Facilitators and barriers to students’ learning in an obesity prevention graduate program
| Autor: | Linda S. Boeckner, Wanda Koszewski, Maria Rosario T. de Guzman, M. Anderson-Knott, Kieu Anh Do |
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| Rok vydání: | 2017 |
| Předmět: |
Health Knowledge
Attitudes Practice Pediatric Obesity medicine.medical_specialty Interprofessional Relations Workload Childhood obesity Interviews as Topic 03 medical and health sciences 0302 clinical medicine Nursing Research Support as Topic medicine Humans Education Graduate 030212 general & internal medicine Cooperative Behavior Student learning Qualitative Research Obesity prevention 030504 nursing business.industry Communication Public health Professional development Problem-Based Learning General Medicine Interprofessional education medicine.disease Group Processes Interdisciplinary Placement Health Occupations Health Services Research 0305 other medical science business Program Evaluation |
| Zdroj: | Journal of Interprofessional Care. 32:111-114 |
| ISSN: | 1469-9567 1356-1820 |
| DOI: | 10.1080/13561820.2017.1356811 |
| Popis: | Childhood obesity is a major public health concern with underpinnings at the individual, family, community and societal levels. The Transdisciplinary Childhood Obesity Prevention Graduate Certificate Program (TOP) is an innovative graduate-level certificate program developed to train professionals to understand and address obesity from multiple perspectives using an interprofessional education (IPE) approach. Currently, there is limited knowledge on what promotes or hinders learning in IPE approaches dealing with obesity prevention. The goal of this report is to address this gap by describing facilitators and barriers to learning in a graduate-level training program. Using a qualitative research design, semi-structured interviews were collected from 23 professional students, as part of a larger program evaluation project for TOP. Thematic analysis revealed the challenges and strengths of the program that relate specifically to: its interprofessional approach, its structure, and its activities. Interprofessional exchanges were reported to expand students' learning, but adequate interprofessional representation must be maintained, and the complexity of interprofessional collaborations must also be well-coordinated. Standardising the program structure and courses for consistency across professions, and clear communication are critical to program success. Findings add to the existing literature on what promotes effective learning in a professional obesity prevention program using an IPE approach. |
| Databáze: | OpenAIRE |
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