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Online interprofessional learning: The student experience

Miers, Margaret E.; Clarke, Brenda A.; Rickaby, Caroline E.; Pollard, Katherine; Thomas, Judith; Turtle, Ann

Authors

Margaret E. Miers

Brenda A. Clarke

Caroline E. Rickaby

Judith Thomas

Ann Turtle



Abstract

Health and social care students in a faculty in the United Kingdom learn together in an interprofessional module through online discussion boards. The module assessment encourages engagement with technology and with group members through peer review. An evaluation of student experience of the module gathered data from 48 students participating in 10 online groups. Analysis of contributions to discussion boards, and transcripts of interviews with 20 students revealed differing levels of participation between individuals and groups. Many students were apprehensive about the technology and there were different views about the advantages and disadvantages of online learning. Students interacted in a supportive manner. Group leadership was seen as associated with maintaining motivation to complete work on time. Students reported benefiting from the peer review process but were uncomfortable with critiquing each other's work. Sensitivity about group process may have inhibited the level of critical debate. Nevertheless the module brought together students from different professions and different sites. Examples of sharing professional knowledge demonstrated successful interprofessional collaboration online.

Citation

Rickaby, C. E., Clarke, B. A., Miers, M. E., Pollard, K., Thomas, J., & Turtle, A. (2007). Online interprofessional learning: The student experience. Journal of Interprofessional Care, 21(5), 529-542. https://doi.org/10.1080/13561820701585296

Journal Article Type Review
Publication Date Oct 1, 2007
Journal Journal of Interprofessional Care
Print ISSN 1356-1820
Electronic ISSN 1469-9567
Publisher Taylor & Francis
Peer Reviewed Peer Reviewed
Volume 21
Issue 5
Pages 529-542
DOI https://doi.org/10.1080/13561820701585296
Keywords online, interprofessional learning, student experience
Public URL https://uwe-repository.worktribe.com/output/1024456
Publisher URL http://dx.doi.org/10.1080/13561820701585296