Student Perception and Knowledge of Team Science Following an Interprofessional Learning Module

Abstract

Introduction: Online interprofessional active learning experiences can provide health care students the opportunity to develop their skills in teamwork, communication, collaboration, and ethics with low financial burden and space cost to the institution. The purpose of this qualitative report was twofold. First, to assess the impact of an interprofessional education module on students’ knowledge and understanding of team science. Second, to provide insight regarding students’ perceptions of the module’s effectiveness in supporting their development as evidence-based professionals who collaboratively provide person-centered care. Data were collected anonymously via online surveys (pre- and post-module) and served as part of a program review process. This paper provides insight regarding students’ perceptions of an interprofessional module’s effectiveness in supporting development of evidence-based professionals who collaboratively provide person-centered care. Methods: Pre- and post-module survey responses from 11 interprofessional students were randomly reviewed by faculty from different health sciences disciplines. The responses were thematically analyzed using a qualitative research approach. Intercoder agreement (80%) was sought for codes and categories that emerged from the responses. Results: Results from the thematic analysis of open-ended survey responses revealed four major themes: 1) team science supports collaboration on a common goal, 2) differences do exist between practice-based evidence and evidence-based practice, 3) addressing social determinates of health to meet individual needs is important, and 4) measurable, realistic, and attainable research questions are valuable. Discussion: Students’ perceptions supported that participation in the module was a viable mechanism by which to promote knowledge of the team science approach in our interprofessional learning community.