Evaluation of a multiprofessional learning organisation: use of a questionnaire to investigate the learning experiences of a group of undergraduate pharmacy students attached to primary care
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT
PURPOSE OF THE RESEARCH:
This paper reports on the evaluation of the educational benefits to third-year MPharm students attached to four Nottingham inner-city training practices as part of the first cohort of learners to come to a multiprofessional learning organisation (MPLO). The aim was to identify areas of benefit above and beyond those available at their core course in order to identify areas for further study.
This study used a mixture of both quantitative and qualitative methods to generate ideas through grounded theory. It used a hermeneutic approach to define multiprofessional learning and professional roles.
A questionnaire was developed and all students were invited to complete it at the end of their attachments. It was analysed using an SPSS computer package.
The main benefits perceived by pharmacy students were concerning development of professional role, behaviour in the field (legitimate peripheral participation) and emergence of professional identity. From the findings the authors have described an MPLO as 'an educational enterprise between different professions which has an ethos of mutual co-operation and understanding of each other's roles, emphasises communication and idea sharing and exists within a environment of 'smooth systems functioning". • An MPLO can be defined as: 'an educational enterprise between different professions which has an ethos of mutual co-operation and understanding of each other's roles, emphasises communication and idea sharing, and exists within a environment of 'smooth systems functioning'. • Neophyte professionals want to practise interprofessional behaviour. • Professional identity is enhanced when group differences are emphasised and the move to homogenise professional groups through interprofessional working may not be successful. • Educators must help learners challenge professional stereotypes and enable them to develop flexibility to meet future challenges.
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/21144176
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