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      Interprofessional team-based learning (TBL): how do students engage?

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          Abstract

          Background

          Although challenging to integrate within university curricula, evidence suggests that interprofessional education (IPE) positively impacts communication and teamwork skills in the workplace. The nature of Team-based learning (TBL) lends itself to interprofessional education, with the capacity to foster a culture of collaboration among health professional students. Our study was designed to pilot an interprofessional ‘back pain’ TBL module for physiotherapy and medical students, and to explore their experience of the TBL process, using the conceptual framework of ‘knowledge reconsolidation’ to discuss our finding.

          Methods

          Three hundred and eleven students participated in the TBL session: 222/277 (80%) of Year 1 medical students and 89/89 (100%) of Year 2 physiotherapy students. Students completed one interprofessional Musculoskeletal Sciences TBL session on the topic of ‘back pain’. A questionnaire including closed and open-ended items, was distributed to students immediately following completion of the TBL session. Descriptive statistics were used to analyse the quantitative data. Thematic analysis was used to code and categorise qualitative data into themes. Pre-class quiz scores were compared between the groups using a one-way between groups Analysis of Variance (ANOVA) test with Tukeys Post Hoc test.

          Results

          In total, 117/311 (38%) of participants completed the questionnaire. Both medicine and physiotherapy students appreciated the opportunity to learn about the curriculum of another healthcare discipline, and their scope of practice; gain multiple perspectives on a patient case from different disciplines; and recognised the importance of multidisciplinary teams in patient care. Students felt having an interprofessional team of facilitators who provided immediate feedback helped to consolidate student learning and promoted clinical reasoning. An analysis of variance revealed no difference between Physiotherapy and Medical students’ pre-class quiz scores.

          Conclusion

          Our study demonstrated that the small group and task-focused characteristics of TBL provided a student-centred teaching strategy to support the achievement of interprofessional learning goals. Students valued their interactions with other students from a different professional degree, the opportunity to problem solve together, and learn different perspectives on a patient case. The pre-class quiz results demonstrate that both groups of students had a comparative level of prior knowledge to be able to work together on the in-class activities.

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          Most cited references 27

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          Using thematic analysis in psychology

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            Health professionals for a new century: transforming education to strengthen health systems in an interdependent world.

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              DEVELOPMENTAL SEQUENCE IN SMALL GROUPS.

               Bruce Tuckman (1965)
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                Author and article information

                Contributors
                Annette.burgess@sydney.edu.au
                eszter.kalman@sydney.edu.au
                Inam.haq@sydney.edu.au
                andrew.leaver@sydney.edu.au
                Christopher.roberts@sydney.edu.au
                Jane.bleasel@sydney.edu.au
                Journal
                BMC Med Educ
                BMC Med Educ
                BMC Medical Education
                BioMed Central (London )
                1472-6920
                19 April 2020
                19 April 2020
                2020
                : 20
                Affiliations
                [1 ]GRID grid.1013.3, ISNI 0000 0004 1936 834X, The University of Sydney School of Medicine, Education Office, Faculty of Medicine and Health, , University of Sydney, ; Edward Ford Building A27, Sydney, NSW 2006 Australia
                [2 ]GRID grid.1013.3, ISNI 0000 0004 1936 834X, The University of Sydney, Sydney Health Professional Education Network, , Faculty of Medicine and Health, University of Sydney, ; Sydney, Australia
                [3 ]GRID grid.1013.3, ISNI 0000 0004 1936 834X, Faculty of Medicine and Health, , The University of Sydney, ; Sydney, 2006 Australia
                Article
                2024
                10.1186/s12909-020-02024-5
                7168950
                32306968
                © The Author(s) 2020

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

                Categories
                Research Article
                Custom metadata
                © The Author(s) 2020

                Education

                interprofessional, team-based learning, collaboration

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