Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students’ evaluation of their readiness for interprofessional learning

Autor: Lap Ki Chan, Nai Sum Wong, Gordon Tin Chun Wong, Jody K. P. Chu, Arkers Kwan Ching Wong, Lei King Yu, Susan Bridges, Julie Y. Chen, Veronica Suk fun Lam, Tin Pui Yum, Chak Sing Lau, Jian Gang Shen, Tai Pong Lam, Janet Yuen Ha Wong, Qingyun Li, Winnie W.Y. Tso, Fraide A. Ganotice, Hai-Yong Chen, Charlene C. Ho, Jacqueline Mei Chi Ho, Phoebe Wing Lam Chan, Frances Kam Yuet Wong, Namkiu Chan, Julian A. Tanner, Alan J. Worsley, Celia Hoi Yan Chan
Jazyk: angličtina
Rok vydání: 2017
Předmět:
Male
Social Work
Students
Health Occupations
Matching (statistics)
Universities
020205 medical informatics
Process (engineering)
Interprofessional Relations
lcsh:Medicine
02 engineering and technology
Collaborative practice
Biological Science Disciplines
Education
Young Adult
03 medical and health sciences
0302 clinical medicine
0202 electrical engineering
electronic engineering
information engineering
Humans
Interprofessional teamwork
Medicine
030212 general & internal medicine
Cooperative Behavior
Medicine
Chinese Traditional
Evaluation
Interprofessional education
Medical education
lcsh:LC8-6691
Academic year
lcsh:Special aspects of education
business.industry
Adult learning principles
lcsh:R
General Medicine
Test (assessment)
Summative assessment
Health Occupations
Hong Kong
Female
Health education
business
Research Article
Zdroj: BMC Medical Education, Vol 17, Iss 1, Pp 1-12 (2017)
BMC Medical Education
ISSN: 1472-6920
DOI: 10.1186/s12909-017-1046-5
Popis: Background Interprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL). The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation. Methods Eight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design) was utilized to examine the students’ gains on their readiness to engage in interprofessional education (IPE). Results Three instructional units (IUs) were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL) process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students’ self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student’s readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the venue. Conclusions Despite some challenges in developing and implementing the IPTBL program, our experience showed that TBL is a viable pedagogy to be used in interprofessional education involving hundreds of students. The significant improvement in all four subscales of RIPLS showed the effects of the IPTBL program in preparing students for collaborative practice. Factors that contributed to the success of the use of TBL for IPE are discussed. Electronic supplementary material The online version of this article (10.1186/s12909-017-1046-5) contains supplementary material, which is available to authorized users.
Databáze: OpenAIRE
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