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Improvement of quality and safety in health care as a new interprofessional learning module – evaluation from students

Authors Gjessing K, Torgé CJ, Hammar M, Dahlberg J, Faresjö T

Received 17 February 2014

Accepted for publication 15 April 2014

Published 5 August 2014 Volume 2014:7 Pages 341—347

DOI https://doi.org/10.2147/JMDH.S62619

Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 2

Kristian Gjessing,1 Cristina Joy Torgé,2 Mats Hammar,3,4 Johanna Dahlberg,3 Tomas Faresjö1

1Department of Medical and Health Sciences/General Practice, 2Department of Social and Welfare Studies, 3Department of Clinical and Experimental Medicine, 4Obstetrics and Gynecology, Linköping University, Sweden

Background: Interprofessional teamwork is in many ways a norm in modern health care, and needs to be taught during professional education.
Description: This study is an evaluation of a newly introduced and mandatory learning module where students from different health profession programs used Improvement of Quality and Safety as a way to develop interprofessional competence in a real-life setting. The intention of this learning module was to integrate interprofessional teamwork within the students' basic education, and to give students a basic knowledge about Improvement of Quality and Safety. This report focuses on evaluations from the participating students (n=222), mainly medical and nursing students.
Materials and methods: To evaluate this new learning module, a questionnaire was developed and analyzed using a mixed methods design, integrating both qualitative and quantitative methods. The evaluation addressed learning concepts, learning objectives, and interprofessional and professional development.
Results and conclusion: A majority of students responded positively to the learning module as a whole, but many were negative towards specific parts of the learning module and its implementation. Medical students and male students were less positive towards this learning module. Improvements and alterations were suggested.

Keywords: interprofessional education, quality improvement, IQS, problem-based learning

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