Health students’ experiences of the process of interprofessional education: a pilot project

Reitsma, Gerda; Scrooby, Belinda; Rabie, Tinda; Viljoen, Michelle; Smit, Karlien; Preez, Antoinette du; Pretorius, Ronel; Oort, Abie Van; Swanepoel, Mariette; Naudé, Adéle; Dolman, Robin

doi:10.1080/13561820.2019.1572600

Cited by 10 publications

(11 citation statements)

References 27 publications

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“…Learners expressed that the learning environment was conducive for them and the interactions with colleagues from other professions enhanced their learning. In addition, learners appreciated each other's role in health care delivery, experience sharing and interactions after IPE sessions (Leshabari et al, 2012;Mpofu et al, 2014;Reitsma et al, 2019;Vostanis et al, 2019). Learners appreciated the process of interprofessional learning using simulation methods and community interactions (Chetty et al, 2020;Davis et al, 2015;Van Wyk et al, 2020).…”

Section: Learners' Reactionmentioning

confidence: 99%

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The status and outcomes of interprofessional health education in sub-Saharan Africa: A systematic review

Kitema

Laidlaw

O’Carroll

et al. 2023

Journal of Interprofessional Care

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The increasing burden of chronic diseases, and shortage of health care workers especially in Low and Middle Income countries (LMICs) requires greater collaborative working between health professions. There is a growing body of evidence that interprofessional education (IPE) and interprofessional continuous education (IPCE) can improve collaborative practice thus strengthening health care delivery in low resource settings. The World Health Organization (WHO) promotes this educational strategy in these regions as part of wider programs to improve health care. The purpose of this systematic review was to summarize IPE and IPCE activities in sub-Saharan Africa (SSA) and its outcomes; including practice, service and patient outcomes. Standard guidelines for conducting and reporting systematic reviews were followed. The online databases searched included MEDLINE, Embase, Education Resources Information Centre (ERIC), the Cumulative Index of Nursing and Allied Health Literature (CINAHL) and Science Direct. The Kirkpatrick model was used to classify IPE outcomes reported from literature. Following full text screening, 41 articles were selected for data extraction. It was found that IPE/IPCE is still a relatively new concept in SSA with 93% of studies published after 2012. Furthermore, IPE is concentrated predominantly in undergraduate institutions and mainly implemented to improve collaborative practice and address important public health concerns. Positive reaction and outcomes of IPE/IPCE were reported in terms of change of attitude and perception toward collaborative practice as well as knowledge and skills acquisition. Few studies in SSA sought to understand and measure the outcomes of IPE/IPCE relating to health care practice. More work in this important potential outcome of IPE/IPCE is recommended.

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Section: Learners' Reactionmentioning

confidence: 99%

“…There was also more appreciation of collaboration and each profession's role in effective team performance (Martini & Caceres, 2012;Mpofu et al, 2014;Reitsma et al, 2019;Snyman & Donald, 2019).…”

Section: Modification Of Perceptions and Attitudesmentioning

confidence: 99%

The status and outcomes of interprofessional health education in sub-Saharan Africa: A systematic review

Kitema

Laidlaw

O’Carroll

et al. 2023

Journal of Interprofessional Care

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“…Table 5 provides an overview of the implementation mechanisms extrapolated from the included studies. Students' evaluation of the iPBL process across the included studies identified trigger design as a critical factor that can either positively or negatively contribute to learning outcomes (Lindqvist et al, 2005;Marshall et al, 2008;McKee et al, 2013;Reitsma et al, 2019). Students requested realistic trigger scenarios that ensure all disciplines included in the group can easily identify their respective roles (Lindqvist et al, 2005), that triggers are cognisant of the stage of the learners and do not contain language that is too technical (McKee et al, 2013), and that cases presented (e.g., in the context of pandemic preparedness) address broader psychosocial and population/public health perspectives (Marshall et al, 2008).…”

Section: Table 4 Contextual Factors In Ipbl Delivery Ipbl Implementat...mentioning

confidence: 99%

“…Students requested realistic trigger scenarios that ensure all disciplines included in the group can easily identify their respective roles (Lindqvist et al, 2005), that triggers are cognisant of the stage of the learners and do not contain language that is too technical (McKee et al, 2013), and that cases presented (e.g., in the context of pandemic preparedness) address broader psychosocial and population/public health perspectives (Marshall et al, 2008). The students also identified that triggers which lack critical information when developed limit the opportunity for true interprofessional collaboration (Reitsma et al, 2019).…”

Section: Table 4 Contextual Factors In Ipbl Delivery Ipbl Implementat...mentioning

confidence: 99%

“…On average, group size reported in the included studies was 8-10 participants per group. Only 34% of included studies (n = 11) provided details of the tutor training provided for the facilitation of iPBL sessions, with only one paper (Reitsma et al, 2019) reporting tutors were trained specifically in IPE facilitation skills. Five studies (16%) reported 'experienced or expert' tutors facilitated iPBL sessions.…”

Section: Table 4 Contextual Factors In Ipbl Delivery Ipbl Implementat...mentioning

confidence: 99%

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Does Interprofessional Problem-Based Learning (iPBL) Develop Health Professional Students’ Interprofessional Competences? A Systematic Review of Contexts, Mechanisms and Outcomes

Phelan

Barrett

Lennon

2022

ijpbl

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This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic databases, identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic data-bases identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL promotes competences as categorised using the Interprofessional Education Collaborative (IPEC) framework, in Ethics/Values (n = 7); Roles/Responsibilities (n = 27); Interprofessional Communication (n = 19) and Teams/Teamwork (n = 21). Qualitative research dominated the literature. Limited, high-level quantitative data observed effects on students’ attitudes and perceptions of interprofessional compe-tences. Reporting of iPBL context and implementation mechanisms (e.g., trigger design) were largely absent in identified studies. Most iPBL (n = 26), was conducted in university rather than clinical settings.

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Learning about, from and with other professions: A systematic review of interprofessional education within psychology teaching programs

Oxlad

Modde

Turnbull

2021

Educational Research Review

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Health students’ experiences of the process of interprofessional education: a pilot project

Cited by 10 publications

References 27 publications

The status and outcomes of interprofessional health education in sub-Saharan Africa: A systematic review

The status and outcomes of interprofessional health education in sub-Saharan Africa: A systematic review

Does Interprofessional Problem-Based Learning (iPBL) Develop Health Professional Students’ Interprofessional Competences? A Systematic Review of Contexts, Mechanisms and Outcomes

Learning about, from and with other professions: A systematic review of interprofessional education within psychology teaching programs

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