Student satisfaction and perceptions of small group process in case-based interprofessional learning

The Impact of Online Video Cases on Clinical Reasoning in Occupational Therapy Education: A Quantitative Analysis

“…Research on the use of case-based reasoning in occupational therapy education and in related health fields has been limited to student satisfaction with case-based learning methods (Curran, Sharpe, Forristall, & Flynn, 2008;Kim, Pederson, & Baldwin, 2012;Lysaght & Bent, 2005;Thistlethwaite et al, 2012;Williams, 2009), connections of instructional methods to other learning outcomes (Bagdasarov et al, 2012;Cook & Triola, 2009;Kaddoura, 2011;Mounsey & Reid, 2012), and how clinical reasoning or critical thinking in occupational therapy students may develop over time (Lederer, 2007;Mattingly, 1991;Rogers, 1983;Vogel, Geelhoed, Grice, & Murphy, 2009). In addition, limited research exists in occupational therapy education that attempts to measure clinical reasoning using standardized measures (Lederer, 2007;Vogel et al, 2009) or to measure clinical reasoning related to various experiential instructional techniques (Coker, 2010;Royeen, Mu, Barrett, & Luebben, 2000;Scaffa & Smith, 2004).…”

A Pilot Study to Evaluate the Introduction of an Interprofessional Problem-based Learning Module

“…Professional identity, too, may have increased through the small group experience, which allowed students to understand their role within the health care team more fully through discussion and independent research undertaken as part of the learning process. In a direct comparison study of IPE delivered to students from across professions the authors reported that students preferred case or PBL learning to other forms of IPE (Curran, Sharpe, Forristall, & Flynn, 2008). As a PBL tutor for the module being examined in this study, it was evident that at times, it was difficult to encourage students to believe that what they already knew was valuable and worth sharing with their colleagues (Newton & Wood, 2009).…”

Reinvigorating Engagement and Collaboration through Interprofessional Education (RECIPE) in nursing and public health students

“…This finding was supported by the qualitative findings on students' comments to this IPE activity. In the past, IPE was primarily implemented with nursing, medical, and pharmacy students, [12][13][14] with clinical-based IPE reported by students as most effective in enabling their exchange of perspectives and encouraging their feeling as part of a clinical team; while classroom-based IPE was reported by students as enabling them to know about teamwork, but not to experience it. [12] However, our small mixed group activity provided nursing and public health students an opportunity to work and function as a team for completing an assignment and giving a group presentation, in which they practiced communication, teamwork, and collaborations.…”

“…[15] Small group interaction, discussion, and collaborative learning have been favored as part of the IPE model to enhance student satisfaction with their learning experience. [13,[16][17][18] Previous studies reported that IPE initiative commonly includes group sizes of between 5 to 10 students to facilitated quality interactions. [19] Group balance and stability, such as an equal mix of professionals and little "turnover" of group members (in terms of established members leaving and new ones joining), are also important for student interaction and learning process.…”