Pippa L Craig1, Christine Phillips2, Sally Hall3. 1. School of Medicine, University of Notre Dame Sydney, Sydney, New South Wales, Australia. 2. ANU Medical School, Australian National University, Canberra, Australian Capital Territory, Australia. 3. Rural Clinical School, ANU Medical School, Australian National University, Canberra, Australian Capital Territory, Australia.
Abstract
OBJECTIVE: To describe outcomes of a model of service learning in interprofessional learning (IPL) aimed at developing a sustainable model of training that also contributed to service strengthening. DESIGN: A total of 57 semi-structured interviews with key informants and document review exploring the impacts of interprofessional student teams engaged in locally relevant IPL activities. SETTING: Six rural towns in South East New South Wales. PARTICIPANTS: Local facilitators, staff of local health and other services, health professionals who supervised the 89 students in 37 IPL teams, and academic and administrative staff. MAIN OUTCOME MEASURES: Perceived benefits as a consequence of interprofessional, service-learning interventions in these rural towns. RESULTS: Reported outcomes included increased local awareness of a particular issue addressed by the team; improved communication between different health professions; continued use of the team's product or a changed procedure in response to the teams' work; and evidence of improved use of a particular local health service. CONCLUSIONS: Given the limited workforce available in rural areas to supervise clinical IPL placements, a service-learning IPL model that aims to build social capital may be a useful educational model.
OBJECTIVE: To describe outcomes of a model of service learning in interprofessional learning (IPL) aimed at developing a sustainable model of training that also contributed to service strengthening. DESIGN: A total of 57 semi-structured interviews with key informants and document review exploring the impacts of interprofessional student teams engaged in locally relevant IPL activities. SETTING: Six rural towns in South East New South Wales. PARTICIPANTS: Local facilitators, staff of local health and other services, health professionals who supervised the 89 students in 37 IPL teams, and academic and administrative staff. MAIN OUTCOME MEASURES: Perceived benefits as a consequence of interprofessional, service-learning interventions in these rural towns. RESULTS: Reported outcomes included increased local awareness of a particular issue addressed by the team; improved communication between different health professions; continued use of the team's product or a changed procedure in response to the teams' work; and evidence of improved use of a particular local health service. CONCLUSIONS: Given the limited workforce available in rural areas to supervise clinical IPL placements, a service-learning IPL model that aims to build social capital may be a useful educational model.
Authors: Priya Martin; Anne Hill; Martelle Ford; Tessa Barnett; Nicky Graham; Geoff Argus Journal: Int J Environ Res Public Health Date: 2022-08-29 Impact factor: 4.614