Improving understanding of teaching strategies perceived by inter Professional Learning (IPL) lecturers to enhance students’ formulation of multidisciplinary roles: An exploratory qualitative study

Dalrymple, L; Hollins-Martin, CJ; Smith, W

Abstract

Background: Inter Professional Learning (IPL) is an educational process intended to equip health and social care students with appropriate knowledge, skills and attitudes for effective inter-professional working. By and large literature on IPL highlights its worth, with some publicising ineffective results with meeting objectives. The aim of this exploratory research was to improve understandings of teaching strategies perceived by IPL lecturers to enhance students’ formulation of multidisciplinary roles.
Methods: An exploratory qualitative study was carried out. Semi-structured interviews were conducted with a purposive sample of 4 consenting IPL lecturers. The objectives of the study were to extend understandings of strategies believed to enhance or inhibit students’ accurate assimilation of AHP roles, to nurture awareness of potential obstacles that may inhibit successful delivery of IPL, to promote insight into what constitutes quality delivery of IPL, and identify potential topics for further research.
Findings: Five themes emerged from the data: (1) IPL lecturers’ hold contrasting viewpoints about need for IPL, (2) Improved understanding of roles is directly proportional to time spent with AHPs, (3) Perspectives differ about when and where IPL should be taught, (4) Stereotyping and negative attitudes inhibit accurate role construction, and
(5) Positive role modeling by lecturers is important.
Conclusions: This paper acts in a conscience-raising manner and highlights 5 key areas of lecturers understandings about how to effectively deliver IPL. This nurtured awareness will be used to develop and evaluate new implementations in IPL and education.

Citation

Dalrymple, L., Hollins-Martin, C., & Smith, W. (2013). Improving understanding of teaching strategies perceived by inter Professional Learning (IPL) lecturers to enhance students’ formulation of multidisciplinary roles: An exploratory qualitative study. Journal of Research in Interprofessional Practice and Education, 3(1), 78-91

• Journal Article Type: Article
• Publication Date: Mar 3, 2013
• Deposit Date: Jun 11, 2013
• Publicly Available Date: Jun 11, 2013
• Journal: Journal of Research in Interprofessional Practice and Education
• Print ISSN: 1916-7342
• Publisher: CISP Press
• Peer Reviewed: Peer Reviewed
• Volume: 3
• Issue: 1
• Pages: 78-91
• Publisher URL: http://www.jripe.org/index.php/journal
• Related Public URLs: http://www.jripe.org/index.php/journal/article/view/72/71