The presetnation was about an interprofessional research methods course that includes students from nursing, exercise science, and other healthcare students. The course focused on a shared healthcare concern that has significant social and ethical considerations. The course used a team-based learning pedagogy to focus on multi-disciplinary research on the issue of concussions and contact sports. The course included studies using many different types of designs that adds to understanding the problem, information from social media on the topic, and films about the denial that exists in the sports industry about the topic.
Who’s on the team: When does football become an interprofessional sport?
- Private group -
St. Catherine University.
Wednesday, April 27, 2016
Event or Conference:
annual Interprofessional Education Summit. Design Thinking for People Centered Care: An Interprofessional Perspective .
Doubletree Hotel, 411 Minnesota St., St. Paul, Minn.
St. Paul, MNUnited States
Who’s On the Team: When Does Football Become an Interprofessional Sport Background: Students often experience research and evidence-based (EBP) courses as difficult to endure. Research courses tend to emphasize individual learning, even though research is mostly conducted in teams. Often the focus is on methods, critical reading skills, and scientific writing in which studies are divorced from their social, political, and ethical context. Engaging students in the research process requires an emphasis on inquiry-based learning that prepares health care students for team based practice, using evidence to improve patient care. Purpose: The goal is to develop an interprofessional research methods/EBP course that engages undergraduate healthcare students in learning the research process. The problem of concussions and football became the simulated case study for the course. Description: A team-based pedagogy including four essential elements (i.e., strategic formation of permanent teams, readiness assurance, application activities that promoted critical thinking and team development, and peer evaluation) is used to assist students to develop researchable questions and literature search strategies, appraise and synthesize evidence, make decisions about changing practice, and plan for implementation and evaluation. Implementation Strategies: Research Methods is a hybrid, 4-credit intensive writing course that uses a simulated EBP experience around concussions in football as an innovation to engage students from multiple fields of study. Interprofessional student teams engage in a problem solving experience, appraising literature from various disciplines, stories in the media, and ethical commentary. Program Evaluation: Feedback from students, faculty, and results of the Readiness for Interprofessional Learning Scale (RIPLS) pre- and post- course implementation will be shared. Recommendations: 1) Use a team-based pedagogy to facilitate student achievement of IPE competencies, 2) Incorporate significant, interprofessional topics to engage students, 3) Connect research within the social, political, and ethical context to foster continued interest in research and EBP.