@article{Ho:9883,
      recid = {9883},
      author = {Ho, Jacqueline Mei-Chi and Wong, Arnold Yu-Lok and Schoeb,  Veronika and Chan, Alex Siu-Wing and Tang, Patrick  Ming-Kuen and Wong, Frances Kam-Yuet},
      title = {Interprofessional team-based learning : a qualitative  study on the experiences of nursing and physiotherapy  students},
      journal = {Frontiers in public health},
      address = {2022-01},
      number = {ARTICLE},
      pages = {8 p.},
      abstract = {Traditional discipline-specific training has limitations  in facilitating inter-professional
communication and  collaboration. To address this issue, two local  universities in
Hong Kong launched an interprofessional  team-based learning program to allow the
undergraduate  healthcare students to formteams and experience  collaborative problemsolving.
This study aimed to evaluate  the experiences of nursing and physiotherapy
undergraduates  following interprofessional learning activities.  Twenty-seven 3rd-year
nursing and physiotherapy  undergraduates were recruited through purposive  sampling.
Semi-structured interviews were conducted, and  written feedback was solicited until
data saturation was  achieved. An inductive thematic analysis was used for the  data, and
each theme was mutually exclusive. The findings  revealed the positive experiences of
the students with this  interprofessional learning activity. Three main themes  emerged:
(1) the process of interprofessional learning; (2)  profession-related outcomes of
interprofessional learning;  and (3) patient-related outcomes of interprofessional  learning.
The study indicated that interprofessional  team-based learning activities enhanced
learning  experiences of the students through interactive learning  with other healthcare
students. Experiences of  relationships that are trustful and complementary allow  students
to develop confidence in knowledge transfer and in  interprofessional collaboration, as
well as in providing a  holistic patient-centered care. These findings substantiate  the
importance and value of interprofessional learning in  healthcare education.},
      url = {http://arodes.hes-so.ch/record/9883},
      doi = {https://doi.org/10.3389/fpubh.2021.706346},
}