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Interprofessional team-based learning (TBL): how do students engage? by Burgess, Annette; Kalman, Eszter; Haq, Inam; Leaver, Andrew; Roberts, Chris; Bleasel, Jane is a Medicine article available to read on EtoBox.

What is Interprofessional team-based learning (TBL): how do students engage? about?

## Background Although challenging to integrate within university curricula, evidence suggests that interprofessional education (IPE) positively impacts communication and teamwork skills in the workplace. The nature of Team-based learning (TBL) lends itself to interprofessional education, with the capacity to foster a culture of collaboration among health professional students. Our study was designed to pilot an interprofessional ‘back pain’ TBL module for physiotherapy and medical students, and to explore their experience of the TBL process, using the conceptual framework of ‘knowledge reconsolidation’ to discuss our finding. ## Methods Three hundred and eleven students participated in the TBL session: 222/277 (80%) of Year 1 medical students and 89/89 (100%) of Year 2 physiotherapy students. Students completed one interprofessional Musculoskeletal Sciences TBL session on the topic of ‘back pain’. A questionnaire including closed and open-ended items, was distributed to students immediately following completion of the TBL session. Descriptive statistics were used to analyse the quantitative data. Thematic analysis was used to code and categorise qualitative data into themes. Pre-c

Who reads Interprofessional team-based learning (TBL): how do students engage??

Author

Burgess, Annette; Kalman, Eszter; Haq, Inam; Leaver, Andrew; Roberts, Chris; Bleasel, Jane

Publisher

BioMed Central; Springer (Biomed Central Ltd.); London: BioMed Central, 2001-; Springer Science and Business Media LLC; Society for Mining, Metallurgy and Exploration Inc. (ISSN 1472-6920)

Published

2020

Language

EN

Field

Medicine (Health Sciences)