TY - JOUR
T1 - Advancing Interprofessional Education
T2 - A Qualitative Analysis of Student and Faculty Reflections
AU - Margalit, Ruth
AU - Keating-Lefler, Rebecca
AU - Collier, Dean
AU - Woscyna, Glenda
AU - Shaikhs, Raees A.
AU - Beck, Gary L.
PY - 2013/10/1
Y1 - 2013/10/1
N2 - Interprofessional education (IPE) is imperative when training health professions students to practice in an environment requiring a team based approach. IPE has not been widely practiced in the United States (US) since its immergence in the 1970’s and waning in the 1980’s.Contemporary curricula, instruction, and IPE activities still need to be tested. This report focuses on the analysis of qualitative feedback collected from faculty and students participating in IPE activities, designed for first year health professions students in the Fall 2010 (n=542), and Fall 2011 (n=555). An interprofessional research team conducted analysis using an immersion/crystallization framework. Eight major themes emerged from comments provided through evaluations of the IPE activities. Students expressed a desire to learn more about roles, skills, and responsibilities of other professions and wanted additional IPE opportunities integrated throughout their education. Skill level of small IPE group facilitators emerged as an important component for successful IPE activities. Lessons learned through this analysis will guide future augmentation of interprofessional activities locally and can be applied at other medical campuses.
AB - Interprofessional education (IPE) is imperative when training health professions students to practice in an environment requiring a team based approach. IPE has not been widely practiced in the United States (US) since its immergence in the 1970’s and waning in the 1980’s.Contemporary curricula, instruction, and IPE activities still need to be tested. This report focuses on the analysis of qualitative feedback collected from faculty and students participating in IPE activities, designed for first year health professions students in the Fall 2010 (n=542), and Fall 2011 (n=555). An interprofessional research team conducted analysis using an immersion/crystallization framework. Eight major themes emerged from comments provided through evaluations of the IPE activities. Students expressed a desire to learn more about roles, skills, and responsibilities of other professions and wanted additional IPE opportunities integrated throughout their education. Skill level of small IPE group facilitators emerged as an important component for successful IPE activities. Lessons learned through this analysis will guide future augmentation of interprofessional activities locally and can be applied at other medical campuses.
KW - Interprofessional education
KW - facilitation
KW - professionalism
KW - qualitative analysis
KW - student/faculty perspectives
UR - http://www.scopus.com/inward/record.url?scp=85061917368&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85061917368&partnerID=8YFLogxK
U2 - 10.1007/BF03341669
DO - 10.1007/BF03341669
M3 - Article
AN - SCOPUS:85061917368
SN - 2156-8650
VL - 23
SP - 462
EP - 471
JO - Medical Science Educator
JF - Medical Science Educator
IS - 3
ER -