The implementation of multiple interprofessional integrated modules by health sciences faculty in Chile

ABSTRACT

Multiple interprofessional integrated modules (MIIM) 1 and 2 are two required, cross-curricular courses developed by a team of health professions faculty, as well as experts in education, within the Faculty of Medicine of the University of Chile. MIIM 1 focused on virtual cases requiring team decision-making in real time. MIIM 2 focused on a team-based community project. The evaluation of MIIM included student, teacher, and coordinator perspectives. To explore the perceptions of this interprofessional experience quantitative data in the form of standardised course evaluations regarding teaching methodology, interpersonal relations and the course organisation and logistics were gathered. In addition, qualitative perceptions were collected from student focus groups and meetings with tutors and coordinators. Between 2010 and 2014, 881 students enrolled in MIIM. Their evaluation scores rated interpersonal relations most highly, followed by organisation and logistics, and then teaching methodology. A key result was the learning related to interprofessional team work by the teaching coordinators, as well as the participating faculty. The strengths of this experience included student integration and construction of new knowledge, skill development in making decisions, and collective self-learning. Challenges included additional time management and tutors’ role. This work requires valuation of an alternative way of learning, which is critical for the performance of future health professionals.

KEY WORDS:

• Collective learning
• interprofessional collaboration
• interprofessional learning
• teamwork

Acknowledgment

We gratefully thank Faculty of Medicine, University of Chile for providing the opportunity to work on the task force team, and for providing the necessary time needed to develop this interprofessional educational innovation.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Funding

We gratefully acknowledge U.S. Fulbright Commission of Chile for its financial support of international scholar exchange.

Additional information

Funding

We gratefully acknowledge U.S. Fulbright Commission of Chile for its financial support of international scholar exchange.