Promoting reflection by using contextual activity sampling: a study on students' interprofessional learning

• Published in: Journal of interprofessional care 2014-09, Vol.28 (5), p.400-406
• Main Authors: Lachmann, Hanna, Fossum, Bjöörn, Johansson, Unn-Britt, Karlgren, Klas, Ponzer, Sari
• Format: Article
• Language: English
• Subjects: Adult; Attitude of Health Personnel; Cell Phone; Collaboration; Content analysis; Cooperative Behavior; Education, Medical, Undergraduate; Female; Humans; Interprofessional education; Interprofessional practice; Interprofessional Relations; Interviews; Interviews as Topic; Male; Medicin och hälsovetenskap; Mixed methods; Occupational Therapy - education; Patient Care Team; Physical Therapy Specialty - education; Problem-Based Learning; Students, Health Occupations - psychology; Surveys and Questionnaires; Team-based practice
• ISSN: 1356-1820; 1469-9567; 1469-9567
• DOI: 10.3109/13561820.2014.907777

Abstract Students' engagement and reflection on learning activities are important during interprofessional clinical practice. The contextual activity sampling system (CASS) is a methodology designed for collecting data on experiences of ongoing activities by frequent distribution of questionnaires via mobile phones. The aim of this study was to investigate if the use of the CASS methodology affected students' experiences of their learning activities, readiness for interprofessional learning, academic emotions and experiences of interprofessional team collaboration. Student teams, consisting of 33 students in total from four different healthcare programs, were randomized into an intervention group that used CASS or into a control group that did not use CASS. Both quantitative (questionnaires) and qualitative (interviews) data were collected. The results showed that students in the intervention group rated teamwork and collaboration significantly higher after than before the course, which was not the case in the control group. On the other hand, the control group reported experiencing more stress than the intervention group. The qualitative data showed that CASS seemed to support reflection and also have a positive impact on students' experiences of ongoing learning activities and interprofessional collaboration. In conclusion, the CASS methodology provides support for students in their understanding of interprofessional teamwork.