Which learning experiences support an interprofessional identity? A scoping review

Polansky, Maura; Koch, Ulrich; Rosu, Claudia A; Artino, Anthony R.; Thompson, Anne

doi:10.1007/s10459-022-10191-x

Cited by 4 publications

(3 citation statements)

References 41 publications

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“…[ 18 29 30 ] The participant’s high quality of interaction could be because the IPE program at the institution is implemented longitudinally from the beginning of the curriculum so that students can gradually adapt to interprofessional groups. [ 31 32 ] A previous study stated that the design of the IPE curriculum could influence the development of the collaborative attitude of health profession students. [ 33 ] Participants also mentioned that the IPE course provided a contextual learning experience.…”

Section: Discussionmentioning

confidence: 99%

The impact of online interprofessional learning on family health education to prepare collaborative-ready health professionals: A mixed-method study

Hermasari,

Maftuhah,

Nugroho

et al. 2024

Journal of Education and Health Promotion

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BACKGROUND: Interprofessional education (IPE) is an experience that occurs when students from two or more professions learn about, from, and with each other to improve the quality of health services. One of the IPE teaching strategies is to use an online approach. Due to the COVID-19 pandemic, the community needs effective health education to prevent disease transmission. This study aims to assess the attitudinal changes toward IPE among health students in Indonesia after attending an online course during the COVID-19 pandemic. MATERIALS AND METHODS: This study used a mixed-method study design with a concurrent approach. It was conducted in 2021 at a health profession education school of a University in Indonesia. An online project-based interprofessional learning in family health education was conducted. The quantitative analysis was carried out using pre- and post-tests with The Readiness for Interprofessional Learning Scale (RIPLS) survey. Meanwhile, the qualitative methods used the phenomenological approach to Focus Group Discussion (FGD) and student reflective essays. The qualitative data were coded using thematic content analysis. The paired samples t-test was used if the data were normally distributed, or the Wilcoxon test if the data had abnormal distribution. RESULTS: The students’ attitudes regarding team and collaboration; professional identity; roles and responsibility improved significantly from pre- to post-test (<0.001). The participants perceived that all four interprofessional core competencies were achieved in their learning. They also mentioned their experiences regarding factors contributing to the success of the online course. The family health education project gave the participants more insight into professionalism and patient-centered care. CONCLUSIONS: Online IPE courses can increase student readiness in collaborative practice and support students’ learning to achieve interprofessional core competencies. The students feel the benefit of family health education for their profession.

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Section: Discussionmentioning

confidence: 99%

The impact of online interprofessional learning on family health education to prepare collaborative-ready health professionals: A mixed-method study

Hermasari,

Maftuhah,

Nugroho

et al. 2024

Journal of Education and Health Promotion

View full text Add to dashboard Cite

show abstract

“…5 On the other hand, the duration of IPE programmes that examine undergraduate students' interprofessional identity mostly ranges from brief learning experiences, courses over a semester, simulated learning experiences, or integrated within the curricula that last for a year or longer. 6 Most evaluations of interprofessional identity across the interprofessional literature are snapshots in time or one-time points only, 1 with very few studies examining interprofessional identity over 3 years. 7 In Reinders and Krijnen's 3 study, they implemented an IPE course for over 10 weeks to examine interprofessional identity and its influence on group effort and interprofessional directions (outcome).…”

mentioning

confidence: 99%

“…While the implementation of general IPE programmes varies in terms of duration, most of them are implemented in terms of hours/days to a year 5 . On the other hand, the duration of IPE programmes that examine undergraduate students' interprofessional identity mostly ranges from brief learning experiences, courses over a semester, simulated learning experiences, or integrated within the curricula that last for a year or longer 6 . Most evaluations of interprofessional identity across the interprofessional literature are snapshots in time or one‐time points only, 1 with very few studies examining interprofessional identity over 3 years 7 .…”

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confidence: 99%