Table 4 Theme occurrence with disciplinary quotes in response to “What was most beneficial to your learning?” (N = 381)
From: Optimising student-led interprofessional learning across eleven health disciplines
Most prevalent themes | Number and percentage of respondents | Examples of quotes from respondents |
|---|---|---|
Nursing (N = 58) | ||
Theme 2: Peer learning and collaboration | (n = 23/58) 40% | The teamwork component was a good opportunity to find out the scope of practice of other disciplines and to learn to interact and collaborate on a case for people who do not have previous interdisciplinary experience this would be a good learning opportunity … (R18) |
Collaboration and making a plan for the patient that I think was coherent, comprehensive and integrative. (R28) | ||
Theme 1: Opportunity to practice working in an interprofessional team | (n = 20/58) 34% | The teamwork component was a good opportunity to find out the scope of practice of other disciplines and to learn to interact and collaborate on a case for people who do not have previous interdisciplinary experience this would be a good learning opportunity... (R18) |
Being able to work in a multidisciplinary team. It was wonderful to get to know other students from different faculties. (R31) | ||
Theme 5: The task itself was beneficial to student learning and provided opportunity for communication and interaction | (n = 10/58) 17% | It is a very engaging and interactive activity. HCC was a great opportunity to have students to work together, understand and bond with other disciplines. (R9) |
I loved collaborating with the other disciplines and the use of a creative medium made it fun! (R23) | ||
Medicine (N = 56) | ||
Theme 5: The task itself was beneficial to student learning and provided opportunity for communication and interaction | (n = 28/56) 50% | The best part was discussing the case with the other health professionals. (R26) |
It had a lot of creative freedom and discussion (R2) | ||
Theme 1: Opportunity to practice working in an interprofessional team | (n = 19/56) 34% | Working with other healthcare students! Working through a case together was largely beneficial. Seeing what other people’s priorities were was interesting. (R5) |
… The importance of MDT collaboration in case management. (R12) | ||
Theme 4: Networking and socialising with other health professional students | (n = 19/56) 11% | Working with other healthcare students! Working through a case together was largely beneficial. Seeing what other peoples priorities were was interesting. (R5) |
Interacting with other health disciplines. (R50) | ||
Pharmacy (N = 40) | ||
Theme 1: Opportunity to practice working in an interprofessional team | (n = 12/40) 30% | I liked that we got to work with other disciplines and get a gauge of what knowledge other disciplines have/don’t have. (R12) |
Having the opportunity to work with other health care disciplines. (R15) | ||
Theme 2: Peer learning and collaboration | (n = 11/40) 28% | Collaborating with other health care professionals and seeing their techniques in approaching a case scenario. (R3) |
Collaborating on a case. (R34) | ||
Theme 3: Role clarification | (n = 7/40) 18% | Learning about other professions other than my own. (R10) |
Learn what other disciplines actually do. (R28) | ||
Dentistry (N = 20) | ||
Theme 2: Peer learning and collaboration | (n = 7/20) 35% | The best aspect was meeting people from other professions and talking to them about their point of view about things. Really good to collaborate. (R3) |
Collaborating with colleagues from other health disciplines. (R19) | ||
Theme 4: Networking and socialising with other health professional students | (n = 6/20) 30% | Met fellow healthcare students. (R10) |
Social aspect. (R13) | ||
Theme 1: Opportunity to practice working in an interprofessional team | (n = 3/20) 15% | Working on a case study together with students of different disciplines was interesting and worthwhile. I can understand that the HCC is designed to allow collaboration of different professions to manage a case. (R17) |
Meeting and working with other disciplines. (R20) | ||
Oral Health (N = 8) | ||
Theme 4: Networking and socialising with other health professional students | (n = 5/8) 63% | Meeting different professions. (R2) |
Meeting other students and work with them. (R6) | ||
Theme 3: Role clarification | (n = 3/8) 38% | It allowed me to learn from other disciplines and the roles of other health professionals. (R3) |
Learning about other health professionals and what they do. (R7) | ||
Physiotherapy (N = 32) | ||
Theme 1: Opportunity to practice working in an interprofessional team | (n = 10/32) 31% | Working as a MDT and learning from one another. (R8) |
Meeting people from different professions and analysing the case from a variety of perspectives … (R27) | ||
Theme 2: Peer learning and collaboration | (n = 7/32) 22% | Collaboration with other health students (R16) |
Being placed in a team of other disciplines, helped me to learn the role of other disciplines in the holistic care of a patient (R18) | ||
Theme 4: Networking and socialising with other health professional students | (n = 3/32) 9% | Consulting with other students on their degree and how they analyse the patient. (R22) |
Talking between different disciplines about how everyone would contribute to the case study. (R24) | ||
Speech Pathology (N = 28) | ||
Theme 3: Role clarification | (n = 10/28) 36% | Completing the HCC allowed me to have a glimpse into how other health professionals approach a client’s health and condition. It was particularly interesting see our Physiotherapy student take over the necessary OT role and activities, as we didn’t have an OT in our group. (R10) |
Working with other professions as SP (speech pathologist) can be a quite isolated profession especially in community setting. Also good to know more about the professions that I might refer to or get referral from. (R25) | ||
Theme 1: Opportunity to practice working in an interprofessional team | (n = 7/28) 25% | Interacting with other professionals and seeing how you all can contribute to the betterment of a patient. (R12) |
Working in an interprofessional team and learning about each member’s scope of practice. (R18) | ||
Theme 2: Peer learning and collaboration | (n = 7/28) 25% | Collaborating with students from other disciplines in a multidisciplinary team. I was lucky to have a team of motivated and diligent students for HCC. (R20) |
Working collaboratively, not in just a professional manner but also through a creative manner with the video making. (R27) | ||
Occupational Therapy (N = 49) | ||
Theme 3: Role clarification | (n = 18/49) 37% | Better clarity around roles of specific clinicians, particularly pharmacology and other non-allied health because I have had no contact with these disciplines on placements. (R2) |
Meeting other professions and finding out more about what they do in the field, and being able to represent my own discipline and share knowledge about our scope of practice. (R33) | ||
Theme 1: Opportunity to practice working in an interprofessional team | (n = 8/49) 16% | Practice working in multi-disciplinary teams (R7) |
The opportunity to work with medical and dental students was extremely valuable. (R19) | ||
Theme 4: Networking and socialising with other health professional students | (n = 8/49) 16% | Getting to meet other students from various disciplines (R46) |
Meeting new people (R49) | ||
Diagnostic Radiography (N = 41) | ||
Theme 1: Opportunity to practice working in an interprofessional team | (n = 9/41) 22% | Working with other disciplines (R4) |
Working with other health professions seems to be a interesting idea. (R31) | ||
Theme 3: Role clarification | (n = 9/41) 22% | Meeting students from other disciplines and learning first-hand about their roles in a patient’s care. Great perspective to see them analyse a patient’s case and discuss what they would do in their profession. (R25) |
It was interesting to develop more of an understanding of other fields (R35) | ||
Theme 4: Networking and socialising with other health professional students | (n = 8/41) 20% | Meeting other students from other professions (R1) |
Meeting people from other professions (R10) | ||
Exercise Physiology (N = 14) | ||
Theme 2: Peer learning and collaboration | (n = 6/14) 43% | Collaborating with others (R3) |
Teamwork and collaboration (R14) | ||
Theme 1: Opportunity to practice working in an interprofessional team | (n = 4/14) 29% | Working with other disciplines (R4) |
Getting to work with different disciplines and learning about each other’s roles as an allied health professional (R8) | ||
Theme 4: Networking and socialising with other health professional students | (n = 4/14) 29% | Meeting new people and understanding that priorities differ depending on your profession (R2) |
Meeting with other undergrad (uate) students from different disciplines. (R12) | ||
Dietetics (N = 25) | ||
Theme 1: Opportunity to practice working in an interprofessional team | (n = 9/25) 36% | Working with other health professionals and discussing different elements of patient care. (R9) |
Experience of working with other disciplines (R17) | ||
Theme 2: Peer learning and collaboration | (n = 5/25) 20% | Collaborating with other professionals and making the video. (R6) |
The team environment (R21) | ||
Theme 6: Perspectives of other disciplines in patient management | (n = 5/25) 20% | I enjoyed seeing how other health professionals play a role in the patients care and their thought process behind their actions. (R4) |
Learning about the priorities of other health professionals when assessing a case. (R19) | ||