Article: Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students' evaluation of their readiness for interprofessional learning

TitleImplementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students' evaluation of their readiness for interprofessional learning
Authors
KeywordsAdult learning principles
Collaborative practice
Evaluation
Interprofessional education
Issue Date2017
PublisherBioMed Central Ltd. The Journal's web site is located at http://www.biomedcentral.com/bmcmededuc/
Citation
BMC Medical Education, 2017, v. 17 n. 1, p. 221 How to Cite?
AbstractBACKGROUND: Interprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL). The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation. METHODS: Eight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design) was utilized to examine the students' gains on their readiness to engage in interprofessional education (IPE). RESULTS: Three instructional units (IUs) were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL) process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students' self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student's readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the venue. CONCLUSIONS: Despite some challenges in developing and implementing the IPTBL program, our experience showed that TBL is a viable pedagogy to be used in interprofessional education involving hundreds of students. The significant improvement in all four subscales of RIPLS showed the effects of the IPTBL program in preparing students for collaborative practice. Factors that contributed to the success of the use of TBL for IPE are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/254661
ISSN
2017 Impact Factor: 1.511
2015 SCImago Journal Rankings: 0.698
PubMed Central ID
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChan, LK-
dc.contributor.authorGanotice, FJA-
dc.contributor.authorWong, FKY-
dc.contributor.authorLau, WCS-
dc.contributor.authorBridges, SM-
dc.contributor.authorChan, CHY-
dc.contributor.authorChan, NK-
dc.contributor.authorChan, WLP-
dc.contributor.authorChen, H-
dc.contributor.authorChen, JY-
dc.contributor.authorChu, KPJ-
dc.contributor.authorHo, CC-
dc.contributor.authorHo, JMC-
dc.contributor.authorLam, TP-
dc.contributor.authorLam, SF-
dc.contributor.authorLi, Q-
dc.contributor.authorShen, J-
dc.contributor.authorTanner, JA-
dc.contributor.authorTso, WYW-
dc.contributor.authorWong, AKC-
dc.contributor.authorWong, GTC-
dc.contributor.authorWong, JYH-
dc.contributor.authorWong, NS-
dc.contributor.authorWorsley, AJ-
dc.contributor.authorYu, LK-
dc.contributor.authorYum, TP-
dc.date.accessioned2018-06-21T01:04:16Z-
dc.date.available2018-06-21T01:04:16Z-
dc.date.issued2017-
dc.identifier.citationBMC Medical Education, 2017, v. 17 n. 1, p. 221-
dc.identifier.issn1472-6920-
dc.identifier.urihttp://hdl.handle.net/10722/254661-
dc.description.abstractBACKGROUND: Interprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL). The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation. METHODS: Eight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design) was utilized to examine the students' gains on their readiness to engage in interprofessional education (IPE). RESULTS: Three instructional units (IUs) were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL) process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students' self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student's readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the venue. CONCLUSIONS: Despite some challenges in developing and implementing the IPTBL program, our experience showed that TBL is a viable pedagogy to be used in interprofessional education involving hundreds of students. The significant improvement in all four subscales of RIPLS showed the effects of the IPTBL program in preparing students for collaborative practice. Factors that contributed to the success of the use of TBL for IPE are discussed.-
dc.languageeng-
dc.publisherBioMed Central Ltd. The Journal's web site is located at http://www.biomedcentral.com/bmcmededuc/-
dc.relation.ispartofBMC Medical Education-
dc.rightsBMC Medical Education. Copyright © BioMed Central Ltd.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectAdult learning principles-
dc.subjectCollaborative practice-
dc.subjectEvaluation-
dc.subjectInterprofessional education-
dc.titleImplementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students' evaluation of their readiness for interprofessional learning-
dc.typeArticle-
dc.identifier.emailChan, LK: lapki@hku.hk-
dc.identifier.emailLau, WCS: cslau@hku.hk-
dc.identifier.emailBridges, SM: sbridges@hku.hk-
dc.identifier.emailChan, CHY: chancelia@hku.hk-
dc.identifier.emailChan, WLP: pwlchan@hku.hk-
dc.identifier.emailChen, H: haiyong@hku.hk-
dc.identifier.emailChen, JY: juliechen@hku.hk-
dc.identifier.emailChu, KPJ: chukpj@hku.hk-
dc.identifier.emailHo, CC: ccho12@hku.hk-
dc.identifier.emailLam, TP: tplam@hku.hk-
dc.identifier.emailLam, SF: veronica@hku.hk-
dc.identifier.emailShen, J: shenjg@hku.hk-
dc.identifier.emailTanner, JA: jatanner@hkucc.hku.hk-
dc.identifier.emailTso, WYW: wytso@hku.hk-
dc.identifier.emailWong, GTC: gordon@hku.hk-
dc.identifier.emailWong, JYH: janetyh@hku.hk-
dc.identifier.emailWong, NS: nswong@hku.hk-
dc.identifier.emailWorsley, AJ: alanwor@hku.hk-
dc.identifier.authorityChan, LK=rp00536-
dc.identifier.authorityLau, WCS=rp01348-
dc.identifier.authorityBridges, SM=rp00048-
dc.identifier.authorityChan, CHY=rp00498-
dc.identifier.authorityChen, H=rp01923-
dc.identifier.authorityChen, JY=rp00526-
dc.identifier.authorityLam, TP=rp00386-
dc.identifier.authorityLam, SF=rp00261-
dc.identifier.authorityShen, J=rp00487-
dc.identifier.authorityTanner, JA=rp00495-
dc.identifier.authorityTso, WYW=rp01517-
dc.identifier.authorityWong, GTC=rp00523-
dc.identifier.authorityWong, JYH=rp01561-
dc.identifier.authorityWong, NS=rp00340-
dc.identifier.authorityWorsley, AJ=rp01395-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1186/s12909-017-1046-5-
dc.identifier.pmid29157232-
dc.identifier.pmcidPMC5697117-
dc.identifier.hkuros285476-
dc.identifier.volume17-
dc.identifier.issue1-
dc.identifier.spage221-
dc.identifier.epage221-
dc.identifier.isiWOS:000415873100002-
dc.publisher.placeUnited Kingdom-

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