Shared learning in health care professional education : an evaluation of third year medical, nursing, occupational therapy, physiotherapy and podiatry students' shared learning experiences

Abstract

This qualitative, description study investigates shared learning from the perspective of third year health care professional students.  A combination of semi-structured interviews and group discussions were carried out during 2000-2001, over a period of 10 months.  60 students were directly involved, which ensured that the study reflected the views and experiences of a representative group.  An interview checklist was used, full transcripts were produced and then analysed using the Nudist software package.  As a single-handed  researcher, my contribution and capacity to reflect on this is central to this study.

Participants shared memorable learning experiences gained in both academic and clinical areas.  The cumulative effects of shared learning over three years were explored and based on this experience, a framework for shared learning that could be implemented in the future was recommended.  Early inclusion of shared learning into the programme was endorsed, with a main body of work being carried out in year three when students appreciated the importance of inter-professional education to practice.  Participants were in favour of shared learning that was relevant to clinical practice and locally based clinical workshops were highly valued.  Case studies, discharge planning and collaborative work in small groups were the activities chosen to enhance learning.  A suggested way of increasing the relevance of shared learning was to involve experience students in developing and carrying out sessions with less experienced students.

A willingness to share responsibility with educators was expressed by participants, who indicated that collaboration was needed to plan and implement appropriate shared learning.  Participants suggested realistic, manageable solutions to some of the inherent problems in shared learning.  The localised results cannot be generalised, however, important lessons can be learnt about what it is like to be the recipients of inter-professional education at this time of change and development.

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