Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students’ evaluation of their readiness for interprofessional learning

BMC Medical Education

Research Article

Namkiu Chan¹  Frances Kam Yuet Wong¹  Jacqueline Mei Chi Ho¹  Arkers Kwan Ching Wong¹  Jian Gang Shen²  Lei King Yu²  Julie Yun Chen²  Charlene C. Ho²  Chak Sing Lau²  Hai Yong Chen²  Nai Sum Wong²  Susan M. Bridges²  Fraide Ganotice²  Alan Worsley²  Janet Yuen Ha Wong²  Jody Kwok Pui Chu²  Qingyun Li²  Phoebe Wing Lam Chan²  Tai Pong Lam²  Winnie Wan Yee Tso²  Celia Hoi Yan Chan²  Gordon Tin Chun Wong²  Julian Alexander Tanner²  Tin Pui Yum²  Veronica Suk Fun Lam²  Lap Ki Chan³ 

[1] The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China;The University of Hong Kong, Hong Kong, People’s Republic of China;The University of Hong Kong, Hong Kong, People’s Republic of China;School of Biomedical Sciences, Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Pok Fu Lam, People’s Republic of China;

关键词: Collaborative practice;    Interprofessional education;    Adult learning principles;    Evaluation;   

DOI  :  10.1186/s12909-017-1046-5

 received in 2017-03-09, accepted in 2017-11-02,  发布年份 2017

来源: Springer

【 摘 要 】

BackgroundInterprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL). The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation.MethodsEight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design) was utilized to examine the students’ gains on their readiness to engage in interprofessional education (IPE).ResultsThree instructional units (IUs) were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL) process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students’ self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student’s readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the venue.ConclusionsDespite some challenges in developing and implementing the IPTBL program, our experience showed that TBL is a viable pedagogy to be used in interprofessional education involving hundreds of students. The significant improvement in all four subscales of RIPLS showed the effects of the IPTBL program in preparing students for collaborative practice. Factors that contributed to the success of the use of TBL for IPE are discussed.

【 授权许可】

CC BY   
© The Author(s). 2017