What makes an interprofessional education programme meaningful to students? Findings from focus group interviews with students based in New Zealand

Abstract

It is important to understand what an interprofessional education (IPE) experience means to students and what makes it meaningful so that optimal use can be made of IPE opportunities and resources. This article reports qualitative data from a larger study evaluating an 11-hour IPE programme which focused on long-term condition management. Qualitative analysis aimed to explore students' perspectives of the programme. Forty-one students from dietetics, medicine, physiotherapy, and radiation therapy were invited to participate in interprofessional focus groups. Data gathered from 34 students who participated in two focus groups were analysed inductively using thematic analysis. Three key themes emerged related to (i) learning, (ii) perceived long-term professional benefits, and (iii) the structure and content of the programme. Participants considered the programme to be a valuable learning opportunity with direct relevance to their future clinical careers. Findings indicated that providing students with an opportunity to learn about each other should be prioritised within IPE programmes and that this process should be student-led. This may help students to effectively learn with and from each other. Students perceived active learning activities, including interviewing a patient in their home and presenting findings to their peers, to be particularly valuable.

Social networks of patients with multimorbidity: a qualitative study of patients’ and supporters’ views

“…a long-term conditions management module is included in an interprofessional programme for dietetic, medicine, physiotherapy and radiation therapy students. 34 as part of this module, interprofessional groups of three students visited a patient with multimorbidity in their home to explore the patient's experience of multimorbidity. a social network template comprising five concentric circles (adapted from e & B Wenger-trayner 35 ) was used to record each patient's network.…”

Feeling able to say it like it is: A case for using focus groups in programme evaluation with international cohorts

“…Notwithstanding this, a relatively high and increasing proportion of class members took part in the focus groups and the outcome suggests that all of the participants took the opportunity to share their views. A similar positive result despite the small sample sizes is discussed by Darlow et al (2016) who use small focus groups for students' evaluation of interprofessional education programmes. Section 6.3 discusses possible ways to deal efficiently with larger cohorts of students.…”

Keeping it going: the importance of delivering interprofessional education during the COVID-19 pandemic

“…Multifaceted evaluation has demonstrated achievement of learning outcomes. 10 Students enjoy taking part in INVOLVE, 11,12 particularly interacting with students of disciplines other than their own. 13 Students completing INVOLVE have improved attitudes towards health-care teams and obtained greater knowledge of other disciplines.…”