Achieving the unachievable: the development of a large-scale interprofessional education workshop for first-year health professional students. Developing a large-scale interprofessional education workshop

Article Sidebar

February 2024 issue cover image
PDF Download
Published Mar 26, 2024
DOI: https://doi.org/10.18103/mra.v12i3.5118

Downloads

Download data is not yet available.

Submit your own article

Register as an author to reserve your spot in the next issue of the Medical Research Archives.

Author Registration

Join the Society

The European Society of Medicine is more than a professional association. We are a community. Our members work in countries across the globe, yet are united by a common goal: to promote health and health equity, around the world.

Join Europe’s leading medical society and discover the many advantages of membership, including free article publication.

Membership

Main Article Content

Jacqueline Bloomfield, PhD, MN, PGDip, PGDip, BN, RN, SFHEA
The University of Sydney Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, Sydney, Australia.
Christie van Diggele, BEd, Med (Management and Leadership)
Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
Astrid Frotjold, PhD, RN, BA, MNS
The University of Sydney Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, Sydney, Australia.
Carl Schneider, BN, RN, BPharm, PhD, PGCert, FHEA
The University of Sydney School of Pharmacy, Faculty of, Medicine and Health, Sydney, Australia.
Rosa Howard, BSc, PhD, GradCertEdStud, FHEA
The University of Sydney School of Medicine, Faculty of, Medicine and Health, Sydney, Australia.
Christopher Roberts, MBChB MMedSci FRACGP PhD
Honorary Professor of Medical Education, The University of, Sydney School of Medicine, Faculty of Medicine and Health, Sydney, Australia.
Stuart Lane, MBBS PhD FCICM AFRACMA MQHR MEduLdr
The University of Sydney Medical School, Head of Intensive, Care Medicine, Sydney Medical School, Australia; Senior Staff Specialist, in Intensive Care Medicine, Nepean Hospital.

Abstract

The need for interprofessional education within healthcare education is widely accepted, yet healthcare educators continue to grapple with the challenges associated with integrating authentic interprofessional learning activities within curricula. Timetabling conflicts, shortage of teaching spaces, geographical separation, the need for educator training, varying assessment needs, lack of organisational commitment, and suboptimal attitude by faculties towards Interprofessional Education, continue to be identified as barriers making it seemingly unachievable by many.


 


We describe an introductory Interprofessional Education workshop that was successfully delivered to over 2600 first-year health students across 13 health disciplines at an Australian university, demonstrating how as a team of interprofessional educators we achieved the unachievable, successfully overcoming many of the obstacles to IPE. We outline the importance of authentic learning activities constructively aligned to learning outcomes and assessment, and the necessity of student, early facilitator, and faculty engagement, to overcome logistical and practical challenges. Finally, we discuss the changes to the workshop necessitated COVID-19, and future challenges and directions.

Keywords: Achieving the unachievable, large-scale interprofessional education, first-year health professional students

Article Details

How to Cite
BLOOMFIELD, Jacqueline et al. Achieving the unachievable: the development of a large-scale interprofessional education workshop for first-year health professional students.. Medical Research Archives, [S.l.], v. 12, n. 3, mar. 2024. ISSN 2375-1924. Available at: <https://esmed.org/MRA/mra/article/view/5118>. Date accessed: 22 dec. 2024. doi: https://doi.org/10.18103/mra.v12i3.5118.
ABNT APA BibTeX CBE EndNote - EndNote format (Macintosh & Windows) MLA ProCite - RIS format (Macintosh & Windows) RefWorks Reference Manager - RIS format (Windows only) Turabian
Issue
Vol 12 No 3 (2024): March issue, Vol.12, Issue 3
Section
Research Articles

The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.

 

References

1. World Health Organization (2010). Framework for Action on Interprofessional education and Collaborative Practice. /WHO_ HRH_HPN_10.3_eng.pdf

2. Bogossian, F., New, K., George, K., Barr, N., Dodd, N., Hamilton, A.L., Nash, G., Masters, N., Pelly, F., Reid, C., Shakhovskoy, R., & Taylor, J. (2022) The implementation of interprofessional education: a scoping review. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-022-10128-4

3. Reid, A.M., Fielden, S.A., Holt, J., Maclean, J., & Quinton, N.D. (2018). Learning from interprofessional education: A cautionary tale. Nurse Education Today, 69, 128-133 DOI:10. 1016/j.nedt.2018.07.004

4. Azzam, M., Puvirajah, A., Girad, M-A., & Grymonpre, R.E. (2021) Interprofessional education-relevant accreditation standards in Canada: a comparative document. Human Resources for Health, 19 (66) https://doi.org/10.1186/s12960-021-00611-1

5. Lockeman, K.S., Appelbaum, N.P., Dow, A.W., Orr, S., Huff, T.A., Hogan, C.J., & Queen, B.A (2017) The effect of an interprofessional simulation-based education program on perceptions and stereotypes of nursing and medical students: A quasi-experimental study. Nurse Education Today 58, 32-37. DOI:10.1016/j.nedt.2017.07.013

6. Pomare, C., Long, J.C., Churruca, K., Ellis, L.A., & Braithwaite, J. (2020) Interprofessional collaboration in hospitals: a critical, broad-based review of the literature. Journal of Interprofessional Care 34(4), 509-519. DOI: 10.1080/13561820.2019.1702515

7. Talwalkar, J.S., Fahs, D.B., Kayingo, G., Wong, R., Jeon, S., & Honan, L (2016). Readiness for interprofessional learning among healthcare professional students. International Journal of Medical Education. 12 (7) 144-8. doi: 10.5116/ijme.570d.7bd8.

8. Thislethwaite, J. E. (2015) Interprofessional education and the basic sciences: Rational and outcomes. Anatomical Science Education. 8 (4), 299-304.

9. Coster, S., Norman, I., Murrells, T., Kitchen, S., Meerabeau, E., Sooboodoo, J., & d’Avray, L., Interprofessional attitudes amongst undergraduate students in the health professions: a longitudinal questionnaire survey. (2008) International Journal of Nursing Studies. 45(11):1667-81. doi: 10.1016/j. ijnurstu.2008.02.008. Epub 2008 Apr 18. PMID: 18423644.

10. Clark, K.M. (2018) Interprofessional Education: Making our way out of the silos. Respiratory Care. 63(5), 637-639. DOI: https://doi.org/10.4187/respcare.06234

11. Bloomfield, J.G., Schneider, C.R., Lane, A.S., Stehlik, P., & Frotjold A. (2021) Evaluating a large-scale introductory interprofessional education workshop for developing interprofessional socialisation in medical, nursing and pharmacy students: A quasi-experimental pre-test post-test study. Nurse Education Today. 99:104777. doi: 10.1016/j.nedt.2021.104777. Epub 2021 Jan 19. PMID: 33524897.

12. Cartwright, J., Franklin, D., Forman, D., & Freegard, H. (2015). Promoting collaborative dementia care via online interprofessional education. Australasian Journal of Ageing. 34(2), 88-94.

13. Rogers, G.D., Thistlethwaite, J.E., Anderson, E.S., Abrandt Dahlgren, M., Grymonpre, R, E., Moran. M., & Samarasekera, D.D. (2017). International consensus statement on the assessment of interprofessional learning outcomes. Medical Teacher. 39(4):347-59.

14. Tong, R., Brewer, M., Flavell, H., & Roberts, L.D. (2020). Professional and interprofessional identities: a scoping review, Journal of Interprofessional Care, 1-9 DOI:10.1080/13561820.2020.1713063

15. Thistlethwaite, J., Kumar, K., & Roberts, C. (2016) “Becoming interprofessional: professional identity formation in the health professions”. In Teaching medical professionalism: Supporting the development of a professional identity. (pp. 140-154). Cambridge University Press.

16. Brooks, V., & Thistlethwaite, J. (2012). Working and learning across professional boundaries. British Journal of Educational Studies. 60(4), 403-420. DOI: 10.1080/000710 05.2012.729665

17. Khalili, H., Orchard, C., Spence Laschinger, H.S., & Farah, R. (2013) An interprofessional socialization framework for developing an interprofessional identity among health professions students, Journal of Interprofessional Care, 27(6), 448-453.

18. Lapkin, S., Levvett-Jones, T., & Gilligan, C. (2013). A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse Education Today. 33, 90-102.

19. Haugland, M., Brenna, S.J., & Aanes, M.M. (2019). Interprofessional education as a contributor to professional and interprofessional identities, Journal of Interprofessional Care, DOI: 10.1080/135618 20.2019.1693354

20. King, G., Orchard, C., Khalili, H., & Avery, L. (2016). Refinement of the interprofessional socialization and valuing scale (ISVS-21) and development of 9-item equivalent versions. Journal of Continuing Education in the Health Professions. 36 (3):171-7.

21. Joynes, V.C.T. (2018). Defining and understanding the relationship between professional identity and interprofessional responsibility: implications for educating health and social care students, Adv Health Sci Educ Theory Pract, 23(1): 133–149.

22. Burgess, A., van Diggele, C., Roberts, C. (2020). Teaching clinical handover with ISBAR. BMC Medical Education 20, 459 (2020). https://doi.org/10.1186/s12909-020-02285-0

23. Australian Commission on Safety and Quality in Health Care, National Hand Hygiene Initiative. https://nhhi.southrock.com/cgi-bin-secure/Home.cgi?msecs=1579821659980

24. Lencioni, P. M. (2002) 2002. The five dysfunctions of a team. Wiley Publishing.

25. Tuckman, B.W. (1965). Developmental sequence in small groups. Psychological Bulletin. 63 (6): 384–399.

26. van Diggele, C., Roberts, C. & Haq, I. (2021) Optimising student-led interprofessional learning across eleven health disciplines. BMC Medical Education 21, 157. https://doi.org/10.1186/s12909-021-02527-9

27. Ahmad, M.I., Chan, S.W., Wong, L.L., Tan, M.L., & Liaw, S.Y. (2013) Are first-year healthcare undergraduates at an Asian university ready for interprofessional education? Journal of Interprofessional Care. 27 (4), 341-343.

28. Burford, B., & Rosenthal-Scott HES. (2017). First and second year medical students identify and self-stereotype more as doctors than as students: a questionnaire study. BMC Medical Education 17, 209 https://doi.org/10.1186/s12909-017-1049-2