Abstract
A problem-based learning (PBL) framework was utilized in a series of six interprofessional team seminars (IPTS) for postbaccalaureate students from seven health professions. The goal of IPTS was to develop a collaborative practice-ready workforce prepared to respond to patient care needs through use of concrete examples, skills development, critical thinking, and problem solving in safe, faculty-facilitated small groups. The collaborative nature of PBL closely correlates with teaching methodologies of the IPTS series. This study analyzed critical reflection assignments of nursing students in accelerated programs to determine the effectiveness of IPTS at preparing students for interprofessional collaborative practice. Findings indicated that PBL is an effective method for teaching interprofessional collaboration skills to nursing students.
Recommended Citation
L'Ecuyer, K. M.
,
Pole, D.
,
&
Leander, S. A.
(2015). The Use of PBL in an Interprofessional Education Course for Health Care Professional Students. Interdisciplinary Journal of Problem-Based Learning, 9(1).
Available at: https://doi.org/10.7771/1541-5015.1497
Included in
Educational Methods Commons, Higher Education Commons, Medical Education Commons, Nursing Commons, Occupational Therapy Commons, Pharmacy and Pharmaceutical Sciences Commons, Physical Therapy Commons, Social Work Commons
