Developing an effective IPE learning activity for midwifery and medical students: Use of a quality improvement model and researcher-teacher partnership methodology’

Sonya Morgan; Judy Ormandy; Christine  Jackson; Lyndal Honeyman; Rose Spence; Robyn Maude; Eileen McKinlay

doi:10.1921/jpts20572288

Authors

Sonya Morgan University of Otago, Research Fellow https://orcid.org/0000-0002-2842-0707
Judy Ormandy University of Otago, Wellington, Senior Lecturer https://orcid.org/0000-0002-7162-6225
Christine Jackson Victoria University of Wellington https://orcid.org/0009-0008-6407-2368
Lyndal Honeyman Victoria University of Wellington, School of Nursing, Midwifery and Health Practice, Lecturer https://orcid.org/0009-0002-4095-8427
Rose Spence University of Otago Wellington, Researcher-Teacher in Interprofessional Education, Department of Obstetrics, Gynaecology and Women’s Health https://orcid.org/0009-0007-9960-9236
Robyn Maude University of Wellington, Associate Professor, School of Nursing, Midwifery and Health Practice https://orcid.org/0000-0002-0749-6542
Eileen McKinlay University of Otago, Associate Professor https://orcid.org/0000-0003-3333-5723

DOI:

https://doi.org/10.1921/jpts20572288

Keywords:

curriculum design, interdisciplinary placement, interprofessional education, quality improvement, quality improvement methods, researcher-teacher partnership, workplace learning

Abstract

Background: There is little guidance available about how to develop effective interprofessional learning activities for midwifery and medical students to prepare them for future collaboration in the workplace.

Purpose: This paper aims to describe how the use of a quality improvement methodology and researcher-teacher partnership approach improved an interprofessional education learning activity developed for pre-registration midwifery and medical students.

Method: Employing a collaborative researcher-teacher approach, two iterations of the learning activity refined over two quality improvement cycles were undertaken. Mixed methods of data collection were used to assess each iteration. Modifications were made to the second iteration of the interprofessional education learning activity based on feedback from the first iteration.

Discussion/Conclusions: Analysis of the second interprofessional learning activity modified according to feedback from the first iteration indicated improved learning outcomes. The study demonstrates the value of using a quality improvement methodology coupled with a researcher-teacher partnership to develop an effective interprofessional education learning activity for midwifery and medical students which has potential to increase workplace collaboration.

Author Biographies

Sonya Morgan, University of Otago, Research Fellow

Sonya Morgan is a Research Fellow at the Department of Primary Care and General Practice, University of Otago Wellington. Her current research focuses on the development of effective interprofessional education learning activities and interprofessional collaboration.

Judy Ormandy, University of Otago, Wellington, Senior Lecturer

Dr Judy Ormandy is an Obstetrician & Gynaecologist, currently in post as a Senior Lecturer in Obstetrics, Gynaecology & Women’s Health at the University of Otago.

Christine Jackson, Victoria University of Wellington

Christine Jackson is a Midwifery Lecturer at the School of Nursing, Midwifery & Health Practice, Victoria University of Wellington. Her current work focuses on the dissonance between midwifery students and the clinical environment.

Lyndal Honeyman, Victoria University of Wellington, School of Nursing, Midwifery and Health Practice, Lecturer

Lyndal Honeyman is a midwife academic teaching in the Bachelor of Midwifery programme at Victoria University of Wellington in New Zealand. She has worked clinically in tertiary hospital maternity units and provided community-based midwifery care in New Zealand and Australia. Her academic interests are in interprofessional teaching in maternity, and the experiences of women/pregnant people in early pregnancy.

Rose Spence, University of Otago Wellington, Researcher-Teacher in Interprofessional Education, Department of Obstetrics, Gynaecology and Women’s Health

Rose Spence is a medical registrar currently working in Obstetrics and Gynaecology and General Practice, within different departments throughout Aotearoa. Her research and work focuses on equitable health, particularly Hauora Māori and increasing access to effective interprofessional education.

Robyn Maude, University of Wellington, Associate Professor, School of Nursing, Midwifery and Health Practice

Robyn Maude is Associate Professor and Interim Head of Programme for Midwifery at the School of Nursing, Midwifery and Health Practice, Victoria University of Wellington, New Zealand.

Eileen McKinlay, University of Otago, Associate Professor

Eileen McKinlay is Associate Professor and Director of the Centre for Interprofessional Education, Division of Health Sciences, University of Otago. She leads the delivery of IPE learning activities to health sciences students across their training programmes and campus sites.

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Developing an effective IPE learning activity for midwifery and medical students: Use of a quality improvement model and researcher-teacher partnership methodology’

Authors

DOI:

Keywords:

Abstract

Author Biographies

Sonya Morgan, University of Otago, Research Fellow

Judy Ormandy, University of Otago, Wellington, Senior Lecturer

Christine Jackson, Victoria University of Wellington

Lyndal Honeyman, Victoria University of Wellington, School of Nursing, Midwifery and Health Practice, Lecturer

Rose Spence, University of Otago Wellington, Researcher-Teacher in Interprofessional Education, Department of Obstetrics, Gynaecology and Women’s Health

Robyn Maude, University of Wellington, Associate Professor, School of Nursing, Midwifery and Health Practice

Eileen McKinlay, University of Otago, Associate Professor

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