Future of Medical Education Journal

Future of Medical Education Journal

Interprofessional Learning: Medical and Nursing Students Experience of Participating in Breast Cancer Awareness Workshop

Document Type : Original Article

Authors
Rajani Ranganath 1
Miriam Simon 2
John Muthusami 3
1 Department of Pathology, College of Medicine & Health Sciences, National University of Science & Technology, P.C 321 Sohar, Sultanate of Oman.
2 Department of Psychiatry and Behavioural Science, College of Medicine & Health Sciences, National University of Science & Technology, P.C 321, Sohar, Sultanate of Oman
3 Department of Surgery, College of Medicine & Health Sciences, National University of Science & Technology, P.C 321, Sohar, Sultanate of Oman
10.22038/fmej.2023.65678.1480
Abstract
Background: The purpose of the study was to analyse interprofessional learning experience and the overall experience of the breast cancer awareness workshop among undergraduate medical and nursing students.  
Method: This was a cross-sectional study using mixed method design. The study was carried out for medical students of College of Medicine and Health Sciences, National University of Science and Technology, Oman and nursing students of Sohar Nursing Institute and the North Batinah Nursing Institute in November 2019. A total of 170 students attended the breast cancer awareness workshop. Out of which 105 (55 -medical and 50 – nursing) students filled the post workshop survey questionnaire. Thematic content analysis was done for open ended questions and quantitative type questions were analysed using SPSS software version 22.
Results: The feedback survey looked on four domains of learning experience 1) Interprofessional experience: students of nursing (54.8%) preferred to have frequent inter-professional training sessions when compared to medical students (6.2%) (P-value<0.001). 2) Teaching-learning strategies used: Hand-on activities (Breast self-examination activity on breast model method) was more preferred method when compared to others. 3) Personal: Students expressed to have improved knowledge on breast cancer and breast self-examination. 4) Overall experience: 96.1 % students agreed that the workshop was organized well and 98% felt the information was presented clearly.      
Conclusion: Interprofessional education is essential for collaborative practice in future which is important for quality of care and patient safety. Breast cancer and breast self-examination awareness programs can be a convenient way of initiating interprofessional education among health care students.
Keywords
Awareness
Breast cancer
Breast Self-Examination
Collaborative practice
Interprofessional learning
  1. Green BN, Johnson CD. Interprofessional collaboration in research, education, and clinical practice: working together for a better future. J Chiropr Educ. 2015; 29:1-10.
  2. Buring SM, Bhushan A, Brazeau G, Conway S, Hansen L, Westberg S. Keys to successful implementation of Interprofessional education: learning location, faculty development, and curricular themes. Am J Pharm Educ. 2009; 73(4):60.
  3. Thistlethwaite, J. Interprofessional education: implications and development for medical education. Educ Med. 2015;68-73:16
  4. Reeves S. Why we need interprofessional education to improve the delivery of safe and effective care. Interface (Botucatu). 2016; 20: 185-97.
  5. Tan CE, Jaffar A, Tong SF, Hamzah MS, Mohamad N. Comprehensive healthcare module: medical and pharmacy students’ shared learning experiences. Med Educ Online. 2014; 19.
  6. Jorm C, Roberts C, Lim R, Roper J, Skinner C, Robertson J, et al. A large-scale mass casualty simulation to develop the non-technical skills medical students require for collaborative teamwork. BMC Med Educ. 2016; 16:83.
  7. Strøm B, Pires Jorge J.A, Meystre N R, Kukkes T,  Metsälä E, Hafslund BA. Interprofessional work in early detection of breast cancer: An integrative review. Radiography (Lond). 2019; 25:170-77.
  8. Fatumo S, Shome S, Macintyre G. Workshops: a great way to enhance and supplement a degree. PLoS Comput Biol. 2014; 10(2):e1003497. doi: 10.1371/journal.pcbi.1003497.
  9. Artioli G, Cosentino C, Foà C, Sarli L. Inter-Professionalism in Health Care Post-graduate specialization: an innovative Laboratory. Acta Biomed. 2019 28; 90:8-16.
  10. Fleming R, Willgerodt MA. Interprofessional Collaborative Practice and School Nursing: A Model for Improved Health Outcomes. OJIN. 2017; 22: 3.
  11. Diggele V, Roberts C, Burgess A, Mellis C. Interprofessional education: tips for design and implementation. BMC Med Educ. 2020; 20: 455.
  12. Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative.
  13. Onan A, Simsek N. Interprofessional education and social interaction: The use of automated external defibrillators in team-based basic life support. Health Informatics J. 2019; 25:139-48.
  14. Talwalkar JS, Fahs DB, Kayingo G, Wong R, Jeon S, Honan L. Readiness for interprofessional learning among healthcare professional students. Int J Med Educ. 2016; 7:144-48.
  15. Papanna K, Kulkarni V, Tanvi D, Lakshmi V, Kriti L,  Unnikrishnan B,  et al. ‘Perceptions and preferences of medical students regarding teaching methods in a Medical College, Mangalore India. Afr. Health Sci. 2012; 13: 808-13.
  16. Jiraporncharoen W, Angkurawaranon C, Chockjamsai M, Deesomchok A,  Euathrongchit J. Learning styles and academic achievement among undergraduate medical students in Thailand. J. educ. eval. health prof. 2015; 12:1-7.
  17. Burgess A, Diggele V, Roberts C, Mellis C. Facilitating small group learning in the health professions. BMC Med Educ. 2020; 20: 457.
  18. Lama P, Kulkarni J, Tamang B, Sinha P. The impact and significance of small and large group teaching and learning in medical curriculum. J Anat Soc India. 2015; 2:2349-1604
  19. Burgess A, Roberts C, Diggele V, Mellis C. Peer teacher training program: interprofessional and flipped learning. BMC Med Educ. 2017; 17:239.
Future of Medical Education Journal
Volume 13, Issue 1
Winter 2023
Pages 8-13