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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.