Back to Journals » Journal of Multidisciplinary Healthcare » Volume 16

Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study [Letter]

Authors Idrus HH , Mustamin M, Zulfahmidah

Received 27 December 2022

Accepted for publication 5 January 2023

Published 11 January 2023 Volume 2023:16 Pages 39—40


Checked for plagiarism Yes

Editor who approved publication: Dr Scott Fraser

Hasta Handayani Idrus,1,* Mustamin Mustamin,2,* Zulfahmidah3,*

1Department of Microbiology, Faculty of Medicine, Universitas Muslim Indonesia, Makassar, Indonesia; 2Department of Nutrition, Polytecnic Ministry of Health, Makassar, Indonesia; 3Department of Biochemistry, Faculty of Medicine, Universitas Muslim Indonesia, Makassar, Indonesia

*These authors contributed equally to this work

Correspondence: Hasta Handayani Idrus, Faculty of Medicine, Universitas Muslim Indonesia, Urip Sumoharjo Street KM 05, Makassar, South Sulawesi, Indonesia, Email [email protected]; [email protected]

View the original paper by Dr Almalag and colleagues

A Response to Letter has been published for this article.

Dear editor

We have read a paper by Almalag et al on Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study. We congratulate the authors for their invaluable findings in the world of health education.1 Therefore we want to share our views on this study as well as provide input that can build and develop this research if we want to continue it in the future by other researchers who also want to test Kolb’s theory.

The study conducted by Almalag et al aims to review and assess the impact of public awareness on multi-disciplinary teams in carrying out their work especially in health services on interprofessional competence with the participation of health science students using Kolb’s learning theory as a framework. Almalag et al wanted to see how communication contributes in a multidisciplinary team, including interprofessional hierarchies, fast paced healthcare settings and interruptions in communication styles between different healthcare professions. But besides communication, there are also a number of things that we need to pay attention to in assessing this multi-disciplinary interprofessional, namely the work experience that each Health student has that is different which might have a big influence on the decisions they will take later and also their reactions to cases that they will get later when they are directly involved in patient care, therefore we suggest to Almalag et al to add this goal to their future research so that they can test Kolb’s theory more effectively and efficiently on the same sample, namely health students.2

This study uses a qualitative descriptive method using thematic analysis which is carried out through a series of focus group sessions, the method used by Almalag et al is appropriate but we would like to give a suggestion to be able to try using the cross-sectional online survey method so that you can see as a whole how responses and reactions from health students who come from various multi-disciplines can explore their experiences in working in teams and groups and compare them and decide on the right course of action in treating patients later when they work later. This has been done by Reinders et al in dealing with cases of malnutrition against the attitudes and actions of various multi-disciplinary health workers.3

In conclusion, we agree that Kolb’s theory can be used as a reference for reviewing and assessing the impact of public awareness on multi-disciplinary teams in health care where the results show as many as 21 students from five different health science colleges (Medicine, Nursing, Dentistry, Pharmacy, and Applied Medical Sciences) provides a fun, interesting, innovative, and educational response to the application of Kolb’s theory. As well as preparing them for the real world. However, it still takes a lot of experience from the students themselves to be able to really apply a cooperative attitude in interacting with other multi-disciplines in the health sciences so that they will not be awkward and stiff in handling patients with the application of many disciplines.4


The authors report no conflicts of interest in this communication.


1. Almalag HM, Saja M, Abouzaid HH, et al. Evaluation of a multidisciplinary extracurricular event using Kolb’ s experiential learning theory: a qualitative study. J Multidiscip Healthc. 2022;15:2957–2967. doi:10.2147/JMDH.S389932

2. Idrus HH, Modding B, Basalamah S. Collective competence as an enable for services integration in health and social care services [letter]. J Multidiscip Healthc. 2022;15:2901–2902. doi:10.2147/JMDH.S387719

3. Reinders JJ, Hobbelen JSM, Tieland M, Weijs PJM, Jager-Wittenaar H. interprofessional treatment of malnutrition and sarcopenia by dietitians and physiotherapists: exploring attitudes, interprofessional identity, facilitators, barriers, and occurrence. J Multidiscip Healthc. 2022;15:1247–1260. doi:10.2147/JMDH.S358237

4. Al-Jayyousi GF, Rahim HA, Hassan DA, Awada SM. Following interprofessional education: health education students’ experience in a primary interprofessional care setting. J Multidiscip Healthc. 2021;14:3253–3265. doi:10.2147/JMDH.S318110

Creative Commons License © 2023 The Author(s). This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms.