Abstract
ObjectivesTo explore what the student participants learned and how they felt about the use of three educational settings, namely, face-to-face workshop setting, asynchronous and synchronous online learning environments and interactions with outpatients in a real-world clinical setting in a hybrid interprofessional education course. MethodsThis qualitative study used semi-structured in-depth interviews with healthcare undergraduate student participants in a course comprising workshops in three educational settings. A total of 15 healthcare undergraduate students, which included four medical, three pharmacy, five nursing and three nutrition students, completed this IPE course. All students agreed to participate in the study. We conducted four focus groups selected using convenient sampling. Focus group transcripts were analysed using the 'Steps for Coding and Theorization' qualitative data analysis method. We investigated the students' perception through the experience of three educational settings in the hybrid interprofessional education course. ResultsThe students recognised that this course had three types of educational spaces, namely, real, semi-real and unreal. Then, the positive changes in the awareness of students are trained in recognition of the patient perspective, the recognition of the roles discharged by the other professions and the recognition of the functions of their own profession after experiencing the educational spaces designated for this course. ConclusionsThe repeated experience of participants to real, semi-real and unreal educational spaces promoted changes over time in the students' awareness of interprofessional competencies with respect to patient-centred care and ameliorated their readiness to undertake interprofessional tasks.
Highlights
Interprofessional education (IPE) is essential for undergraduate students of healthcare professions for the worldwide improvement of the quality of patient care and to achieve patient-centred care.[1,2] Multidisciplinary teams must expansively think in the context of medicine, as well as that of caregiving, and information must be freely shared between members and patients to accomplish interprofessional collaborative practices
The positive changes in the awareness of students are trained in recognition of the patient perspective, the recognition of the roles discharged by the other professions and the recognition of the functions of their own profession after experiencing the educational spaces designated for this course
The researchers were able to identify the students' recognition: the hybrid IPE course in partnership with patients with diabetes had three types of educational spaces, namely, real, semi-real and unreal, and the positive changes in the awareness of students after participating were attained in recognition of the patient perspective, the recognition of the roles discharged by the other professions and the recognition of the functions of their own profession after experiencing the educational spaces designated for this course
Summary
Interprofessional education (IPE) is essential for undergraduate students of healthcare professions for the worldwide improvement of the quality of patient care and to achieve patient-centred care.[1,2] Multidisciplinary teams must expansively think in the context of medicine, as well as that of caregiving, and information must be freely shared between members and patients to accomplish interprofessional collaborative practices. Multidisciplinary teamwork remains insufficient, according to the Commission on Education of Health Professionals for the 21st Century.[3] Further, challenges requiring multidisciplinary medical teams have still not improved cooperation between team members. The online delivery of IPE recognises the alignment between the key principles of interprofessional learning and the collaborative constructivist approaches engaging groups of online learners in discourse and reflection,[9] studies examining the effectiveness of IPE through Internet-based platforms remain scarce.[10,11,12,13] we investigated student participants' perception of our hybrid IPE course in partnership with patients with diabetes that incorporated three types of educational settings: face-to-face workshop setting, asynchronous and synchronous online learning environments and interactions with outpatients in a real-world clinical setting based on student participants' narratives
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