The implementation of multiple interprofessional integrated modules by health sciences faculty in Chile

Abstract

Multiple interprofessional integrated modules (MIIM) 1 and 2 are two required, cross-curricular courses developed by a team of health professions faculty, as well as experts in education, within the Faculty of Medicine of the University of Chile. MIIM 1 focused on virtual cases requiring team decision-making in real time. MIIM 2 focused on a team-based community project. The evaluation of MIIM included student, teacher, and coordinator perspectives. To explore the perceptions of this interprofessional experience quantitative data in the form of standardised course evaluations regarding teaching methodology, interpersonal relations and the course organisation and logistics were gathered. In addition, qualitative perceptions were collected from student focus groups and meetings with tutors and coordinators. Between 2010 and 2014, 881 students enrolled in MIIM. Their evaluation scores rated interpersonal relations most highly, followed by organisation and logistics, and then teaching methodology. A key result was the learning related to interprofessional team work by the teaching coordinators, as well as the participating faculty. The strengths of this experience included student integration and construction of new knowledge, skill development in making decisions, and collective self-learning. Challenges included additional time management and tutors' role. This work requires valuation of an alternative way of learning, which is critical for the performance of future health professionals.

Interprofessional clinical decision‐making process in health: A scoping review

“…Training makes it possible to improve one's knowledge of oneself and others and to create a dynamic for change. Training in interprofessional decision‐making was a key‐element within 15 of the selected sources (Banchet, 2011; Castillo‐Parra et al, 2017; Firn et al, 2020; Goldman et al, 2015; Greenfield et al, 2010; Hagoel et al, 2011; Harris et al, 2021; Keshmiri et al, 2020; Machin et al, 2019; Maxson et al, 2011; Nathan et al, 2021; Neville et al, 2013; Shiao et al, 2019; Siegle et al, 2018; Snelgrove et al, 2011). Learning begins with a detailed examination of the personal and professional values of each individual (Hagoel et al, 2011; Harris et al, 2021; Oddi & Cassidy, 1998).…”

“…Contributing to the development of the scenario improved the effectiveness of the training (Shiao et al, 2019). Initial training enabled professionals to discover the complexity of the interprofessional decision‐making process (Castillo‐Parra et al, 2017) and shared decision‐making (Harris et al, 2021). Students also train through internships in departments in which interprofessionalism is effectively established, with the organization of training time in the field and learning from the example of senior staff (Goldman et al, 2015).…”

Interprofessional health education teacher training at the University of Chile

“…The second IPE experience occurred in 2016 and included the 8 undergraduate programs. Five hundred students, 30 teachers in charge, 50 student sections, and a multi-professional coordinating team participated in this phase [ 2 ]. Information about the IPE program can be accessed through the Faculty of Medicine of the University of Chile ( http://www.medicina.uchile.cl/ ; http://formacioncomun.med.uchile.cl ).…”

“…It was necessary to create a syllabus consisting of a guide that described the work to be done by the teacher in each session and established standard guidelines, a statement of the expected learning achievements for students in each session, activities to be carried out (e.g., reading articles, viewing of videos, case analysis, and completion of the work guide), the time allocated to each activity, session evaluation, and recommendations for alternative activities [ 2 ].…”

Inconsistency evaluation of the curriculum logical structure

“…Many works have been devoted to solving problems of interdisciplinary integration (for example, [3][4][5]).…”