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Understanding the elements of a quality rural/remote interprofessional education activity: A rough guide
Author(s) -
Waller Susan,
Walker Lorraine,
Farthing Annie,
Brown Leanne,
Moran Monica
Publication year - 2021
Publication title -
australian journal of rural health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.48
H-Index - 49
eISSN - 1440-1584
pISSN - 1038-5282
DOI - 10.1111/ajr.12700
Subject(s) - acknowledgement , context (archaeology) , interprofessional education , quality (philosophy) , rural area , psychology , medical education , constructive , rural health , medicine , computer science , geography , health care , political science , process (computing) , philosophy , computer security , archaeology , epistemology , pathology , law , operating system
Aims To offer a rough guide to a quality rural/remote interprofessional educational activity. Context Australian remote and rural interprofessional undergraduate placements offered in Modified Monash Model 3‐6 locations. Approach Biggs' triple P framework from the interprofessional educational literature and Allport's contact hypothesis are used to describe map, and explore the educational dimensions and positive elements, of a quality rural/remote interprofessional educational activity. Conclusion Delivery of a quality interprofessional educational activity requires attention to all dimensions of the activity with acknowledgement of the value of the remote or rural contexts. Interprofessional learning requires constructive alignment and positive contact conditions to ensure a quality and sustained experience.