Sustainable interprofessional learning on clinical placements: the value of observing others at work

ABSTRACT

Clinical placements have the potential to offer meaningful interprofessional learning opportunities for pre-registration students. Informal, as opposed to structured interprofessional learning opportunities, may offer a sustainable solution to the challenges of scheduling formal interprofessional programs in the workplace. To investigate this concept, students on clinical placement from a range of professions were invited to observe another profession undertake a patient consultation, after which they completed a standardized reflective tool. A grounded theory research design was used to explore the educational value of the one-off interprofessional observations, through an analysis of student written reflections (n = 79) and staff perceptions collected by interview (n = 11). The qualitative data was iteratively analyzed throughout the study period. A range of learning outcomes were described post student observations, ranging from knowledge or skills that informed profession-specific practice, to how others’ roles related to patient needs, and the need for collaboration in order to provide high quality care. Staff orientation and facilitated reflection contributed to student learning. Positive learning value, though varying in depth, was identified through single interprofessional observations. Informal activities offer a sustainable interprofessional learning strategy that can be embedded into clinical placements; additional informal learning activities now warrant investigation.

KEYWORDS:

• Informal learning
• interprofessional learning
• grounded theory

Acknowledgments

With thanks to the patients and clinicians who welcomed student observations of their clinical encounters.

Declaration of interest

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

Source of support

This project was completed as part of a dedicated interprofessional education role at Monash Health.

Additional information

Funding

This work was completed as part of a dedicated interprofessional education role at Monash Health.

Notes on contributors

Fiona Kent

Fiona Kent is the Director of Collaborative Care and Work Integrated Learning in the Faculty of Medicine, Nursing and Health Sciences, Monash University. She is also an APA neurological physiotherapist and has worked as a clinician and clinical educator at Peninsula Health, Monash Health and in the Physiotherapy Department at Monash University. Her work and research focuses on the development and evaluation of interprofessional curriculum.

Sharon Glass

Sharon Glass is currently the Allied Health Educator, overseeing the education program for clinical educators at Monash Health. Her back ground is in Occupational Therapy, graduating in 2001 from the UK and has worked in a variety of clinical areas in the acute and subacute settings.

Jade Courtney

Jade Courtney is a clinical dietitian and student coordinator for dietetic students at Monash Health. Jade's research interests are in interprofessional learning and programmatic assessment.

Jo Thorpe

Jo Thorpe is currently Manager and Paediatric Physiotherapist in Early Childhood Early Intervention with Access Health and Community. Previous roles include Clinical Placement Coordinator at Monash Health and various senior paediatric and neurological physiotherapy clinical roles.

Gillian Nisbet

Gillian Nisbet is Director of Work Integrated Learning, in the School of Health Sciences, the University of Sydney.  Prior to academia, Gillian worked as a clinical dietitian. Gillian’s research explores how students can be effectively integrated into service delivery for positive impact.