Case-based learning in cross-professional groups – the development of a pre-registration interprofessional learning programme

Lindqvist, Susanne; Duncan, A; Shepstone, Lee; Watts, Fiona; Pearce, Shirley

doi:10.1080/13561820500126854

Cited by 59 publications

(34 citation statements)

References 20 publications

(26 reference statements)

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“…Earlier studies have shown that student motivation for interprofessional collaboration appears to be strengthened by IPL through practice-based shadowing (Fougner & Hortvedt 2013, Lindqvist 2005). Because the informants were able to observe one another while practising their profession, they found IPL through practicebased shadowing to be useful.…”

Section: The Need For An Interprofessional Approachmentioning

confidence: 99%

Interprofessional Learning Through Shadowing in Rehabilitations Department: A Qualitative Study of the Student´s Placement in Hospital Setting

Almås

Nilsen²,

Spjutøy³

et al. 2017

ESJ

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Interprofessional collaborative learning (IPL) is a requirement in health and social education, primary in student placements. This study explored IPL as shadowing with seven participants at a department of physical medicine and rehabilitation in a hospital. Seven participants were divided into two groups (n=3; n=4) when caring for two patients. Both groups wrote a rehabilitation plan together with the patients. In a submitted template, the students reflected on roles and responsibilities of health care professionals. To examine how the informants expressed their experiences of IPL, focus group interviews were conducted with each group and transcribed. The focus group transcripts, together with submitted templates, were then analysed using Giorgis' model of content analysis. All informants expressed that IPL led to acquired knowledge about each other's responsibilities in healthcare. Participants were aware of differences and similarities between their responsibilities. They reported that leadership and communication are prerequisites for collaborative practice.

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Section: The Need For An Interprofessional Approachmentioning

confidence: 99%

Interprofessional Learning Through Shadowing in Rehabilitations Department: A Qualitative Study of the Student´s Placement in Hospital Setting

Almås

Nilsen²,

Spjutøy³

et al. 2017

ESJ

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“…communication and patient safety Barr & Ross 2006;Coster et al 2007;Carpenter & Dickinson 2008). Emerging are a range of teachers who have pioneered new interprofessional teaching models (D'Avray et al 2004;Gordon et al 2004;Humphries & Hean 2004;Lindqvist et al 2005;Pearson et al 2006;Lennox & Anderson 2007). As more details emerge about the complexity of design, delivery, facilitation and evaluation of IPE Freeth et al 2005;Hammick et al 2007;Howkins & Bray 2008;), accounts are required as to how it benefits university health and social care departments (faculties).…”

Section: Practice Pointsmentioning

confidence: 99%

Interprofessional educator ambassadors: An empirical study of motivation and added value

Anderson¹,

Thorpe²

2010

Medical Teacher

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Background: Interprofessional education (IPE) is being led by a driving force of teaches who advocate for the importance of this learning within health and social care professional curriculum. Many of these leaders have additional uni professional teaching responsibilities. Aims: This study aimed to explore the impact of leading an IPE curriculum on teachers, who were at the forefront of establishing a new IPE curriculum in the east midlands, UK. Methods: The prospective study used the principles of grounded theory to analyse the educator's experiences. The study included teachers who work from academic university posts and those who teach from within practice. These IPE leaders were identified through their involvement in the design and delivery of the local IPE initiatives. They were invited to share their experiences at either a mixed-discipline focus group, a one-to-one interview or by completing a postal/e questionnaire. During analysis the views from each data set were triangulated. Results: A total of 58 educators shared their experiences. All benefitted from being part of the planning and teaching teams. They were driven by a strong belief that IPE had the potential to improve patient care and that future healthcare practice would remain team based. Engagement had brought additional benefits to their teaching and career development in particular through forming new relationships with colleagues from other caring professions. They were concerned about educators teaching interprofessional student groups with little prior experience of IPE. Conclusion: The data suggest educators who take on a leading developmental role in designing and delivering an interprofessional curriculum benefit personally and professionally through working relationships with colleagues in other professions and through teaching wider networks of students. These new insights strengthen personal practice and research and in turn have the potential to influence and improve the quality of faculty teaching.

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“…6 CBL has been found to be a feasible and an effective way to conduct inter-professional multidisciplinary health science education. 7 Students exposed to CBL were found to be more interactive during class; however they opined that the lecture method was more helpful in preparing for a written exam. 5 CBL is case-specific and is best carried out in a multidisciplinary context.…”

Section: Introductionmentioning

confidence: 99%

Retention of case-based learning on infectious diseases by third-year medical students

Kartikeyan

Malgaonkar

2016

Int J Res Med Sci

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INTRODUCTIONThe principles of adult learning need to be applied while teaching medical students. Adults readily learn details that have immediate relevance and pragmatic applicability in work-related situations.1 Case-based learning (CBL) is a discussion-based small-group learning technique that employs a guided inquiry method and provides more structure during small-group sessions. CBL enhances comprehension and acquisition of cognitive skills since learning is positioned within its context. CBL has been compared with the traditional didactic lecture (TDL) format by various authors. [2][3][4][5] An American study has reported that learners and faculty overwhelmingly preferred CBL (guided inquiry) over problem-based learning that involves open inquiry.6 CBL has been found to be a feasible and an effective way to conduct inter-professional multidisciplinary health science education.7 Students exposed to CBL were found to be more interactive during class; however they opined that the lecture method was more helpful in preparing for ABSTRACT Background: Undergraduate medical students infrequently see a variety of cases of infectious diseases during their batch-wise rotatory clinical postings. Traditional didactic teaching resulted in lack of learner-centred teaching, lack of in-depth knowledge and less retention of learning. The main aim and objective of this complete-enumeration, beforeand-after study (without controls) is to employ case-based learning (CBL) as an adjunct to traditional didactic lectures (TDL) for teaching infectious diseases to third-year undergraduate medical students to study the retention of knowledge by comparing the cognitive domain scores in pre-and post-tests. Methods: After obtaining ethical permissions and written informed consent, TDLs were delivered to give a preview on ten topics (selected by lottery system from topics in syllabus) and a pre-test was conducted after TDL. After pretest, CBL sessions were conducted jointly by two facilitators (using identical CBL modules) in two randomlyassigned sub-groups (n=28) to enable discussion. After CBL, two post-tests (identical to pre-test) were conducted at intervals of one and six months to determine the levels of retention of learning. Results: The differences in the student-wise and question-wise scores in the pre-test and one-month post-test and that between the pre-test and six-month post-test were highly significant. However, the difference between the mean scores in one-month and six-month post-test were not statistically significant. Conclusions: CBL modules using case scenarios were found to enable learning. The marginal differences between the scores in the one-month and six-month post-tests indicate that a single post-test administered six months after the educational intervention (CBL) would be adequate.

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Case-based learning in cross-professional groups – the development of a pre-registration interprofessional learning programme

Cited by 59 publications

References 20 publications

Interprofessional Learning Through Shadowing in Rehabilitations Department: A Qualitative Study of the Student´s Placement in Hospital Setting

Interprofessional Learning Through Shadowing in Rehabilitations Department: A Qualitative Study of the Student´s Placement in Hospital Setting

Interprofessional educator ambassadors: An empirical study of motivation and added value

Retention of case-based learning on infectious diseases by third-year medical students

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