Teaching and Learning about Interprofessional Collaboration through Student-Designed Case Study and Analysis

Autor/inn/en	Henry, Beverley; Garner, Catherine; Guernon, Ann
Titel	Teaching and Learning about Interprofessional Collaboration through Student-Designed Case Study and Analysis
Quelle	In: International Journal of Teaching and Learning in Higher Education, 30 (2018) 3, S.560-570 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Case Studies; Learning Activities; Cooperation; Informal Education; Problem Based Learning; Outcomes of Education; Intervention; Teamwork; Vignettes; Teaching Methods; Interprofessional Relationship; Experiential Learning; Feedback (Response); Health Programs; Program Development; Program Implementation; Health Sciences; Health Personnel; Peer Evaluation; Course Descriptions; Illinois + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lernaktivität; Co-operation; Kooperation; Informelle Bildung; Nichtformale Bildung; Problem-based learning; Problemorientiertes Lernen; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Programmplanung; Medizinisches Personal; Kursstrukturplan
Abstract	Learning activities to develop interprofessional collaboration align with goals for professional preparation to improve health outcomes. A problem-based case study approach can offer formal and informal learning interactions that promote information exchange and collaborative practice. The purpose of this instructional article was to describe a five-stage student-designed case study and analysis activity to accomplish student learning outcomes for developing knowledge and skills in evidence-based case analysis through interprofessional collaboration. Four main learning outcomes included gaining knowledge of other professions, planning and reviewing care interventions, evaluating outcomes of other practitioners, and facilitating inter-professional case conferences and team working. An example case scenario and lessons learned are presented. This paper offers key learning points for educators and students related to the literature in problem-based learning and interprofessional education. The results confirm the feasibility of student-designed case studies as a problem-based experiential learning activity. Potential benefits for students include increased knowledge of, and appreciation for, other disciplines gained through practicing and reflecting on peer feedback. Information exchange between the students allowed interprofessional learning to occur. Students from different disciplines collaborated in the development of strategies for planning, implementing, monitoring, and evaluating a health program. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01