Abstract
ObjectivesTo explore whether a team-based learning strategy applied to an interprofessional course on basic science changes students' perception of communication and teamwork skills and attitudes as related to interprofessional learning. MethodsA mixed-methods approach was utilized. The participants were selected through an opportunity sample of 33 first-semester anatomy students from occupational therapy and orthoptics programs. Students completed an interprofessional questionnaire before and after the course. The data were analyzed descriptively. Fourteen students were selected randomly for group interviews. Qualitative data was interpreted using thematic analyses. ResultsThe pre-test scores for 'communication and teamwork skills' and 'interprofessional learning' were high with mean values of 26.58 and 34.24, respectively. The post-test scores were 27.30 and 34.27, respectively, indicating no relevant changes in students' perception and attitudes. Qualitative data suggested that team-based learning represents a valid strategy to encourage communication and teamwork skills but revealed a lack of interprofessional exchange during the course. Students reported that classroom activities must require the professional knowledge of all participating groups in order to prevent a negative attitudinal shift towards interprofessional education in the later years of their studies. ConclusionsImplementing team-based learning in basic sciences can encourage communication and teamwork among students. Mixed classes can help socialize students of different professional groups, although they carry a risk of a negative attitudinal shift towards interprofessional education. Whether, and in what ways, effective interprofessional exchange during the teaching of basic sciences can be achieved needs further investigation.
Highlights
In today's health care system, delivering high-quality patient means by which such collaboration skills can be fostered care is the shared responsibility of various health care profes- prior to entering the workplace.[5,6,7] Commonly, attention has sionals, who are, expected to collaborate effec- mostly focused on IPE in the later stages of the educational tively.[1]
To explore whether a team-based learning strategy applied to an interprofessional course on basic science changes students' perception of communication and teamwork skills and attitudes as related to interprofessional learning
The results suggest that 'communication and teamwork' can be fostered in the early years of training, during the teaching of the basic sciences, and that team-based learning (TBL) can be regarded as a valuable alternative to didactic lectures in anatomy education with the advantage of further developing these interprofessional learning objectives
Summary
In today's health care system, delivering high-quality patient means by which such collaboration skills can be fostered care is the shared responsibility of various health care profes- prior to entering the workplace.[5,6,7] Commonly, attention has sionals, who are, expected to collaborate effec- mostly focused on IPE in the later stages of the educational tively.[1] Effective interprofessional collaboration is assumed to program.[1] there are benefits to be gained from the have an impact on improving the quality of care and reduc- introduction of IPE in the early years, as the literature indiing the per capita cost of health care.[2] univer- cates that students' readiness for IPE is high at the beginning sities are increasingly committed to ensuring students grad- of training but declines significantly over time.[8,9] Conseuate with the required collaboration skills, such as quently, there has been a call for integrating interprofessional communication and teamwork.[3] Interprofessional education learning objectives, such as communication and teamwork,
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