TY - JOUR
T1 - 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
AU - Chan, Lap Ki
AU - Ganotice, Fraide
AU - Wong, Kam Yuet
AU - Lau, Chak Sing
AU - Bridges, Susan M.
AU - Chan, Celia Hoi Yan
AU - Chan, Namkiu
AU - Chan, Phoebe Wing Lam
AU - Chen, Hai Yong
AU - Chen, Julie Yun
AU - Chu, Jody Kwok Pui
AU - Ho, Charlene C.
AU - Ho, Jacqueline Mei Chi
AU - Lam, Tai Pong
AU - Lam, Veronica Suk Fun
AU - Li, Qingyun
AU - Shen, Jian Gang
AU - Tanner, Julian Alexander
AU - Tso, Winnie Wan Yee
AU - Wong, Arkers Kwan Ching
AU - Wong, Gordon Tin Chun
AU - Wong, Janet Yuen Ha
AU - Wong, Nai Sum
AU - Worsley, Alan
AU - Yu, Lei King
AU - Yum, Tin Pui
PY - 2017/11/21
Y1 - 2017/11/21
N2 - Background: 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.
AB - Background: 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.
KW - Adult learning principles
KW - Collaborative practice
KW - Evaluation
KW - Interprofessional education
UR - http://www.scopus.com/inward/record.url?scp=85034640571&partnerID=8YFLogxK
U2 - 10.1186/s12909-017-1046-5
DO - 10.1186/s12909-017-1046-5
M3 - Journal article
SN - 1472-6920
VL - 17
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 221
ER -