Implementation and evaluation of an interprofessional education initiative for students in the health professions

Abstract This paper reports the results of a 2‐year pilot study that involved 136 students from various health professions in 13 interprofessional education projects in north‐western Ontario, Canada. The educational model was based on principles of problem‐based, self‐directed, small group learning and combined a clinical placement with a series of interprofessional tutorials and other shared learning experiences. Project evaluation entailed the use of both quantitative and qualitative outcome measures. Student ratings revealed a high level of learner satisfaction. There was no change in student perceptions of interprofessional collaboration between pre‐test and post‐test. A difference was observed between professions, with rehabilitation students having more positive perceptions than medical students. Qualitative analysis of student journals revealed four major themes: (i) new insights into interprofessional roles and the potential for collaboration; (ii) increased understanding of aboriginal culture, spirituality and health beliefs; (iii) new insights into healthcare system issues in rural and remote regions; and (iv) reflections on the benefits and challenges to interprofessional learning. Although barriers to implementing interprofessional education exist, the need to overcome them is critical in order to better prepare health professional students for collaborative practice within a changing healthcare system. Lessons learned and strategies for success are discussed.