- Title
- Pilot testing a multiprofessional learning module : lessons learned
- Creator
- Smith, Tony; Williams, Lauren; Lyons, Michael; Lewis, Sarah
- Relation
- Focus on Health Professional Education Vol. 6, Issue 3, p. 21-23
- Relation
- http://www.anzame.unsw.edu.au/contents_vol6no3.htm
- Publisher
- Australasian and New Zealand Association for Medical Education
- Resource Type
- journal article
- Date
- 2005
- Description
- High quality health care depends upon health professionals working as a team. This in turn depends on an understanding between team members of each other's role and a willingness to collaborate across professional boundaries. Multiprofessional or interprofessional education has the potential to prepare students for effective teamwork by overcoming stereotypes and improving interprofessional understanding. A multiprofessional teaching and learning program is under development within the Faculty of Health at the University of Newcastle's main campus and at the Northern NSW University Department of Rural Health in Tamworth. In 2002, 13 students were involved in a pilot module: five from medicine, four from diagnostic radiography, three from occupational therapy and one dietetics student. As well as students and academics, seven New England Area Health Service clinicians participated. The module was conducted over two interactive sessions and supported by a printed module outline, including readings on ethics and health professional codes of conduct. At the end of the first session the students were divided into two teams to debate the topic: 'Ethical practice requires that this patient be treated at any cost'. The impact of the module was evaluated by examining the students' knowledge of ethical issues and the role of various health professionals in the management of patients. Although the sample size for this pilot was small, scoring showed a trend towards the students' knowledge of each of the health professions' roles having improved. Further such modules have since been created on a variety of topics and using different formats.
- Subject
- medical education; interprofessional approach; interdisciplinary approach
- Identifier
- uon:1440
- Identifier
- http://hdl.handle.net/1959.13/27180
- Identifier
- ISSN:1442-1100
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