Lightning Talk Description: Use of experiential learning (EL) as a teaching strategy for students in healthcare disciplines has been reported in the literature; however, there has not been a synthesis of literature specific to EL in the development of interprofessional practice (IPP) competencies among these students. Although often regarded as “hands-on” training, EL in a formal education context entails a repeated cyclical sequence of stages that a learner progresses through to gain knowledge and transform through experience. Identifying specific educational strategies used to engage learners in EL is foundational to understanding how EL is enacted and to address gaps that exist in strengthening the preparation of students for IPP in clinical settings. In this presentation we share findings from a scoping review our team of interprofessional faculty members and students conducted to map what is known about how EL is employed as an educational strategy for IPP for pre-licensure students in healthcare. Through a systematic search and screening of peer-reviewed literature from four databases we: a) identified theories, models, and frameworks applied to IPP education; b) described teaching and learning strategies that facilitate EL; and c) determined how outcomes of EL were evaluated.
Our review yielded 100 articles and revealed a variety of instructional methods integrated with clinical experiences, such as students working in small interprofessional groups to deliver care, engaging in reflective exercises, having team huddles, and planning projects to enhance IPP competency development. Approximately 47% (n=47) of articles reported use of an educational or a behavioural model, theory, or framework to inform the initiative but only two articles explicitly referred to an EL theory. Few articles described a cyclical approach to teaching and learning strategies beyond a concrete experience and reflection on the experience. While various outcomes of EL were evaluated (e.g., student learning, competency development, and perceptions towards collaboration), descriptions of initiatives were inconsistent and often incomplete. Relatively few robust studies were reported, which presents a challenge in determining efficacy and impact of EL in IPP education and comparing findings across studies.
EL is an important approach to preparing students in healthcare disciplines for IPP in healthcare settings. While various teaching and learning strategies have been employed to facilitate EL in IPP education, few initiatives facilitate student engagement in a full EL cycle. The results of this scoping review reveal an important opportunity to further develop EL models and frameworks to strengthen IPP teaching practice and guide future research endeavors.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.