TY  - GEN
AB  - 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.
AD  - School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
AD  - Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
AD  - HESAV School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland
AD  - Department of Applied Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
AD  - Department of Anatomical and Cellular Pathology, State Key Laboratory of Translational Oncology, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
AD  - School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
AU  - Ho, Jacqueline Mei-Chi
AU  - Wong, Arnold Yu-Lok
AU  - Schoeb, Veronika
AU  - Chan, Alex Siu-Wing
AU  - Tang, Patrick Ming-Kuen
AU  - Wong, Frances Kam-Yuet
DA  - 2022-01
DO  - 10.3389/fpubh.2021.706346
DO  - DOI
ID  - 9883
JF  - Frontiers in public health
KW  - Santé
KW  - Soins infirmiers
KW  - interprofessional education (IPE)
KW  - interprofessional team-based learning
KW  - health care education and training
KW  - nursing education
KW  - physiotherapy education
LA  - eng
N2  - 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.
PY  - 2022-01
SN  - 2296-2565
T1  - Interprofessional team-based learning :a qualitative study on the experiences of nursing and physiotherapy students
TI  - Interprofessional team-based learning :a qualitative study on the experiences of nursing and physiotherapy students
VL  - January 2022, vol. 9, art. 706346
Y1  - 2022-01
ER  -