Design and evaluation of a team-based interprofessional practice placement: A design-based research approach.
Med Teach
; 44(8): 866-871, 2022 08.
Article
em En
| MEDLINE
| ID: mdl-35196946
ABSTRACT
INTRODUCTION:
Team-based Interprofessional Practice Placements (TIPPs) are innovative training practices. Evidence to substantiate the design of TIPPs is limited. This study explores the design and evaluation of TIPPs to support undergraduate students in gaining a better understanding of the complexity of patient problems in primary care settings and of collaboration within interprofessional teams.METHOD:
We implemented TIPPs at a University of Applied Sciences, Belgium based on three principles (1) authentic tasks with real clients, (2) students collaborated in small interprofessional teams, and (3) students were supported by teachers. TIPPs were evaluated using focus groups (N = 5) that explored teachers' (N = 13) and students' (N = 22) experiences. Data were analysed thematically.RESULTS:
Three themes were constructed. First, TIPPs enhance students' understanding of the complexity of clients' problems and what matters to the client. Second, TIPPs support students to value the expertise of interprofessional team members. Finally, to enhance students' learning, TIPPs must strike an appropriate balance between teacher support and student autonomy.CONCLUSION:
The three design principles used to underpin the TIPPs were viable. Although students reported to receive sufficient support, they also felt this support should have been gradually withdrawn to offer more opportunities for autonomous learning. Teachers reported difficulties in balancing their support.Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Estudantes
/
Relações Interprofissionais
Tipo de estudo:
Evaluation_studies
/
Qualitative_research
Limite:
Humans
País/Região como assunto:
Europa
Idioma:
En
Revista:
Med Teach
Ano de publicação:
2022
Tipo de documento:
Article
País de afiliação:
Holanda