Integrating Interprofessional Learning into Health Professions Curricula

Abstract

Integrating Interprofessional Education (IPE) within health professional degree programs provides students with opportunities to develop knowledge and practice skills in interprofessional collaboration. Both student engagement and faculty ‘buy in’ is crucial to effective curriculum delivery and outcomes. This thesis aimed to investigate health professional students’ experience and engagement in interprofessional activities and faculty perception of a new IPE curriculum at The University of Sydney, Faculty of Medicine and Health. The research aimed to answer the following research questions:

1) What are the disciplinary similarities and differences in student experience and perceived value of early participation in interprofessional learning activities?

2) What are the leadership qualities identified by students during interprofessional teamwork?

3) How do students perceive leadership roles as peer teachers?

4) As peer teachers, how competent are students in facilitating small group interprofessional activities?

5) What are faculty perceptions of a newly established IPE curriculum, and the

enablers and barriers to successful implementation?

The key findings presented include four peer reviewed publications:

• van Diggele, C., Roberts, C., & Haq, I. (2021). Optimising student-led interprofessional learning across eleven health disciplines. BMC Med Educ, 21(1), 157.

• van Diggele, C., Lane, S. & Roberts, C. (2022) Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership. BMC Med Educ 22, 665. -9

• van Diggele, C., Roberts, C., Lane, S. (2022). Leadership behaviours in interprofessional student teamwork. BMC Med Educ. Dec 2;22(1):834.

• van Diggele, C., Roberts, C., Bloomfield, J., & Lane, S. (2024). Interprofessional Learning: building social capital among faculty, are we there yet? Focus on Health Professional Education, 25(1).