查看文章

Interprofessional education (IPE) is being conducted in health science programs in Australia as a strategy to produce more effective team-ready health professionals. Yet, research into students‟ and clinical educators‟ experiences of practice based IPE are limited in the interprofessional literature. As the practice of IPE evolves, particularly within the domain of clinical education, this study positively contributes to a discussion about factors which facilitate the acquisition of interprofessional competencies including knowledge of professional roles and an understanding of team processes and interprofessional practice (IPP).

The purpose of this study was to compare the experience of allied health students undertaking directed interprofessional clinical education placements (DICEP) in community rehabilitation teams with the experience of allied health students undertaking standard discipline specific clinical education placements (SCEP) in similar contexts. The Modified Biggs‟ 3P Framework (Freeth & Reeves, 2004) was used to structure the research questions, which investigated the experiences of students and clinical educators with each of these placement models. The experiences of students (N= 54) and their clinical educators (N= 19) were compared and contrasted to answer research questions pertaining to which presage factors, processes and products (outcomes) in both types of placement impact on the development of an understanding of teamwork and IPP and to inform discussion about what makes an effective interprofessional clinical education placement.