A 'RIPPER' Project: advancing rural inter-professional health education at the University of Tasmania

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Submitted by National Center... on Mar 14, 2014 - 11:14am CDT


To develop and evaluate a classroom-based curriculum designed to promote interprofessional competencies by having undergraduate students from various health professions work together on system-based problems using quality improvement (QI) methods and tools to improve patient-centered care.


Students from 4 health care programs (nursing, nutrition, pharmacy, and physical therapy) participated in an interprofessional QI activity. In groups of 6 or 7, students completed pre-intervention and post-intervention reflection tools on attitudes relating to interprofessio nal teams, and a tool designed to evaluate group process.


One hundred thirty-four students (76.6%) completed both self-reflection instruments, and 132 (74.2%) completed the post-course group evaluation instrument. Although already high prior to the activity, students' mean post-intervention reflection scores increased for 12 of 16 items. Post-intervention group evaluation scores reflected a high level of satisfaction with the experience.


Use of a quality-based case study and QI methodology were an effective approach to enhancing interprofessional experiences among students.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/18803442

Whelan, Jessica J
Spencer, Judy F
Rooney, Kim
Journal Citation: 
Rural & Remote Health. 8(3):1017, 2008 Jul-Sep.