Interdisciplinary studio-based work-integrated learning
This guide is based on lessons learned from a 12 month project titled 'Archietcuring health' that brought together students studying a health professional qualification with architecture students and staff. The aim of the project was to explore how health and wellbeing can be optimised through interdisciplinary collaboration and space activation. The guide's aim is to assist staff to create, implement and evaluate interdisciplinary work integrated learning utilising design thinking - specifically studio-based learning - as a key element.
Interdisciplinary Project-Based Work-Integrated Learning:
This Guide is designed to inform the incorporation of interdisciplinary project-based learning into undergraduate or postgraduate programs. Interdisciplinary project-based learning provides an opportunity for university staff, students, and industry partners to enhance their capabilities through collaborating on authentic problem solving.
A kickstart guide to interprofessional fieldwork (clinical placements)
Based on experiences with interprofessional education in health professional education, this guide provides the key approaches to establish effective interdisciplinary/interprofessional team learning during clinical placements/rotations. The guide can be used to establish an interprofessional team based placement or program of placements with multiple industry hosts. The guide gives an overview of the essential dimensions required to establish and evaluate interprofessional placements. This includes tips, suggested readings and several proforma tools.
Communities of clinical practice in action: Doing whatever it takes
Ethnographic examination of nine communities of clinical practice, in one general practice setting, caring for patients with long-term conditions. The study finds that CoCP are driven by the moral imperative to care, at some cost, accounting for the ‘messiness’ of community-based care.
Transition to practice: can rural interprofessional education make a difference?
This study investigated student learning experiences over the first two complete years of the programme, comparing responses from participating students with those from a cohort of non-participating peers. This study finds that if multiple learning objectives can be met concurrently in well supported rural IPE programmes, learning outcomes can be maximised for a wide range of health professional students in ways that are sustainable and beneficial for local communities.
Patients’ and health professionals’ perceptions of teamwork in primary care
This study aimed to test both the feasibility of undertaking a collaborative method of enquiry as a means of investigating patient perceptions about teamwork in the context of their current health care, and also to compare and contrast these views with those of their usual health professionals in New Zealand suburban health practice settings.
Interprofessional education in a rural clinical setting: case study
An interprofessional programme, with cohorts of students from six different health professions, was developed from an initial business case and implemented as one of two parallel rural sites. First-year results indicate significant community commitment and very positive student feedback in relation to local hospitality, feeling part of the healthcare team, learning from students of other disciplines and much greater appreciation of the rural health environment. Students report greatly increased confidence in working with Maˉori, and enjoy producing their community projects.
Interprofessional education for physiotherapy, medical and dietetics students: a pilot programme
This study aimed to test the feasibility of delivering an interprofessional component within existing health professional courses for medicine, physiotherapy and dietetics at the University of Otago, Wellington, New Zealand. Survey results indicated pre-existing positive attitudes to interprofessional practice and education among students. There was a statistically significant increase in positive attitude towards such practice and education, and increased confidence in the effectiveness of heath care teams.
Interprofessional learning: The solution to collaborative practice in primary care
This paper outlines the basis of interprofessional education, its relationship to interdisciplinary teamwork in primary care clinical practice, and describes a New Zealand model of postgraduate interprofessional education. Barriers to the implementation of interprofessional education in NZ were identified as well as possible solutions. In NZ, despite health authorities advocating clinical teamwork and interprofessional education, a variety of structural and attitudinal barriers challenge the development and practice of interprofessional education.
Interprofessional education gets big boost in rural communities
For the first time [from 2012], New Zealand nursing, medical, physiotherapy, pharmacy and dental students have a chance to participate in a purpose-built interprofessional programme of clinically-based learning as one component of their final year courses.