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Improvement of quality and safety in health care as a new interprofessional learning module – evaluation from students
Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Sciences. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Center of Paediatrics and Gynaecology and Obstetrics, Department of Gynaecology and Obstetrics in Linköping.
Linköping University, Department of Clinical and Experimental Medicine, Division of Microbiology and Molecular Medicine. Linköping University, Faculty of Health Sciences.
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2014 (English)In: Journal of Multidisciplinary Healthcare, ISSN 1178-2390, E-ISSN 1178-2390, no 7, 341-347 p.Article in journal (Refereed) Published
Abstract [en]

Background: Interprofessional teamwork is in many ways a norm in modern health care, and needs to be taught during professional education.

Description: This study is an evaluation of a newly introduced and mandatory learning module where students from different health profession programs used Improvement of Quality and Safety as a way to develop interprofessional competence in a real-life setting. The intention of this learning module was to integrate interprofessional teamwork within the students' basic education, and to give students a basic knowledge about Improvement of Quality and Safety. This report focuses on evaluations from the participating students (n=222), mainly medical and nursing students.

Materials and methods: To evaluate this new learning module, a questionnaire was developed and analyzed using a mixed methods design, integrating both qualitative and quantitative methods. The evaluation addressed learning concepts, learning objectives, and interprofessional and professional development.

Results and conclusion: A majority of students responded positively to the learning module as a whole, but many were negative towards specific parts of the learning module and its implementation. Medical students and male students were less positive towards this learning module. Improvements and alterations were suggested. 

Place, publisher, year, edition, pages
Dove Press , 2014. no 7, 341-347 p.
Keyword [en]
interprofessional education, quality improvement, IQS, problem-based learning
National Category
Other Medical Sciences not elsewhere specified
Identifiers
URN: urn:nbn:se:liu:diva-109088DOI: 10.2147/JMDH.S62619PubMedID: 25125983Scopus ID: 2-s2.0-84907373088OAI: oai:DiVA.org:liu-109088DiVA: diva2:736541
Available from: 2014-08-07 Created: 2014-08-07 Last updated: 2017-12-05Bibliographically approved

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Gjessing, KristianTorgé, Cristina JoyHammar, MatsDahlberg, JohannaFaresjö, Tomas

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Gjessing, KristianTorgé, Cristina JoyHammar, MatsDahlberg, JohannaFaresjö, Tomas
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Division of Community MedicineFaculty of Health SciencesNISAL - National Institute for the Study of Ageing and Later LifeFaculty of Arts and SciencesDivision of Clinical SciencesDepartment of Gynaecology and Obstetrics in LinköpingDivision of Microbiology and Molecular Medicine
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