Student participation in the development of interprofessional education courses: Perceptions and experiences of faculty members and the students

Abstract

Introduction: Student participation has shown positive effects on the curriculum development process for a single health profession. This qualitative study explores faculty members’ and students’ perceptions and experiences regarding student participation in interprofessional course development.

Methods: Interprofessional courses were developed and implemented by interprofessional teams of faculty members and students. Two focus group discussions were carried out: one with faculty members and one with students.

Results: Students contributed to both the process and the results of interprofessional course development in a complementary manner. Student participation was facilitated via motivation for and through work on interprofessional education, a balance between clarity on tasks and students’ autonomy, and a low-hierarchy team atmosphere. Students developed professionally, and faculty members saw them as future ambassadors for interprofessional collaboration.

Conclusions: This study provides multiple qualitative evidence for a positive, complementary role of student participation in interprofessional course development. A number of factors were identified that should be nurtured to facilitate this effect. Our findings may stimulate and guide other schools to actively involve students in the development of interprofessional education.

Acknowledgments

The authors thank the participants of the focus groups for sharing their experiences.

Disclosure statement

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

Glossary

Health profession education: Is the education that qualifies a person to practice in a health profession. The education takes place generally at a university or a state-recognized educational institution and concludes with an examination that empowers to practice the profession.

Additional information

Funding

This study was supported by the Berlin Programme for Equal Opportunities of Women in Higher Education (Berliner Chancengleichheitsprogramm, BCP).

Notes on contributors

Ronja Behrend

Ronja Behrend, M.Sc., is a research fellow and current PhD student at the Dieter Scheffner Center for Medical Education, Charité-Universitätsmedizin Berlin, Germany.

Anne Franz

Anne Franz, M.A., is a research fellow and current PhD student at the Dieter Scheffner Center for Medical Education, Charité-Universitätsmedizin Berlin, Germany.

Anja Czeskleba

Anja Czeskleba, Dr. rer. nat., is a research fellow at the Dieter Scheffner Center for Medical Education, Charité-Universitätsmedizin Berlin, Germany.

Asja Maaz

Asja Maaz, Dr. rer. medic., is Vice Director of the Dieter Scheffner Center for Medical Education, Charité-Universitätsmedizin Berlin, Germany.

Harm Peters

Harm Peters, MD, MHPE, is a professor of Medical Education and Director of the Dieter Scheffner Center for Medical Education, Charité-Universitätsmedizin Berlin, Germany.