How can we learn to Work Together? Perceptions on Teaching / Learning Methods of Inter Professional Education (IPE) amongst Pre-Registration Students from Different Health Professions in Sri Lanka

Abstract

Inter-professional education (IPE) is important in developing good working relationships between different health professionals. One of the key determinants of successful IPE is identifying the teaching / learning methods that could be effectively employed in IPE. The aim of this research was to explore perceptions on teaching / learning methods of IPE among pre registration students in different health professions in Sri Lanka. A cross sectional study was conducted with the students who have had prior clinical training for a period of 1 year (as they would have experienced inter-professional practice and inter-professional learning opportunities by then), from 8 health professional groups i.e. Medicine, Physiotherapy, Nursing diploma, Nursing degree, Medical Laboratory Sciences (MLS), Pharmacy, Audiology, speech & language therapy, at different educational institutions. A total of 686 students were invited to complete a self-administered questionnaire, and we received a high response rate of 84.83%. A variety of teaching/learning methods have been discussed in IPE literature including lectures, demonstrations of procedures, small group discussions, role-plays/ simulations, ward rounds, and work-based learning. Students rated their perceived effectiveness of these methods for IPE. The data was entered and analyzed using SPSS. ANOVA and Scheffe post-hoc test was used to compare the responses of different health professions groups. All student groups identified all methods as 'somewhat effective'. However, all groups rated clinical teaching methods higher than classroom-based methods. Students perceived that ward rounds and work-based tasks in wards are 'effective to a large extent' for achieving the aims of IPE while lectures were rated the lowest. Perceptions on classroom-based methods were more varied (F statistic>20) than on clinical teaching methods (F statistic<10). Medical, MLS and audiology students rated low values for classroom-based methods compared to others, while all groups rated higher values for ward-based methods. This study suggests some focused approaches for IPE in Sri Lanka, including the need for focused clinical training.