Axel Rodríguez Rosa1,*, Rosalyn Ortiz Manso1, Isabel Rodríguez Candelario1, Alejandro Veintidós Feliú, MPH2, Ivonne Baerga Delgado, MPH2, Evy Monge Ortiz, MD, MPH2, Sandra Chinapen Barletta, PhD3, Yaritza Díaz Algorri, MS, DrPH4
1Fourth year medical student at San Juan Bautista School of Medicine, Caguas, PR
2Graduate from the Master’s in Public Health program at San Juan Bautista School of Medicine, Caguas, PR
3Department of Biomedical Sciences, San Juan Bautista School of Medicine, Caguas, PR
4Associate Dean of Graduate Programs, San Juan Bautista School of Medicine, Caguas, PR
*Corresponding to: Axel Rodríguez Rosa
Email: arodriguezrosa@sanjuanbautista.edu
Abstract
Health
care education is an ever changing subject, much like the science it’s based
upon. To ensure that students receiving this education continue to understand
the roles, responsibilities, and importance of other health-related
professions, a peer-based integrative model for learning is essential in the
education curriculum. The development of a Problem Based Interprofessional
Learning activity addresses the void in working in a multidisciplinary and
team-based patient care environment that currently exists in the medical
education. For development of this model, students from the medicine, public
health and nursing programs were distributed in multiple multidisciplinary
groups. Each group was assigned to analyze a clinical case and openly discuss
and develop a patient-care plan through a team-based, multidisciplinary
discussion. Before and after this session, the participants were required to
complete pre- and a post-assessment. After a discussion session, an expert
panel was brought to discuss adequate management of the case. Results showed
that, in general, students were impacted after the activity in terms of
familiarity with the aspect of working as part of an interprofessional team (p
= 0.0001; r = 0.47) and in the aspect of training as part of the same team (p
< 0.0001; r = 0.62) and an overall enthusiasm for the activity (p<
0.0001; r = 0.52. Students recognized the potential benefits of the activity for
improved patient care. This activity provided the initial pillar to further
develop a more integrative and collaborative patient care training method.
Implementation of this activity to modern educational curriculum would allow
students to more easily engage in and understand the impact of a
multidisciplinary, team-based approach to patient care.
How to cite this paper
Implementation of a Problem Based Interprofessional Learning (PBIL) activity: A pilot study
How to cite this paper: Rodríguez Rosa, A. et al. (2018) Implementation of a Problem Based Interprofessional Learning (PBIL) activity: A pilot study. In-ternational Journal of Clinical and Experimental Medicine Research, 2(5), 57-83.
DOI: 10.26855/ijcemr.2018.05.001
