Open AccessInterprofessional education: evaluation of a radiation therapy and medical physics student simulation workshop
Author(s) -
Jimenez Yobelli A.,
Thwaites David I.,
Juneja Prabhjot,
Lewis Sarah J.
Publication year - 2018
Publication title -
journal of medical radiation sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.484
H-Index - 18
eISSN - 2051-3909
pISSN - 2051-3895
DOI - 10.1002/jmrs.256
Subject(s) - bespoke , interprofessional education , medical education , medicine , perception , psychology , health care , neuroscience , political science , law , economics , economic growth
Abstract Introduction Interprofessional education (IPE) involves two or more professions engaged in learning with, from and about each other. An initiative was undertaken to explore IPE for radiation therapy (RT) and medical physics (MP) students through a newly developed workshop based around simulated learning. The aims of this study were to explore RT and MP students’ perceptions of working as part of a collaborative team and of their own and the other group's professional roles. Student perceptions of the simulation education tool, the virtual environment for radiotherapy training (VERT) system, were also investigated. Methods RT and MP students were invited to participate in a 4‐hour interprofessional workshop. Pre‐ and post‐workshop surveys were employed to collect demographic data, students’ perceptions of interdisciplinary education (interdisciplinary education perception scale (IEPS)) and workshop evaluation (bespoke questionnaire). Results Fifteen students attended the workshop (RT, n = 8; MP, n = 7). Thirteen pre‐ and post‐questionnaires were returned (Pre‐questionnaire: RT, n = 6, response rate, 75%; MP, n = 7, response rate, 100%; post‐questionnaire: RT, n = 7, response rate, 87.5%; MP, n = 6, response rate 85.7%). For both student groups combined, IEPS scores ranged from 64 to 108 and 71 to 108 in the pre‐ and post‐questionnaires, respectively, with insignificant differences in the mean scores post‐intervention ( Z = −1.305, P = 0.192). Satisfaction with VERT as a simulation tool was high for both student groups. Conclusions The interprofessional student workshop served to promote interprofessional collaboration for RT and MP students. VERT was reported as an appropriate education tool for this purpose, enabling access to virtual clinical equipment common to both student groups. It is suggested that IPE continues to be offered and investigated in RT and MP students, in order to improve effective interprofessional strategies which may enrich future professional collaboration.