A journey through interprofessional education: Students’ perspectives of teamwork in a transforming curriculum

IF 0.4 Q4 HEALTH CARE SCIENCES & SERVICES
A. Hendricks, N. Hartman, L. Olckers
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Abstract

Background. Student engagement in curricular transformation is topical at the University of Cape Town (UCT), including in its Faculty of Health Sciences (FHS). Teamwork, which is essential to contemporary interprofessional healthcare, is an objective of transformative health sciences education. This study offers a contemporary contribution from the perspective of students to earlier work on shared learning at UCT FHS.  Objectives. There is a paucity of research literature on this study’s target population. Therefore, a qualitative design was used to explore first-year health sciences students’ perceptions and experiences of teamwork within an undergraduate shared learning programme.  Methods. The primary data collection method was focus group discussion. Two additional qualitative methods, free-listing and pile-sorting, were used to expand upon data collected in the focus groups. Results were analysed thematically.  Results. The study sample (N=32) included first-year audiology, medical, occupational therapy, physiotherapy, and speech and language pathology students. The findings revealed that although their experiences of teamwork varied, students had a comprehensive perception of what teamwork entailed in their educational context. Therefore, the findings were used to generate a heuristic for teamwork learning for undergraduate health sciences students.  Conclusion. The study positions students to contribute tangibly to the curricular transformation process at their university. Students’ perspectives of teamwork may be useful in the future design and delivery of entry-level interprofessional courses aiming to instil teamwork skills.
跨专业教育之旅:转变课程中学生的团队合作观
背景开普敦大学(UCT),包括其健康科学学院(FHS),学生参与课程改革是一个热门话题。团队合作对当代跨专业医疗保健至关重要,是变革性健康科学教育的目标。这项研究从学生的角度为UCT FHS早期的共享学习工作提供了当代贡献。目标。关于这项研究的目标人群的研究文献很少。因此,采用定性设计来探索健康科学一年级学生在本科生共享学习计划中对团队合作的看法和体验。方法。主要的数据收集方法是焦点小组讨论。使用了另外两种定性方法,即自由列表和成堆排序,来扩展在重点小组中收集的数据。结果按主题进行分析。结果。研究样本(N=32)包括一年级听力学、医学、职业治疗、物理治疗以及言语和语言病理学学生。研究结果表明,尽管他们的团队合作经历各不相同,但学生们对团队合作在他们的教育背景下意味着什么有着全面的认识。因此,研究结果被用于为健康科学本科生的团队合作学习生成启发式方法。结论。这项研究使学生能够为大学的课程改革过程做出切实的贡献。学生的团队合作观点可能有助于未来设计和提供旨在灌输团队合作技能的入门级跨专业课程。
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来源期刊
African Journal of Health Professions Education
African Journal of Health Professions Education HEALTH CARE SCIENCES & SERVICES-
自引率
0.00%
发文量
18
审稿时长
24 weeks
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