Medicine and Health Sciences Commons^™

Case Based Interprofessional Learning Versus Traditional Teaching Methods For Medical, Nursing, And Physiotherapy Students, Seema Saini, Ganesh Kamath, Mary Mathew, Derek Dsouza

Internet Journal of Allied Health Sciences and Practice

Introduction: The traditional teaching method is a teacher centric approach with little involvement from the students. In contrast to that, case-based interprofessional learning (CBIL) is a self-directed learning strategy using case scenarios with the understanding of interprofessional roles and is a student centric learning. Introducing CBIL as a teaching/learning (T/L) strategy for undergraduate healthcare students and assessing its effects on students were the goals of this project. Methods: 134 MBBS, physiotherapy, and nursing final-year students participated in the study. In both traditional teaching and CBIL as self-directed learning techniques, cases with distal end radius fracture and prolapsed intervertebral disc were …

Mise À L’Essai D’Un Nouveau Modèle De Supervision De Stage En Sciences Infirmières : L’Unité Collaborative D’Apprentissage, Charles Bilodeau, Frances Gallagher, Sylvie Charette, Mélanie Marceau

Quality Advancement in Nursing Education - Avancées en formation infirmière

Résumé

Introduction : L’unité collaborative d’apprentissage (UCA) est un modèle de supervision de stage en sciences infirmières qui pourrait optimiser les ressources dédiées à la formation clinique en partageant la supervision des étudiantes et étudiants au sein d’une équipe de soins. Il s’agit d’un modèle flexible qui peut s’adapter aux particularités des milieux cliniques et universitaires désirant se l’approprier. Cependant, la mise à l’essai de ce modèle n’a pas été documentée en contexte québécois.

But : Cet article présente les résultats du troisième cycle d’une recherche-action qualitative qui avait pour but d’accompagner et de documenter l’appropriation d’une UCA, par et …

Barriers And Facilitators To Enhance Interprofessional Education For Rehabilitation Science Graduate Students, Mary A. Riopel, Kimberly Wynarczuk, Taylor Grube

The Qualitative Report

Interprofessional education (IPE) aims to develop healthcare practitioners who work effectively in teams, demonstrate strong communication skills, respect others, and have a working knowledge of the roles and responsibilities of other professionals. Of identified research to date, it is unclear what students perceive as important for effective IPE delivery and learning. The purpose of this study was to identify graduate students' perceptions of facilitators and barriers to learning interprofessional practice using phenomenology. Three semi-structured focus groups were conducted including athletic training, occupational therapy, or speech-language pathology students and the transcripts were analyzed using thematic analysis. Four themes emerged about IPE …

Osces’ Impact On Occupational Therapy Student Learning: Insights From Second- And Third-Year Focus Groups, Craig R. St. Jean, Karin Werther, Mary R. Roberts

The Open Journal of Occupational Therapy

Background: Objective Structured Clinical Examinations (OSCEs) are widely used in health programs to assess clinical skills. We present results of a qualitative study investigating occupational therapy students’ perceptions of OSCEs’ impact on their learning and readiness for clinical practice.

Method: Six second and six third year students in the University of Alberta’s Master of Science in Occupational Therapy program were interviewed in separate focus groups. Independent reviewers applied thematic analysis to the focus group transcripts to identify, analyze, and report themes in the data.

Results: Five themes were constructed from the data: from learning to action, transition …