Europe has been the problems associated with HPs training regulations and frameworks – and only recently these are being amended to recognize the value of IPE.…”

Section: Introductionmentioning

confidence: 99%

“Tutor and student dyadic interactions in relation to Interprofessional education and clinical care: A constructivist grounded theory study”

Bianchi

Ghirotto

Bagnasco

et al. 2020

Journal of Advanced Nursing

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The aim of this study was to explore and understand the interprofessional collaboration preparation processes implemented by clinical tutors and students, in various professions, involved in interprofessional education experiences. Design: A constructivist grounded theory approach. The study was carried out between 2015-#2017. Method: Semi-structured interviews were conducted with a total of ten undergraduate students and the seven clinical tutors who supervised them from three undergraduate courses in a university of applied sciences and arts in Switzerland. Students were sampled during their clinical placement. Data were analysed and coded using constant comparative analysis with the support of Nvivo 10 software. Results: A substantive theory "Practicing contextual models of interprofessional care" was generated. It explains how the whole process takes place, the tutor-student interactions, and how together they gradually build models of interprofessional care, linked to their clinical context and to the patients/families who are part of it. Conclusion: The process describes a journey to comprehensively explain the roles played by the two main actors (student and tutor) who build a relationship of interaction. Impact: This theory provides an understanding of the complex process set up by students and how they are prepared for collaboration with other professionals. Its importance is mainly expressed in the educational field because it reveals a different vision from the one present so far and enables a thorough reflection from the pedagogical point of view. Teachers will be able to observe and approach the students' training curricula from a different point of view by evaluating any changes to favour it and rethink the organizational and training models of current programs.

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Student participation in the development of interprofessional education courses: Perceptions and experiences of faculty members and the students

Cited by 16 publications

References 21 publications

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

Replicating Anatomical Teaching Specimens Using 3D Modeling Embedded Within a Multimodal e-Learning Course: Pre-Post Study Exploring the Impact on Medical Education During COVID-19

“Tutor and student dyadic interactions in relation to Interprofessional education and clinical care: A constructivist grounded theory study”

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