Developing an effective IPE learning activity for midwifery and medical students: Use of a quality improvement model and researcher-teacher partnership methodology’
DOI:
https://doi.org/10.1921/jpts20572288Keywords:
curriculum design, interdisciplinary placement, interprofessional education, quality improvement, quality improvement methods, researcher-teacher partnership, workplace learningAbstract
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.
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Response: World Health Organisation. (2010) Framework for Action on Interprofessional Education and Collaborative Practice. World Health Organisation. [accessed 14 Jan 2025]. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practiceFigure 2: Research recruitment and data collection sequence for each IPE iteration (IPE; interprofessional education).
a: The pre-IPE survey included questions about students’ programme of study, what they were expecting to learn and their perceptions of the importance of collaboration and interprofessional learning in a maternity context.
b: Students were split into two focus groups (the same interprofessional groups used within the IPE learning activity). The first focus group conducted with the first cohort of students (IPE iteration 1) was held online due to Covid-19 disruptions (as was the IPE learning activity), the second focus group post IPE iteration 2 was conducted in-person (as was the IPE session).
c: Both post-IPE focus groups with teachers (IPE iterations 1 & 2) were conducted online.
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Copyright lies with the journal. Enquiries regarding reproduction should be sent in the first place to enquiries@whitingbirch.net.Accepted 2024-08-12
Published 2025-02-18
