TY - JOUR
T1 - Enhancing interprofessional student practice through a case-based model
AU - Cahill, Mairead
AU - O'Donnell, Marie
AU - Warren, Alison
AU - Taylor, Ann
AU - Gowan, Olive
PY - 2013/7
Y1 - 2013/7
N2 - Healthcare workers are increasingly being called upon to work collaboratively in practice to improve patient care and it seems imperative that interprofessional working should be mirrored in student education, especially during placements. This short report describes a qualitative evaluation of a client-centered, case-based model of interprofessional education (IPE) which aimed to improve interprofessional communication and team working skills for the students and therapists involved in practice placements. The IPE project implemented the meet, assess, goal set, plan, implement, evaluate (MAGPIE) framework for interprofessional case-based teaching (Queensland-Health (2008)) alongside the International Classification of Function, Disability and Health (ICF) (WHO, 2001). Three separate focus groups explored the experiences of the students, therapists and placement facilitators from the disciplines of occupational therapy, physiotherapy and speech and language therapy. Three themes emerged: IPE as a motivating experience, IPE enhancing the depth of learning and clarity of expectations. This report concluded that IPE in the clinical setting, using the client-centered MAGPIE model, provided a strong foundation for enhanced learning in practice education contexts.
AB - Healthcare workers are increasingly being called upon to work collaboratively in practice to improve patient care and it seems imperative that interprofessional working should be mirrored in student education, especially during placements. This short report describes a qualitative evaluation of a client-centered, case-based model of interprofessional education (IPE) which aimed to improve interprofessional communication and team working skills for the students and therapists involved in practice placements. The IPE project implemented the meet, assess, goal set, plan, implement, evaluate (MAGPIE) framework for interprofessional case-based teaching (Queensland-Health (2008)) alongside the International Classification of Function, Disability and Health (ICF) (WHO, 2001). Three separate focus groups explored the experiences of the students, therapists and placement facilitators from the disciplines of occupational therapy, physiotherapy and speech and language therapy. Three themes emerged: IPE as a motivating experience, IPE enhancing the depth of learning and clarity of expectations. This report concluded that IPE in the clinical setting, using the client-centered MAGPIE model, provided a strong foundation for enhanced learning in practice education contexts.
KW - Education
KW - Focus group
KW - Interprofessional learning
KW - Qualitative method
UR - http://www.scopus.com/inward/record.url?scp=84881058438&partnerID=8YFLogxK
U2 - 10.3109/13561820.2013.764514
DO - 10.3109/13561820.2013.764514
M3 - Article
C2 - 23398325
AN - SCOPUS:84881058438
SN - 1356-1820
VL - 27
SP - 333
EP - 335
JO - Journal of Interprofessional Care
JF - Journal of Interprofessional Care
IS - 4
ER -