Learner Participation In Curriculum
Abstract Background Interprofessional practice IPP has been shown to contribute to quality service provision and improved health outcomes. This knowledge has led to the integration of interprofessional education into course curricula for many Learner Participation In Curriculum disciplines. Offering interprofessional education in more info areas to students undertaking work integrated learning placements is challenging particularly because of the diversity of students and placement dates combined with the student focus on the assessable placement curriculum.
This research investigated and evaluated the utility of an escape room as an educational modality that facilitates learning whilst providing a supportive and motivating learning environment. Our project focused on the acquisition of interprofessional practice knowledge and experience by a health professional student cohort.
Curriculum: Executive Ph.D.
Methods This study used the novel intervention of an escape room combined with an interactive teaching session to test student engagement and learning about interprofessional practice and teamwork. The research used a mixed methods single group pre-post design. Learner Participation In Curriculum results showed that the intervention provided effective and engaging learning and was Ldarner appealing to students despite its non-assessable nature.
Individual student reflection on their participation showed developing insight into the critical importance of clear communication and intentional team member collaboration in the provision of effective interprofessional practice. Conclusions The escape room intervention added value to the placement curriculum and proved flexible for a heterogeneous student cohort. Peer Review reports Background Collaborative or interprofessional practice IPP involves multiple health workers from different professional backgrounds working together with patients, their Pxrticipation, carers and communities to deliver health care [ 12 ]. IPP has been shown to contribute to improved patient outcomes and quality service provision [ 1 ]. With interprofessional competencies being a core component Learner Participation In Curriculum many health professions, both in Australia and internationally, participating Participatioon interprofessional learning opportunities is an important foundation for students in developing best practice care [ 345 ].
In Australia, regional, rural and please click for source areas have a shortage of health workforce, in part because university-based health professional training programs tend to be located in major cities and rural training exposure e.
One strategy underpinned by government policy to address this shortage, has been to ensure health professional students can experience quality placement education in rural and remote areas [ 7 ]. Our region, the entire Northern Territory, is sparsely populated with aboutpeople spread over 1.
In this region, Cuurriculum organisation annually Learner Participation In Curriculum more Learner Participation In Curriculum hundred students, from over 20 health professions and up to 30 universities, who are undertaking workplace learning. These students are learning their profession in our acute and primary health services, schools, and community-based settings in urban, rural and remote locations. Recognising the importance of interprofessional practice, our organisation is working to embed interprofessional learning into placement offerings for all students [ 5 ].
This is somewhat challenging due Learber the heterogeneity of our student body previously described and because the students typically are focused on meeting their home university placement outcomes. Any http://pinsoftek.com/wp-content/custom/human-swimming/slavery-in-literature-poem-analysis.php educational activities we provide need to value-add to the placement curriculum and be sufficiently flexible to adapt to the diversity of the cohort.
As these additional activities are non-assessable, they also need to be engaging, effective and able to be used with groups of students who may spend no more than a few hours together. To meet these divergent requirements, we undertook a series of research projects on the utility of escape rooms in delivering interprofessional education.
Current Module
The literature on escape rooms as educational environments, and the benefits of gamification where game elements are used in health education [ 12 ] is growing. In particular, evidence on their applicability to tertiary healthcare education remains limited.
At commencement of our project, the literature available on health themed escape rooms was mostly from the United States of America [ 13141516171819202122232425 Cuericulum with two studies from Spain [ 2627 ] and two from Canada [ 2829 ]. The literature showed significant heterogeneity in purpose, room design and evaluation methods making direct comparison difficult. Of the available studies, none Learner Participation In Curriculum Australian and only two [ 2224 ] were used interprofessionally.]
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