Facilitating and evaluating a student‐led seminar series on global health issues as an opportunity for interprofessional learning for health science students

Abstract

Pre‐licensure interprofessional education (IPE) is often cited as an important foundation in promoting collaboration between healthcare professionals. Due to administrative and attitudinal challenges that can arise in delivering IPE, pre‐licensure healthcare students are rarely given the opportunity to learn together. As a result of the lack of opportunity in the formal curricula, an interprofessional student group developed and coordinated a 10‐week, extracurricular seminar series on global health for medicine, nursing and occupational and physical therapy students at a Canadian university in 2006. This seminar series featured multi‐disciplinary experts in global health and integrated interprofessional problem‐based learning. Using qualitative methods, including focus groups, student reflections and pre‐ and post‐course surveys, specific areas were evaluated as follows: participants’ attitudes towards IPE; the appropriateness of using global health as a vehicle for IPE; and the perceived obstacles and benefits of the IPE experience provided by this seminar series. The evaluation findings highlight the unique benefits and drawbacks of using global health as a vehicle for IPE, the value of sharing a common interest between professions in delivering IPE, perceived practice implications resulting from this seminar series and recommendations in delivering such an initiative. Also, while providing many of the same benefits in the promotion of collaboration between professions as recognized in formal IPE, this student‐run, extracurricular model was shown to limit administrative obstacles, facilitate self‐directed learning and integrate a diverse population of students. Overall, the model and content described was shown to serve as a beneficial and unique means of delivering IPE.

Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

“…These fi ndings are consistent with several systematic reviews (Hammick, Freeth, Koppel, Reeves, & Barr, 2007;Lapkin, Levett-Jones, & Gilligan, 2013;Reeves et al, 2010;Reeves et al, 2012). Additionally, several of the reviewed studies were based on one-time interventions or voluntary extracurricular activities (Ateah et al, 2011;Cooper et al, 2009;Fortugno et al, 2013;Joyal et al, 2015;Meff e et al, 2012;Paul et al, 2014;Salvatori et al, 2007).…”

“…Effi cacy was understood to include perceptual changes about other professionals, improvements in communication, and ideas and strategies about teamwork (Ateah et al, 2011;Bilodeau et al, 2010;Cooper et al, 2009;Fortugno et al, 2013;Joyal et al, 2015;Meff e et al, 2012;Paul et al, 2014;Salvatori et al, 2007;Sommerfeldt et al, 2011;Vanderzalm et al, 2013). These fi ndings are consistent with several systematic reviews (Hammick, Freeth, Koppel, Reeves, & Barr, 2007;Lapkin, Levett-Jones, & Gilligan, 2013;Reeves et al, 2010;Reeves et al, 2012).…”

“…Benefi ts of the interprofessional learning process have also been identifi ed. Several studies of IPE in Canadian nursing programs occurring prior to 2012 found similar results (Ateah et al, 2011;Basran et al, 2012;Bilodeau et al, 2010;Cooper, Macmillan, Beck, & Paterson, 2009;Graybeal, Long, Scalise-Smith, & Zeibig, 2010;Dobson et al, 2009;Meff e, Moravac, & Espin, 2012;Salvatori, Berry, & Eva, 2007;Sommerfeldt, Barton, Stayko, Patterson, & Pimlott, 2011). …”

“…By contrast, two studies focused solely on classroom learning (Cooper et al, 2009;Dobson et al, 2009), while three others focused on the inclusion of IPE in both classroom and practice settings (Ateah et al, 2011;Meff e et al, 2012;Salvatori et al, 2007). Strategies identifi ed as facilitators of J P C O E .…”

Exploring Student-Led Interprofessional Education Through a Community Service Project

“…Literature shows a variety of interactive learning methods at varying levels of education in IPE, and among various health science disciplines. Proven methods utilized in the delivery of IPE experiences include action-based learning; observation-based, simulation-based, practice-based learning; standardized patient learning; and servicelearning (The UK Centre for the Advancement of Interprofessional Education, 2002;Bramstedt, Moolla, & Rehfield, 2012;Buff et al, 2015;Cooper, MacMillan, Beck, & Paterson 2009;Grant et al, 2011;Olenick et al, 2010;Zraick et al, 2014).…”