Interprofessional Team-based Learning: Building Social Capital

Burgess, Annette; Diggele, Christie van; Matar, Elie

doi:10.1177/2382120520941820

Cited by 16 publications

(15 citation statements)

References 40 publications

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“…However, it is possible that the interprofessional value of the activity was reduced due to the lack of face-to-face interaction [40]. Participants appreciated facilitation by various health professionals, helping to build social capital across disciplines [44]. The presence of role models, mentors, the academic environment and training provided all contribute to the development of professional identity [13,[45][46][47][48].…”

Section: Shared Repertoirementioning

confidence: 99%

Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership

2022

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Background While there are many teacher training programs for health professional students, few are interprofessional, and few integrate assessment and feedback prior to participation as peer teachers. In 2021, The Student Interprofessional Facilitator Training (SIFT) program was developed to allow senior students, already trained in peer teaching, to revise, build on, and practice their newly acquired skills in an interprofessional context. The aim of this study was to explore participant perception and performance, and the contextual factors that influence student aspirations as clinical teachers. Methods Alumni of the 2021 Peer Teacher Training program (n = 74) were invited to participate in the SIFT program. Those who participated were invited to attend individual semi-structured interviews. Thematic analysis was used to code and categorise data into themes, using Communities of Practice as a conceptual framework. Skills in interprofessional facilitation were observed, assessed and students were provided with individual feedback. Assessment data were analysed using descriptive statistics. Results Sixteen students from six disciplines joined the SIFT program, and 13/16 (81%) completed. Students were from medicine, nursing, diagnostic radiography, medical imaging, dentistry and speech pathology. Students reported an increased recognition of teaching as a learned skill, development of clinician identity formation as educators, development of interprofessional communication skills, increased awareness of the roles of other health professions, and an increased understanding of leadership. Participants expressed a desire for additional opportunities for interprofessional networking and peer teaching. A good level of competence in facilitation skills was reached by participants. Conclusion The SIFT program provided a sustainable framework for health professional students to develop and evidence their teaching and leadership skills in an interprofessional context. This study highlighted the important role of observation, assessment and feedback in student teacher training programs. The process of clear assessment guidelines, direct observation with feedback from supervisors provided a way to ensure quality improvement in peer teaching. The SIFT program will help to build capacity of interprofessional programs where large numbers of teachers are required for small group teaching. The next step will be to ensure a variety of opportunities within interprofessional contexts, and with face-to-face engagement.

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Section: Shared Repertoirementioning

confidence: 99%

Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership

2022

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“…Another way to model intellectual humility is by becoming more open to overall collaborative education, given that one barrier to the implementation of IPE, is the preference of some educators to work or teach within their established silos. 20 Because intellectual humility leads to openness to new ideas and epistemic curiosity (the desire to obtain new knowledge), embracing it could also increase one's openness to explore the essence and value of collaboration across new disciplines.…”

Section: Role Modeling Intellectual Humilitymentioning

confidence: 99%

Teaching Intellectual Humility Is Essential in Preparing Collaborative Future Pharmacists

Peña

Koch

2021

American Journal of Pharmaceutical Education

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Interprofessional teams contribute significantly to patient care and safety. However, barriers to effective interdisciplinary collaboration have been identified, such as power dynamics and mistrust among team members, contrasting ideologies, interests and levels of engagement of clinicians, and disciplinary territoriality, which could negatively impact patient care. Teaching current health professional students behaviors and personal values that promote collaboration is critical in equipping them to function effectively in an interdisciplinary care setting. In this commentary, we put forward the idea that teaching intellectual humility is important in preparing collaborative future pharmacists. The core dimensions of intellectual humility, namely, open-mindedness, intellectual modesty, engagement and corrigibility are important behaviors that could address the above-mentioned barriers, and promote successful interdisciplinary collaboration. Furthermore, we suggest strategies through which student pharmacists could be taught intellectual humility, mainly within the interprofessional education setting.

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“…8 TBL juga meningkatkan keterlibatan mahasiswa dalam proses pembelajaran melalui proses pembelajaran aktif, bekerjasama dengan teman dalam satu kelompok untuk memecahkan masalah yang disajikan. 9 Berdasarkan latar belakang tersebut, peneliti tertarik untuk mengetahui persepsi mahasiswa mengenai Interprofessional Education (IPE) yang dilakukan dengan Team-Based Learning (TBL).…”

Section: Kata Kunci: Interprofessional Education Kolaborasi Team-based Learningunclassified

Students’ Perception Towards Interprofessional Education (Ipe) Using Team-Based Learning (Tbl)

Aliyanto

Hastuti

Oktaria

2021

JPKI

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Background: The healthcare system consists of collaborations from multiple related professions to provide superior services for patients. The ability to cooperate in an interprofessional environment should be introduced at an early stage for healthcare students in the workplace amongst various disciplines. Interprofessional education (IPE), is an innovation where a group of students from several health professions conduct learning together, to create effective collaboration in order to improve the quality of health services. One of the active learning methods that can be used is Team-Based Learning (TBL). This study aims to elaborate students' perception of IPE learning using TBL as the active learning method.Method: The mixed – method is applied in this research. 162 students from four applied undergraduate study programs at the Tanjungkarang Health Polytechnic are sampled. 26 groups consisting of 6 - 7 students from various study programs are divided from the sample. Data was collected using sli.do at the end of TBL session.Results: Student perceptions included: entertaining learning processes, higher knowledge absorptions, improved interprofessional teamwork and communication and better critical thinking skills. Refining teacher competency, increasing profession diversity in the discussions, increasing session duration and higher topic complexity are important factors to ameliorate further IPE learning using TBL. 81% of students had a positive (excellent and good) response in regards to IPE learning using the TBL.Conclusion: Students possess a positive perception and increased benefits for IPE learning using TBL. TBL may be one of the prospective methods to convey IPE concepts.

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Interprofessional Team-based Learning: Building Social Capital

Cited by 16 publications

References 40 publications

Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership

Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership

Teaching Intellectual Humility Is Essential in Preparing Collaborative Future Pharmacists

Students’ Perception Towards Interprofessional Education (Ipe) Using Team-Based Learning (Tbl)

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