Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

Aldriwesh, Marwh G.; Alyousif, Sarah; Alharbi, Nouf

doi:10.1186/s12909-021-03073-0

Cited by 54 publications

(50 citation statements)

References 69 publications

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“…These projects may be oriented towards tackling complex cases or solving problems, which is central within case-based learning (CBL) and problem-based learning (PBL) approaches. In CBL and PBL, learners share their prior knowledge in small interprofessional groups through collaborative inquiry so that the constructed knowledge can be applied to new and different contexts [ 157 , 162 ]. A similar yet more novel interdisciplinary learner-driven approach is challenge-based learning (ChBL).…”

Section: Resultsmentioning

confidence: 99%

Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature

Cantaert

Pype

Valcke

et al. 2022

IJERPH

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Interprofessional identity (IPI) development is considered essential in reducing incongruency and improving interprofessional collaboration. However, noticeable differences in conceptualizations are being put forward in the literature, hindering interpretation of research findings and translation into practice. Therefore, a Concept Analysis and Critical Interpretative Synthesis of empirical research articles were conducted to explore the assumptions and conceptions of IPI. Independent literature screening by two researchers led to the inclusion and extraction of 39 out of 1334 articles. Through critical analysis, higher order themes were constructed and translated to a synthesizing argument and a conceptual framework depicting what constitutes IPI (attributes), the boundary conditions (antecedents) and the outcomes (consequences) of its development. The attributes refer to both IPI’s structural properties and the core beliefs indicative of an interprofessional orientation. The antecedents inform us on the importance of IPI-fitting constructivist learning environments and intergroup leadership in enabling its development. This development may lead to several consequences with regard to professional wellbeing, team effectiveness and the quintuple aim. Given the educational orientation of this study, ways for facilitating and assessing the development of IPI among learners across the professional continuum have been proposed, although empirical research is needed to further validate links and mediating and moderating variables.

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Section: Resultsmentioning

confidence: 99%

Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature

Cantaert

Pype

Valcke

et al. 2022

IJERPH

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“…[ 43 ] In some very specific cases with other types of professionals, but most often IPE is limited to undergraduate students. [ 44 , 45 ]. Also, there are some experiences of interprofessional training dedicated to palliative care teams which are perhaps the closest reference to the experience reported in the present study [ 46 , 47 ].…”

Section: Discussionmentioning

confidence: 99%

Teaching (remotely) to communicate (remotely) with relatives of patients during lockdown due to the COVID-19 pandemic

et al. 2023

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“…With time, CBL and PBL conceptualization suffered multiple adaptations; nowadays, in some situations is not always easy to distinguish between them. Still, in their purest forms, two main differences persisted [10,16]: 1/ the possible solutions to the problem provided are roughly defined at the beginning (that is, the situation is somehow structured) and the student uses core knowledge previously acquired to solve the situation in CBL, whereas in PBL the student is requested to identify and acquire new knowledge that is necessary to reach a solution, which is usually not previewed at the beginning of the activity (i.e., the situation is less structured); 2/ PBL extension is usually longer (up to one semester/term)than in CBL, which generally demands a solution in a short time frame (few hours). Table 1 summarizes the major similarities and differences between CBL and PBL.…”

Section: Case-and Problem-based Learning As Active Strategiesmentioning

confidence: 99%

Perspective Chapter: Active Learning Strategies in the Veterinary Medicine Programme under the Think4Jobs Project

Payan-Carreira¹,

Rebelo²,

Sebastião³

2022

Active Learning - Research and Practice for STEAM and Social Sciences Education

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Active learning has been introduced in the Universities to reinforce the students’ skills development and increase their motivation and engagement while also fostering the transferability of knowledge into the profession, contrasting with a classical approach, where passive knowledge transfer occurs, and students act as sponges for information. Albeit not completely conceptualized, active learning demands the student’s involvement with the learning activities, the analysis and ability to respond to specific situations, and a critical reflection on the learning process. In Health Sciences, case-based and cooperative learning are among the most used active learning strategies. They present multiple configurations and vary greatly in terms of implementation. Students’ adherence to active learning depends on the perceived utility, level of effort requested by the activities, and self-confidence in the quality of achieved learning. Under the Think4Jobs, an Erasmus+ project, a University-Business collaboration was implemented to design work-based activities for pilot courses of the Veterinary Medicine program aiming to increase the students’ adherence to active learning strategies while reducing any mismatch in students’ competencies at graduation. In this chapter, we propose discussing how the collaboration was conceptualized and implemented. We also present some activities jointly designed to foster students’ clinical reasoning/critical thinking and decision-making.

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Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

Cited by 54 publications

References 69 publications

Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature

Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature

Teaching (remotely) to communicate (remotely) with relatives of patients during lockdown due to the COVID-19 pandemic

Perspective Chapter: Active Learning Strategies in the Veterinary Medicine Programme under the Think4Jobs Project

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