Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

Authors

  • Marcel D'Eon MEd, PhD; University of Saskatchewan
  • Peggy Proctor PT; University of Saskatchewan
  • Jane Cassidy BSc; University of Saskatchewan
  • Nora McKee RN, MD, CCFP, FCFP, University of Saskatchewan
  • Krista Trinder MA; University of Saskatchewan

DOI:

https://doi.org/10.22230/jripe.2010v1n2a28

Keywords:

Interprofessional education, Problem-based learning, HIV/AIDS

Abstract

Background: Interprofessional education (IPE) holds great promise in continuing to reform the management of complex chronic conditions such as HIV/AIDS, and Problem-based Learning (PBL) is a suitable format for IPE. This study aimed to evaluate the effectiveness of a large scale, compulsory interprofessional PBL module on HIV/AIDS education. In 2004, 30 physical therapy and 30 medical students at the University of Saskatchewan engaged in the HIV/AIDS PBL module. By 2007 over 300 students from seven healthcare programs were involved.

Methods and Findings: The module was evaluated over the years using student satisfaction surveys, focus groups, self-assessments, and in 2007 with written pretest/post-tests. Students rated the learning experience about both HIV/AIDS and about interprofessional collaboration, at 4 or 5 out of 6 and effect sizes fell between d = .70 and 3.19. That only one pre-test/post-test study was conducted at a single institution is one of the limitations of this study.

Conclusions: Students generally thought highly of the interprofessional PBL module on HIV/AIDS and learned a considerable amount. Although more research is needed to substantiate the self-assessment data, establish what and how much is being learned, and compare PBL to alternative methodologies, PBL is a promising approach to IPE.

Author Biographies

Marcel D'Eon, MEd, PhD; University of Saskatchewan

Involved in medical and interprofessional education since 1997 following a 16 year career as a classroom teacher. He earned a PhD in Education from the University of Saskatchewan and currently works as Director of Educational Support and Development facilitating teaching development workshops and engaging in diverse scholarly projects.

Peggy Proctor, PT; University of Saskatchewan

Coordinator of Clinical and Interprofessional Education in the Master of Physical Therapy program at the University of Saskatchewan, and teaches in the area of "Professional Practice." She is passionate about the power of interprofessional health care teams, and has received several awards for her work in promoting and organizing Interprofessional Education (IPE) for health science students.  Her research interests include all aspects of interprofessional learning, including faculty experiences with IPE.

Jane Cassidy, BSc; University of Saskatchewan

Coordinator of Pharmacy Professional Practice Skills in the College of Pharmacy and Nutrition at the University of Saskatchewan.  I have been involved in interprofessional education since 2003.  Previous experiences as a hospital pharmacist working in an interprofessional environment is what sparked my interest in interprofessional education.

Nora McKee, RN, MD, CCFP, FCFP, University of Saskatchewan

Academic Family Physician at the University of Saskatchewan, practicing general family medicine in an interprofessional primary health care site. Her interests include obstetrics, palliative care, nicotine dependence and undergraduate interprofessional education.

Krista Trinder, MA; University of Saskatchewan

Research Coordinator of Educational Support and Development. She has been involved in interprofessional education since 2008 after completing a MA in Applied Social Psychology. Her research interests include program evaluation and instrument development and she is involved in evaluating several aspects of medical and interprofessional education.

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Published

2010-08-13

Issue

Section

Articles: Empirical Research