Teaching Matters 2018 | Presentation Details | 2018
Evaluation of an interprofessional, student co-facilitated community chronic pain management program
Heather Bridgman, School of Health SciencesGreer Maine, School of Health SciencesSandra Murray, School of Health SciencesAndrew Williams, School of Health SciencesSibella Hardcastle, School of Health SciencesMarie-Louise Bird, School of Health SciencesJan Radford, School of MedicineAnne Todd, School of MedicineShandell Elmer, School of MedicineTracey Dean, School of MedicineKimberley Norris, School of MedicineAnnette Marlow, College of Health and Medicine
Excellent teaching engages students and encourages them to learn
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Inter-professional learning (IPL) in real-world settings is vital for developing work-ready graduates of health disciplines to foster capabilities in collaboration, multidisciplinary knowledge and communication. These skills are essential in enhancing outcomes of patients with chronic conditions such as chronic pain, a prevalent condition that increases with age. As the culmination of a three-part IPL project, twenty two students from six health disciplines participated in or co-facilitated components of a six-week group chronic pain management program piloted through the University of Tasmania Exercise Physiology Clinic, Newnham campus. The program consisted of a one-hour group education session and a one-hour individualised, student supervised exercise session. Twelve community members with chronic pain and one carer participated.
The program was evaluated using a tailored survey. Seven students and nine participants completed the evaluation. A conventional content analysis was undertaken. Student data revealed three categories including the importance of IPL, understanding chronic pain and program improvement suggestions. Participant data also revealed three categories including beneficial aspects of the program; positive peer support; and, positive pain outcomes.
Outcomes indicate the program enhanced student engagement with learning and workforce readiness, offering an opportunity to consolidate IPL skills. Several challenges were highlighted including coordinating six disciplines’ timetables and learning priorities and data collection within a busy clinic setting. Although a pilot program, this real-world opportunity demonstrates value to student IPL and benefits the community. The results offer impetus to explore ways to sustainably implement the program long term.