M. Kloppers1, F. Bardien2, A.W. Titus3, J. Bester1, G. Inglis-Jassiem4
1Stellenbosch University, Division of Occupational Therapy, Department of Health Rehabilitation Sciences, Cape Town, South Africa, 2Stellenbosch University, Division of Speech, Language and Hearing Therapy, Department of Health Rehabilitation Sciences, Cape Town, South Africa, 3Stellenbosch University, Division of Physiotherapy, Department of Health Rehabilitation Sciences, Cape Town, South Africa, 4Stellenbosch University, Department of Health Rehabilitation Sciences, Cape Town, South Africa
Background: It is increasingly recognized that current healthcare context needs professionals to work collaboratively to provide patients and their family with the best possible care (Takahashi, Brissette and Thorstad, 2010). Traditionally, group-based intervention follows multi-professional approaches. Inter-professional circuit-based group therapy for people with stroke could be used to counter the so-called profession/professional tribalism. Inter-professional education (IPE) is an approach that facilitates learning from, with and about one another to allow for more effective collaboration (Gilbert, Yan and Hoffman, 2010; Ateah et al., 2011; Thistlethwaite, 2012; Reeves et al., 2016). However, there is no evidence on the potential value of this IPE community-based stroke intervention on student learning in the health professions.
Purpose: We aimed to explore the lived experiences of undergraduate health sciences students while planning and executing a community-based inter-professional functional circuit-group activity for people with stroke.
Methods: A qualitative phenomenological study design using semi-structured interviews was used. Twelve final year health sciences students, Occupational -, Speech-Language-Hearing and Physiotherapy, were purposively sampled. Thematic content analysis was used to recognise emerging themes. Ethical approval (N18/02/019) and Institutional permission (IRPSD 839) were obtained from Stellenbosch University.
Results: The overall findings of the study revealed that this IPE opportunity beneficially impacted the students’ collaborative competencies in their knowledge, attitudes, skills and behaviours. Three themes emerged, and the analogy of a tandem bicycle was used to illustrate the interconnectedness between the themes;
i) IPE wheel;
ii) tandem riding and
iii) rolling effects.
The first theme reflects students’ iterative learning cycle of planning, execution and reflection. In theme two, integrated planning and execution led to group cohesion which fostered learned reliance and appreciation for working together. In the final theme, students acknowledged the benefits of improved motivation and patient participation in this real-life simulated group activity. While placed at this community-based rotation, students are immersed in a service-delivery environment where interventions are coordinated by a representative rehabilitation team. Within this already rich IPE learning and clinical context, the integrated stroke circuit group activity was nested to enhance further interconnectedness. The scaffolding of the students’ collaborative competencies has brought them closer to future collaborative professional practice.
i) IPE wheel;
ii) tandem riding and
iii) rolling effects.
The first theme reflects students’ iterative learning cycle of planning, execution and reflection. In theme two, integrated planning and execution led to group cohesion which fostered learned reliance and appreciation for working together. In the final theme, students acknowledged the benefits of improved motivation and patient participation in this real-life simulated group activity. While placed at this community-based rotation, students are immersed in a service-delivery environment where interventions are coordinated by a representative rehabilitation team. Within this already rich IPE learning and clinical context, the integrated stroke circuit group activity was nested to enhance further interconnectedness. The scaffolding of the students’ collaborative competencies has brought them closer to future collaborative professional practice.
Conclusion(s): This cohort of undergraduate students has been primed in their practice-readiness as health care professionals for the 21st century that will promote quality care, embrace teamwork and be people-centered. Students who are exposed to this integrated circuit group activity may develop an understanding of
i) patients/ clients and their unique contexts,
ii) own role development and complementary overlapping between professions, and
iii) the value joint-interventions could offer rehabilitation teams and recipients of care in resource-constrained settings.
i) patients/ clients and their unique contexts,
ii) own role development and complementary overlapping between professions, and
iii) the value joint-interventions could offer rehabilitation teams and recipients of care in resource-constrained settings.
Implications: This IPE activity provided benefits for the clinical learning of health sciences students, applying contextually appropriate treatment for people with stroke leading to residential and community reintegration. Additionally, service delivery gains for the centre was evident in terms of maximally using limited resources such as space and manpower.
Funding, acknowledgements: Fund for Innovation and Research into Learning and Teaching at Stellenbosch University
Keywords: Interprofessional education, clinical training, community-based
Topic: Education: clinical
Did this work require ethics approval? Yes
Institution: Stellenbosch University
Committee: Health Ethics Research Committee
Ethics number: N18/02/019
All authors, affiliations and abstracts have been published as submitted.
