Abstract:

The primary objective resides in the advancement of interprofessional collaborative learning within the domain of health sciences through the utilization of the problem-based learning methodology. We posit the introduction of a seminars program encompassing clinical cases to cultivate interprofessional competencies, affording students an opportunity to grasp their professional identity more comprehensively, amplify their cognizance and refine roles. Methodologically: our initiative unfolds across three phases. The initial phase, we carefully elected three courses for participation, two courses as basic subjects of the Medical Degree curriculum: Cellular Biology and Genetics, imparted during the inaugural semester of the first year, and one elective from the Physiotherapy Degree. It is envisaged that the participation would encompass 60 students from the Medical Degree and 20 students from the Physiotherapy Degree. At the outset of the academic term, the teachers responsible for each subjects harmonize their efforts to formulate and present specific clinical cases. These clinical scenarios are subsequently apportioned among the student cohort, with each group accommodating a maximum of 10 students. The students undertake the analysis and resolution of the cases via an interdisciplinary and interprofessional paradigm. This pedagogical construct empowers students to actively collaborate within teams via the virtual campus interface. Each group is endowed with a dedicated forum, while teachers adopt the roles of moderators and guides. In the ensuing second phase, a public exposition of the clinical case transpires through oral presentations, followed by a structured session for questions and debates, inclusive of all students enrolled in the course and the attending teachers. The third phase witnesses the students creating and curating a blog to disseminate content in written and audiovisual formats. Ultimately, a satisfaction survey is conducted among both the student and the teacher to discern and correlate outcomes garnered from the survey questionnaire with their intrinsic assessments. The correct resolution of this multifaceted activity contributes 10% to the final grading in each of the previously referenced subjects. Results: findings indicate that interprofessional collaborative learning, framed within the problem-based paradigm, among the students effectively develops a suite of competencies encompassing teamwork, role assimilation, conflict resolution, leadership, interprofessional communication, parity, tolerance, respect for diversity, and multiculturalism. Students are capacitated to synthesize and apply acquired knowledge spanning diverse subjects in the resolution of a task, achieved through case analysis and the medium of blog composition, thereby fostering academic progression and demonstrable improvements in academic performance and engagement. Both student and teacher satisfaction surveys consistently underscore the value of this integrative endeavor within the pedagogical framework. Conclusions: this study serves to substantiate the pivotal role of interprofessional learning as an instrumental avenue for university students to delve into and refine their professional values within the domain of health education. The outcomes of this study affirm the significance of integrating such initiatives into the curricula of various health-oriented degrees, amplifying the academic and professional evolution of the student cohort.

Keywords:

Collaborative and interprofessional education, Problem-Based Learning, Teamwork, Healthcare.