Teaching and Learning about Interprofessional Collaboration Through Student-Designed Case Study and Analysis

Beverly Henry
Northern Illinois University

Catherine Garner
Northcentral University

Ann Guernon
Marianjoy Rehabilitation Hospital
(Ann.guernon@gmail.com )

Brandon Male
Northern Illinois University

Learning activities to develop interprofessional collaboration align with goals for professional preparation to improve health outcomes. A problem-based case study approach can offer formal and informal learning interactions that promote information exchange and collaborative practice. The purpose of this instructional article was to describe a five-stage student-designed case study and analysis activity to accomplish student learning outcomes for developing knowledge and skills in evidence-based case analysis through interprofessional collaboration. Four main learning outcomes included gaining knowledge of other professions, planning and reviewing care interventions, evaluating outcomes of other practitioners, and facilitating inter-professional case conferences and team working. An example case scenario and lessons learned are presented. This paper offers key learning points for educators and students related to the literature in problem-based learning and interprofessional education. The results confirm the feasibility of student-designed case studies as a problem-based experiential learning activity. Potential benefits for students include increased knowledge of, and appreciation for, other disciplines gained through practicing and reflecting on peer feedback. Information exchange between the students allowed interprofessional learning to occur. Students from different disciplines collaborated in the development of strategies for planning, implementing, monitoring, and evaluating a health program.

Copyright © 2019, International Journal of Teaching and Learning in Higher Education