Journal of Academic Development and Education JADE Issue 9 | Page 16

HIGHLIGHT #2 | 17
16 | JADE
INTER-PROFESSIONAL LEARNING AT KEELE:
PHYSIOTHERAPY STUDENTS' PERCEPTIONS
VALERIE BALL, ANIKSHA DHAMELIA, & ELLIOT ROLLASON
• P10: “decisions are made collaboratively” KLE
• P2: “the more approachable each member is the easier it makes
to collaborate” FB
Discussion
This study asked the question why IPE 3 satisfaction rates remain
static. The results gave some insight into physiotherapy student’s
perceptions of the Keele IPE programme.
The participants in both groups were less satisfied with the classroom
IPE activities than clinical practice experience as preparation for MDT
working. Although there is evidence to support the use of class room
IPE activities (Cusack & O’Donoghue, 2012), due to the challenges
of cross school timetabling, the majority of the Keele IPE learning
activities are of short duration or by distance learning. Ponzer et al.
(2004) used a simulated ward area for inter-professional education
allowing each student to develop their professional role within a team
and emphasise the importance of good communication. However
to do this across the faculty would mean significant investment in
time and facilities. In contrast, physiotherapy students on clinical
placement are placed within a MDT where they can experience inter-
professional working over a period of weeks.
The IPE 3 assessment required the production of a portfolio of
reflections. Reflection is integral to enabling health professionals
to learn from experience. The KLE group were more positive to
reflection as a learning opportunity; this could be due to bias caused
by communicating through an academic platform. The FB group
were less satisfied with reflecting which can be counterproductive for
individuals who are less reflective by nature (Boud and Walker,1998).
Effective MDT working is the aim of the IPE strand; participants valued
the clinical placements as the arena to learn the skill. They found this
to be a more positive experience when they were immersed within
the MDT with regular communication or meetings. This is supported
by Mickan (2005) who suggests that well-coordinated groups with
good communication are more effective producing better health
outcomes.
The results of this study were limited by the researchers’ lack of
experience running on-line focus groups, the characteristics of the
groups including only one profession and collecting data from their
peers may have introduced bias.
Conclusions
The Keele IPE programme culminates in reflecting on working in
clinical practice, which some physiotherapy students comment
positively on. Satisfaction is limited by the classroom based
learning within the IPE programme and reflection as the method
of assessment is not suiting all learning styles. Keele physiotherapy
students supported by the wider evidence prefer to ‘learn by doing’
and see MDT working as a skill, therefore adapting the portfolio to
include a number inter-professional working competencies with
some reflection is under consideration.
References
Boud, D. and Walker, D. (1998). Promoting reflection in professional courses:
The challenge of context. Studies in Higher Education, 23(2), pp.191-206.
CAIPE (Centre For The Advancement Of Interprofessional Education). (2015).
Defining IPE. [Online]. Available at: http://caipe.org.uk/about-us/defining-ipe/.
[Accessed: 30/08/16].
Cusack, T. and O'Donoghue, G. (2012). The introduction of an interprofessional
education module: students' perceptions. Quality Primary Care, 20(3),
pp.231-8.
Mickan, S. (2005). Evaluating the effectiveness of health care teams. Aust.
Health Review, [online] 29(2), p.211. Available at: http://www.publish.csiro.
au/?act=view_file&file_id=AH050211.pdf [accessed 30/8/16].
Ponzer, S., Hylin, U., Kusoffsky, A., Lauffs, M., Lonka, K., Mattiasson, A. and
Nordstrom, G. (2004). Interprofessional training in the context of clinical
practice: goals and students' perceptions on clinical education wards. Med
Education, [Online] 38 (7): 727-736.
Funding
None
Conflicts of interest
None