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Mixing Students Mixing Methods: Evaluating a Blended Approach to Interprofessional Education
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Author(s): Christine Dearnley (University of Bradford, UK), Melissa Owens (University of Bradford, UK), Pete Greasley (University of Bradford, UK)and Caroline Plews (University of Bradford, UK)
Copyright: 2010
Pages: 15
Source title:
Interprofessional E-Learning and Collaborative Work: Practices and Technologies
Source Author(s)/Editor(s): Adrian Bromage (Coventry University, UK), Lynn Clouder (Coventry University, UK), Jill Thistlethwaite (University of Warwick, UK)and Frances Gordon (SHU, UK)
DOI: 10.4018/978-1-61520-889-0.ch024
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Abstract
This chapter describes an innovative interprofessional education (IPE) module delivered with a blended approach, incorporating face-face teaching and online problem based e-learning (PBeL) activities. This has been evaluated using qualitative and quantitative methods. The qualitative work provided an overall perspective on how students experienced IPE. The quantitative work demonstrated significant differences in how different professions experienced the same curriculum; it also provided a useful insight into attitudinal changes over the period of learning. The evaluation findings are presented here with discussion of their implications for future delivery of IPE. Key issues include: maximising student engagement by optimising the timing of the module, the development of IT skills and managing the professional ethnocentrism and differences in professional epistemology and philosophy, which impact on students expectations of, engagement with, and subsequently the delivery of IPE.
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