Differences in Pre-licensure Interprofessional Learning: Classroom Versus Practice Settings

摘要: Abstract Background : Health Canada and Cochrane reviews indicate a need for rigorous outcome testing following interprofessional learning, particularly in practice settings. This led to research questioning whether knowledge, attitudes, perceptions, values, skills regarding collaborative patient care improve after learning classroom settings based on the degree of exposure compared control group. Methods Findings Pre-licensure students from seven health-profession programs were assigned three groups: Control (no intervention), Education (classroom-based learning), Full-Participant practice-based learning). They later surveyed assess outcomes. Immersion at an setting had greater impact scores than classroom-based education. Both interventions significantly improved related collaboration. Only immersion perceived importance sharing leadership. Changes education intervention persisted five-month follow-up. Conclusions Interprofessional positively impacted participants' perceptions teamwork. Use longitudinal study with group provided evidence that pre-licensure would increase awareness collaborate. encourage longerterm how various could future practitioners approach care.