Development of an Interprofessional Education Learning Model for Health Promotion and Disease Prevention, Using the Community-Based Approach

Abstract

This research and development aimed to analyze the situation of interprofessional   education (IPE), using the community-based learning (CBL) approach for health promotion and disease prevention among health sciences students, and to evaluate the effectiveness of the developed learning model. Research was divided into 4 phases. Situation analysis was firstly performed on IPE (Research-R1: Analysis and Design) by using in-depth interviews and focus groups among First-Year health sciences students. Data were analyzed by using descriptive statistics, while qualitative data were analyzed by content analysis. Secondly, design and development of the IPE Learning model (Development-D1: Development Model) was shaped, including IPE manual, evaluation forms. Questionnaires were developed including knowledge, learning outcomes, skills, leadership, and attitudes towards IPE. These were approved by five experts and applied to 30 health sciences students (Research-R2: Implementation). Samples were selected by using purposive sampling, and they were willing to participate. Data collection was then conducted by using focus groups. IPE model and the IPE manual were duly revised before implementing (Development-D2: Development). Thirdly, the IPE model was implemented (Research-R3: Implement) with health sciences students (n=50), all selected by using purposive sampling. Students were willing to participate by using questionnaire and in-depth interview for data collection. Finally an evaluation of effectiveness of IPE learning model (Development-D3: Evaluation) was done. Data were analyzed by using descriptive statistics, and pair t-test. Qualitative data were analyzed by using content analysis.   

The results revealed as follows.

1. There were no specifically contents of IPE model by using CBL approach for health promotion and disease prevention among health sciences students. Knowledge of IPE was at moderate level and so was the learning of IPE. However, the ability of interprofessional working and experience was not sufficient in health care and primary care setting. It was recommended to integrate IPE and CBL.

2. The development of IPE leaning model for health promotion and disease prevention by using CBL was successful in 4 main components, including: 1) concept and principles, 2) objectives, 3) processes (awareness, attitude, knowledge, situation, and CBL), 4) outcomes, and 5) key success factors (policy maker by administrator, networking, community engagement and CBL approaching).

3. The efficiency of model evaluation showed a significant difference in terms of knowledge, learning, attitudes, and leadership scores towards IPE working with interprofessional team, between before and after participating in learning model (p<.001). Administrator boards, faculty, mentors, students, and community delegates reflections on the learning model was appropriate and should be implemented for developing, sustaining IPE for enhancing performance practice in CBL.