文章基本信息

标题：Health Professional Student Learning in a Yearlong Interprofessional Health Mentors Program
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作者：Doucet, Shelley Anne ; MacKenzie, Diane ; Loney, Elaine 等
期刊名称：Journal of Research in Interprofessional Practice and Education
印刷版ISSN：1916-7342
出版年度：2014
卷号：4
期号：2
语种：English
出版社：Canadian Institute for Studies in Publishing Press
摘要：Background: The Dalhousie Health Mentors Program (DHMP) is a community-based, pre-licensure interprofessional education initiative that aims to prepare health professional students for collaborative practice in the care of patients with chronic conditions. This program evaluation explores the students’ 1) learning and plans to incorporate skills into future practice; 2) ratings of program content, delivery, and assignments; 3) perspectives of curricular factors that inadvertently acted as barriers to learning; and 4) program improvement suggestions.Methods: All students (N = 745) from the 16 participating health programs were invited to complete an online mixed methods program evaluation survey at the conclusion of the 2012–2013 DHMP. A total of 295 students (40% response rate) responded to the Likert-type questions analyzed using descriptive and non-parametric statistics. Of these students, 204 (69%) provided responses to 10 open-ended questions, which were analyzed thematically.Findings: While the majority of respondents agreed that they achieved the DHMP learning objectives, the mixed-methods approach identified curriculum integration, team composition, and effectiveness of learning assignments as factors that unintentionally acted as barriers to learning, with three key student recommendations for program improvement.Conclusions: Educators and program planners need to be aware that even well-intended learning activities may result in unintended experiences that hamper interprofessional learning.
关键词：Education;Interprofessional education; Longitudinal; Health mentors program; Health professional student; Curriculum; Unintended; Barriers; Recommendations; Lessons learned