The introduction of an interprofessional education module: Students' perceptions

Cusack, T. and O'Donoghue, G. (2012) The introduction of an interprofessional education module: Students' perceptions. pp. 231-238. ISSN 14791072 (ISSN)

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Aim The purpose of this study was to examine health science students' perceptions of an interprofessional education (IPE) module delivered by means of problem-based learning (PBL). Methods Ninety-two students from four health science disciplines (medicine, physiotherapy, nursing and diagnostic imaging) elected to participate in this IPE PBL module. An evaluation was undertaken using a questionnaire with quantitative and qualitative components completed at the end of the module. Students were asked to evaluate aspects of the module relating to learning objectives, intellectual stimulation, resources, library information skills, work load and overall satisfaction. Open-ended questions asked students to comment on the best aspects of the module and areas for improvement. Quantitative data were analysed using SPSS version 18 and qualitative data using framework analysis methodology. Results Of the 92 students that participated in the module, 70 (78%) completed the questionnaire. Over 70% (n = 49) of students positively endorsed the module in terms of the statements posed. Overall satisfaction with the module was high, with 63 (91%) students reporting that they agreed or strongly agreed that they were satisfied with the module. Analysis of qualitative data revealed the following emerging themes in relation to the module: (1) collaboration (learning together with others from different professions); (2) structure (small group work, discussion, teamwork assessment procedures); and (3) content (problem diversity). Conclusions The introduction of this IPE module for health science students was well received. Students valued the opportunity to work in small groups with individuals from other health science disciplines. Students highlighted module structure and content as being important elements for consideration when developing IPE. Further research is required in order to define whether improving communication and collaboration skills will ultimately lead to improved quality in patient care. © 2012 Raddiffe Publishing.

Item Type: Article
Additional Information: Cited By :4; Export Date: 23 February 2015; CODEN: QPCUA; Correspondence Address: Cusack, T.; UCD School of Public Health, Physiotherapy and Population Science, Health Sciences Centre, Belfield, Dublin 4, Ireland; email:; References: Norman, I., Inter-professional education for pre-regis-tration students in the health professions: Recent developments in the UK and emerging lessons (2005) International Journal of Nursing Studies, 42, pp. 119-123; Learning together to work together for health (1988) Report of a WHO Study Group on Multiprofessional Education of Health Personnel: The Team Approach, 769. , World Health Organization, World Health Organization Technical Report Series. 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Uncontrolled Keywords: Collaboration; Interprofessional education (IPE); Primary care; Problem-based learning (PBL); Teamwork; adolescent; adult; article; cooperation; female; human; Ireland; male; middle aged; organization and management; primary health care; problem based learning; psychological aspect; public relations; questionnaire; student; Cooperative Behavior; Humans; Interprofessional Relations; Problem-Based Learning; Questionnaires; Students; Young Adult
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 02:36

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