TY - JOUR
T1 - Does PBL deliver constructive collaboration for students in interprofessional tutorial groups?
AU - Lestari, Endang
AU - Stalmeijer, Renée E
AU - Widyandana, Doni
AU - Scherpbier, Albert
N1 - Funding Information:
This project was funded by the Ministry of Research, Technology and Higher Education of Indonesia.
Funding Information:
The authors wish to thank the Directorate General of Higher Education, Ministry of Research, Technology and Higher Education, Republic of Indonesia, for funding the project; all students who participated in the study; Dian Apriliana Rachmawati (DAR) and Suryani Yulianti (SY) research associates of the Medical Education Unit (MEU) of the Faculty of Medicine, Universitas Islam Sultan Agung, for their assistance in conducting the study.
Publisher Copyright:
© 2019 The Author(s).
PY - 2019/9/18
Y1 - 2019/9/18
N2 - BACKGROUND: Training health professional students in teamwork is recognized as an important step to create interprofessional collaboration in the clinical workplace. Interprofessional problem-based learning (PBL) is one learning approach that has been proposed to provide students with the opportunity to develop the necessary skills to work collaboratively with various health professionals. This study aimed to explore the extent to which students in interprofessional tutorial groups demonstrate constructive collaboration during group discussions.METHODS: Students (N = 52) from the Medical, Midwifery and Nursing programmes took part in the study. Video-recordings were made of interprofessional PBL discussions (N = 40) in five groups, eight videos per group. Over a period of 4 weeks, participants discussed four scenarios concerned with the reproductive system. The resulting 67 h of video data were analysed qualitatively. To ensure inter-rater reliability, two tutors assessed the students' constructive, collaborative activities using the Maastricht Peer-Activity Rating Scale (MPARS). Finally, to gain an understanding of students' perceptions of their performance and participation in the interprofessional PBL tutorial, we organized three uni-professional focus groups (FGs) at the end of pilot project.RESULTS: The translated MPARS was reliable (Kappa coefficient 0.01-0.20 and p < 0.05). Students were actively involved in the discussion and contributed to a better understanding regardless of their professional background. Group members from different professions complemented one another in solving learning issues. They were open, feeling free to question and argue from the viewpoint of their own profession, and also understood their strengths and limitations. The statistical test of the scores for constructive and collaborative activities indicated a significant difference between students and the various healthcare professionals, p = 0.000, with medical students scoring highest on both activities. Focus groups further clarified some of the observed dynamics.CONCLUSION: Implementing interprofessional PBL could motivate students to engage collaboratively in co-constructing knowledge to solve the patients' problem. Medical students scored highest on constructive and collaborative activities.
AB - BACKGROUND: Training health professional students in teamwork is recognized as an important step to create interprofessional collaboration in the clinical workplace. Interprofessional problem-based learning (PBL) is one learning approach that has been proposed to provide students with the opportunity to develop the necessary skills to work collaboratively with various health professionals. This study aimed to explore the extent to which students in interprofessional tutorial groups demonstrate constructive collaboration during group discussions.METHODS: Students (N = 52) from the Medical, Midwifery and Nursing programmes took part in the study. Video-recordings were made of interprofessional PBL discussions (N = 40) in five groups, eight videos per group. Over a period of 4 weeks, participants discussed four scenarios concerned with the reproductive system. The resulting 67 h of video data were analysed qualitatively. To ensure inter-rater reliability, two tutors assessed the students' constructive, collaborative activities using the Maastricht Peer-Activity Rating Scale (MPARS). Finally, to gain an understanding of students' perceptions of their performance and participation in the interprofessional PBL tutorial, we organized three uni-professional focus groups (FGs) at the end of pilot project.RESULTS: The translated MPARS was reliable (Kappa coefficient 0.01-0.20 and p < 0.05). Students were actively involved in the discussion and contributed to a better understanding regardless of their professional background. Group members from different professions complemented one another in solving learning issues. They were open, feeling free to question and argue from the viewpoint of their own profession, and also understood their strengths and limitations. The statistical test of the scores for constructive and collaborative activities indicated a significant difference between students and the various healthcare professionals, p = 0.000, with medical students scoring highest on both activities. Focus groups further clarified some of the observed dynamics.CONCLUSION: Implementing interprofessional PBL could motivate students to engage collaboratively in co-constructing knowledge to solve the patients' problem. Medical students scored highest on constructive and collaborative activities.
KW - Attitude of Health Personnel
KW - Cooperative Behavior
KW - Educational Measurement/statistics & numerical data
KW - Female
KW - Focus Groups
KW - Humans
KW - Interprofessional Relations
KW - Male
KW - Pilot Projects
KW - Problem-Based Learning
KW - Reproducibility of Results
KW - Students, Medical/psychology
KW - Young Adult
U2 - 10.1186/s12909-019-1802-9
DO - 10.1186/s12909-019-1802-9
M3 - Article
C2 - 31533721
SN - 1472-6920
VL - 19
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 360
ER -