The implementation of multiple interprofessional integrated modules by health sciences faculty in Chile

• Published in: Journal of interprofessional care 2017-11, Vol.31 (6), p.777-780
• Main Authors: Castillo-Parra, Silvana, Oyarzo Torres, Sandra, Espinoza Barrios, Mónica, Rojas-Serey, Ana María, Maya, Juan Diego, Sabaj Diez, Valeria, Aliaga Castillo, Verónica, Castillo Niño, Manuel, Romero Romero, Luis, Foster, Jennifer, Hawes Barrios, Gustavo
• Format: Article
• Language: English
• Subjects: Attitude of Health Personnel; Chile; Clinical Decision-Making; Coordinators; Data; Decision making; Faculty - organization & administration; Health Occupations - education; Health sciences; Humans; Interdisciplinary aspects; Interpersonal relations; Interprofessional Relations; Learning; Medical personnel; Patient Care Team; Perception; Perceptions; Skill development; Students, Health Occupations - psychology; Teachers; Teaching; Teaching methods; Teamwork; Time management; Tutoring; Valuation
• ISSN: 1356-1820; 1469-9567
• DOI: 10.1080/13561820.2017.1345872

Multiple interprofessional integrated modules (MIIM) 1 and 2 are two required, cross-curricular courses developed by a team of health professions faculty, as well as experts in education, within the Faculty of Medicine of the University of Chile. MIIM 1 focused on virtual cases requiring team decision-making in real time. MIIM 2 focused on a team-based community project. The evaluation of MIIM included student, teacher, and coordinator perspectives. To explore the perceptions of this interprofessional experience quantitative data in the form of standardised course evaluations regarding teaching methodology, interpersonal relations and the course organisation and logistics were gathered. In addition, qualitative perceptions were collected from student focus groups and meetings with tutors and coordinators. Between 2010 and 2014, 881 students enrolled in MIIM. Their evaluation scores rated interpersonal relations most highly, followed by organisation and logistics, and then teaching methodology. A key result was the learning related to interprofessional team work by the teaching coordinators, as well as the participating faculty. The strengths of this experience included student integration and construction of new knowledge, skill development in making decisions, and collective self-learning. Challenges included additional time management and tutors' role. This work requires valuation of an alternative way of learning, which is critical for the performance of future health professionals.