Attitudes of dental and chiropractic students towards a shared learning programme—An interprofessional learning model

2020 ◽  
Author(s):  
Hanan Omar ◽  
Saad Khan ◽  
Michael Haneline ◽  
Chooi Gait Toh
Keyword(s):  
Learning Model ◽  
Interprofessional Learning ◽  
Shared Learning ◽  
Chiropractic Students

Learning Together: Facing the Reality of Shared Learning in Health Care

2005 ◽  
Vol 11 (2) ◽  
pp. 142-154 ◽  
Author(s):  
Lesley Jones ◽  
Nici Evans
Keyword(s):  
Health Professionals ◽  
Information Exchange ◽  
Opportunity To Learn ◽  
Learning Opportunities ◽  
Professional Relationships ◽  
Focus Group Interviews ◽  
Interprofessional Learning ◽  
Shared Learning ◽  
Interprofessional Working ◽  
Group Interviews

An exploration of health professionals' perceptions of the concept of shared learning and of the belief that shared learning can improve professional relationships in practice. A shared learning event was arranged as a forum for information exchange within an NHS trust. Ten per cent of total staff (87 people) attended. Questionnaires were completed by the delegates on the day of the event and repeated 10 weeks later. Thematic analysis of the questionnaire data guided the development of an interview schedule for two focus groups, carried out three months later. This paper reports on the findings from the focus group interviews. The main finding is that shared learning events can give health professionals the opportunity to learn about other professionals' roles. Patient-focused, work-based learning within a multi-disciplinary team is the most realistic way of implementing shared interprofessional learning successfully. The paper concludes that shared learning can positively influence effective interprofessional working. However, the focus may need to be on work-based learning opportunities rather than on formal events, thus leading to the promotion of interprofessional learning.

scholarly journals Another look at what teachers and students think about interprofessional learning as a shared experience in Iran: a qualitative research

BMJ Open ◽  
2018 ◽  
Vol 8 (10) ◽  
pp. e020015
Author(s):  
Soleiman Ahmady ◽  
Mahboobeh Khabaz Mafinejad
Keyword(s):  
Medical Education ◽  
Qualitative Study ◽  
Healthcare Services ◽  
Interprofessional Learning ◽  
Shared Learning ◽  
The Public ◽  
Healthcare Needs ◽  
Workplace Relations ◽  
Teachers And Students

ObjectivesTo explore experiences of interprofessional learning (IPL), and how faculty and students might want to participate in IPL opportunities as a form of shared learning.DesignQualitative study.SettingThe Ministry of Health and Medical Education which is accountable for rendering service to the public, providing healthcare needs and improving the quality of medical education was established in Iran in 1985, to integrate medical education with healthcare services.ParticipantsA sample of six faculty members and seven students, purposively sampled for demographic characteristics and their experience regarding shared learning.MethodsA descriptive qualitative study using thematic analysis of content was conducted. Data were obtained using semistructured interviews and then analysed thematically. Data collection and analysis were concurrent.ResultsThree categories were identified: the role of prologues in IPL, the role of structured IPL, and the role of context and structure in such a system for learning, representing seven subcategories.ConclusionThe findings indicate that experiences of learning with different professionals are complex, and these experiences shape their present and future workplace relations. Matching the existing educational context and structure with IPL and providing planned interaction and reflection among professionals are necessary to support IPL.

scholarly journals Are Undergraduate Health Care Students ‘Ready’ for Interprofessional Learning? A Cross-Sectional Attitudinal Study

2011 ◽  
Author(s):  
Brett Williams ◽  
Fiona McCook ◽  
Ted Brown ◽  
Claire Palmero ◽  
Lisa McKenna ◽  
...  
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Health Care Team ◽  
Cross Sectional Study ◽  
Health Science ◽  
Cross Sectional ◽  
Interprofessional Learning ◽  
Health Care Students ◽  
Shared Learning

Introduction: The need for interprofessional education (IPE) is driven by the recognition that one of the major focuses of the Australian health care system is the promotion of effective interprofessional learning and collaboration with the aim of providing optimal patient/client care. The objective of this study was to explore the attitudes towards readiness for interprofessional learning among a group of undergraduate health science students studying at Monash University. Method: A cross-sectional study of students across all undergraduate years from Nursing, Occupational Therapy, Emergency Health - Paramedic/Nursing, Nutrition and Dietetics, Emergency Health - Paramedic, Physiotherapy, and Midwifery was completed. Participants were asked to complete the 19-item paper-based Readiness for Interprofessional Learning Scale (RIPLS). Results: A total of 418 students participated in the study with most students from Nursing (25%) followed by Paramedics (20%). The majority of students were under 25 years of age (83%) and female (80%). Findings suggest that students support the notion of interprofessional collaboration in terms of teamwork, learning, and communication. The following items produced high mean scores: “patients would ultimately benefit if health care students worked together” (M=4.33, SD+0.68), and “learning with other students will make me a more effective member of a health care team” (M=4.38, SD+0.59). The item “shared learning will help me understand my own professional limitations” also produced significant findings F (6, 411)= 7.1, p < 0.001. Subscale scores ranged from 37.34 (SD+4.34) to 4.88 (SD+1.68). Conclusion: Overall, the study has revealed a generally positive attitude towards shared learning and the value of teamwork though the strength of optimism varies among professional groups of students. This study also adds to the emerging body of knowledge surrounding interprofessional learning and provides important data regarding students’ perceptions and readiness for interprofessional learning from an Australian context.

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