Teaching and Learning Interprofessionally: Family Medicine Residents Differ From Other Healthcare Learners

Authors

  • Leslie Flynn Leslie Flynn, MMus MD CCFP FRCPC, Queen's University, Departments of Psychiatry and Family Medicine, Queen's University
  • Bethmarie Michalska Bethmarie Michalska, M.A., Dip. Clinical Psychology, Department of Psychiatry, Queen's University
  • Han Han Queen's University
  • Sangeeta Gupta Sangeeta Gupta, M.Sc.(Rehab Sci.), BScOT, OT Reg(Ont) Staff Occupational Therapist Adult Outpatient Psychiatry, Hotel Dieu Hospital

DOI:

https://doi.org/10.22230/jripe.2012v2n2a32

Keywords:

Interprofessional learning, Collaborative care, Teamwork, Interdisciplinary

Abstract

Abstract

Background: In recent years, interprofessional education and collaborative patient centred care have been promoted to improve efficiency and quality of healthcare service. Teaching interprofessional education has been challenging. There are fewmature curricula, a lack of standardized teaching approaches, and our healthcare learners are educated in different institutional systems. The objective of this study was to explore how one interprofessional educational initiative impacted different healthcare learners from college and university.

Methods and Findings: A day-long interprofessional cognitive behavioural therapy (CBT) workshop was presented to learners from multiple disciplines. Within a
framework of collaborative, experiential, and reflective learning, the workshop aimed to promote interprofessional teamwork skills, professional roles, and collaborative behaviours. A mixed-methods design using pre- and post-workshop questionnaires was used to evaluate the effectiveness of the workshop. Significant differences were found between family medicine (FM) residents and healthcare learners of other disciplines in three domains: a) satisfaction with the CBT content area of the workshop, b) attitude toward interprofessional learning and collaboration, and c) the interprofessional learning experience.

Conclusions: The results resonate with longstanding, taken-for-granted roles and attitudes in the culture of healthcare. This study invites serious consideration of when best to embed interprofessional education in healthcare curricula, so that learners will come to shape a professional identity that includes interprofessional collaborative care.

Author Biography

Leslie Flynn, Leslie Flynn, MMus MD CCFP FRCPC, Queen's University, Departments of Psychiatry and Family Medicine, Queen's University

Dr. L. Flynne is a Psychiatrist and Associate Professor in Faculty of Health Sciences at Queen's University. She is also the Associate Dean of Postgraduate Medical Education. Her research interests include interprofessional education and collaborative care for faculty professional development and pre- and post licensure healthcare providers.

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Published

2012-02-10

Issue

Vol. 2 No. 2 (2012)

Section

Articles: Empirical Research

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