Botha R, Sebelego IK. Radiography students achieving competencies through structured interprofessional education.
Radiography (Lond) 2021;
28:115-123. [PMID:
34548218 DOI:
10.1016/j.radi.2021.08.010]
[Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Revised: 08/24/2021] [Accepted: 08/26/2021] [Indexed: 11/29/2022]
Abstract
INTRODUCTION
Interprofessional education (IPE) takes place when representatives of at least two professions work and learn together, about and from each other to provide optimal healthcare. For the successful implementation of an IPE programme, conceptualisation, planning, and operationalisation and coordination among the various professions is crucial, to assist students to obtain the desired competencies of such a programme. The purpose is to investigate if a structured IPE programme assisted radiography students to achieve competencies.
METHODS
An online questionnaire was compiled from literature and completed by radiography students who participated in a structured, three-week-long IPE programme. The questionnaire was mainly quantitative (using a Likert scale), though it also consisted of qualitative elements (open-ended questions). A Fischer's Exact test was used to compare the responses of three different year groups.
RESULTS
Feedback from the radiography students (n=63) indicated that they achieved this IPE programme's specific competencies: role clarification, interprofessional communication, teamwork, person-centered care and values and ethics. There was good correlation between the feedback from all three year groups. The feedback on the open-ended questions correlated with the quantitative feedback, though some students felt excluded, as there was little reference to their particular profession in the simulation session of the IPE programme.
CONCLUSION
The results of the study indicate that radiography students achieved the prescribed competencies of a structured IPE programme. The results provide insight into ways to improve the IPE programme. A recommendation emanating from the results of this study is that, to improve the experience of all healthcare professions students, structured IPE programmes have to promote inclusive teaching and learning.
IMPLICATIONS FOR PRACTICE
Radiography students that participate in a structured IPE programme develop competencies necessary for effective collaborative clinical practice.
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