A Pilot Study to Evaluate the Introduction of an Interprofessional Problem-Based Learning Module

Autor/inn/en	Cusack, Tara; O'Donoghue, Grainne; Butler, Marie-Louise; Blake, Catherine; O'Sullivan, Cliona; Smith, Kathryn; Sheridan, Ann; O'Neill, Geraldine
Titel	A Pilot Study to Evaluate the Introduction of an Interprofessional Problem-Based Learning Module
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 6 (2012) 2, S.31-45 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1350
Schlagwörter	Pilot Projects; Interdisciplinary Approach; Problem Based Learning; Learning Modules; Course Evaluation; Teamwork; Professional Identity; Competence; Professional Autonomy; Readiness; Rating Scales; Cohort Analysis; Professional Development; Interprofessional Relationship; Health Education; Likert Scales; Questionnaires; College Students; Team Training; Student Attitudes; Participant Satisfaction; Training Methods; Statistical Analysis + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Problem-based learning; Problemorientiertes Lernen; Learning module; Lernmodul; Kompetenz; Berufsfreiheit; Rating-Skala; Kohortenanalyse; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Likert-Skala; Fragebogen; Collegestudent; Teamcoaching; Schülerverhalten; Didaktik; Trainingsmaßnahme; Statistische Analyse
Abstract	Patient care is complex and demands that health professionals work together effectively. Interprofessional education (IPE) encourages collaboration by educating students from different professions together. This study examined the effectiveness of IPE in terms of changing students' perceptions of teamwork, professional identity, role, competency and autonomy, and the need for interdisciplinary co-operation. Two multidisciplinary cohorts of health science students (n = 51 and n = 48) elected to participate in a problem-based learning module (PBL). The module included problems addressing areas of professional identity and cases requiring a multidisciplinary team approach. Evaluation was undertaken using the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IPES). Regarding the RIPLS, both cohorts reported significant (p<0.05) improvements in their perceptions of teamwork, collaboration, and positive professional identity. Regarding the IEPS students' perceptions of professional competency and autonomy improved significantly (p<0.05) in both cohorts. An IPE module delivered using PBL appears valuable for professional development. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01