Using complexity theory to develop a student-directed interprofessional learning activity for 1220 healthcare students.

ABSTRACT:

Background

More and better interprofessional practice is predicated to be necessary to deliver good care to the patients of the future. However, universities struggle to create authentic learning activities that enable students to experience the dynamic interprofessional interactions common in healthcare and that can accommodate large interprofessional student cohorts. We investigated a large-scale mandatory interprofessional learning (IPL) activity for health professional students designed to promote social learning.

Methods

A mixed methods research approach determined feasibility, acceptability and the extent to which student IPL outcomes were met. We developed an IPL activity founded in complexity theory to prepare students for future practice by engaging them in a self-d

SUBMITTER: Jorm C 

PROVIDER: S-EPMC4977619 | biostudies-literature | 2016 Aug

REPOSITORIES: biostudies-literature