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Steven K, Angus A, Breckenridge J, et al. Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue. J Interprof Care. 2016;30(6):826-828doi: 10.1080/13561820.2016.1218829.
Steven, K., Angus, A., Breckenridge, J., Davey, P., Tully, V., & Muir, F. (2016). Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue. Journal of interprofessional care, 30(6), 826-828. https://doi.org/10.1080/13561820.2016.1218829
Steven, Kathryn, et al. "Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue." Journal of interprofessional care vol. 30,6 (2016): 826-828. doi: https://doi.org/10.1080/13561820.2016.1218829
Steven K, Angus A, Breckenridge J, Davey P, Tully V, Muir F. Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue. J Interprof Care. 2016 Nov;30(6):826-828. doi: 10.1080/13561820.2016.1218829. Epub 2016 Oct 06. PMID: 27710133.
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J Interprof Care. 2016 Nov;30(6):826-828. doi: 10.1080/13561820.2016.1218829. Epub 2016 Oct 06.

Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue.

Journal of interprofessional care

Kathryn Steven, Allyson Angus, Jenna Breckenridge, Peter Davey, Vicki Tully, Fiona Muir

Affiliations

  1. a University of Dundee Medical School , Dundee , Scotland , UK.
  2. b NHS Tayside , Dundee , Scotland , UK.
  3. c Scottish Improvement Science Collaborating Centre , University of Dundee , Dundee , Scotland , UK.

PMID: 27710133 DOI: 10.1080/13561820.2016.1218829

Abstract

Student and service user involvement is recognised as an important factor in creating interprofessional education (IPE) opportunities. We used a team-based learning approach to bring together undergraduate health professional students, early career professionals (ECPs), public partners, volunteers, and carers to explore learning partnerships. Influenced by evaluative inquiry, this qualitative study used a free text response to allow participants to give their own opinion. A total of 153 participants (50 public partners and 103 students and professionals representing 11 healthcare professions) took part. Participants were divided into mixed groups of six (n = 25) and asked to identify areas where students, professionals, and public could work together to improve health professional education. Each group documented their discussions by summarising agreed areas and next steps. Responses were collected and transcribed for inductive content analysis. Seven key themes (areas for joint working) were identified: communication, public as partners, standards of conduct, IPE, quality improvement, education, and learning environments. The team-based learning format enabled undergraduate and postgraduate health professionals to achieve consensus with public partners on areas for IPE and collaboration. Some of our results may be context-specific but the approach is generalisable to other areas.

Keywords: Collective learning; continuing education; faculty development; healthcare; interprofessional collaboration; interprofessional education; service users

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