Quality Development in the Interprofessional Education from Perspectives of Health Science Teachers: A Qualitative Study
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Abstract
This descriptive qualitative research aimed to describe and discuss the quality development of interprofessional education from perspectives for health sciences students from perspectives of instructors. Key informants were 10 instructors who had experienced in developing and teaching students with the interprofessional program from the College of Nursing and Sirindhorn College of Public Health in the academic year 2020 and 10 mentors from health care sectors who had experienced in supervising students in the interprofessional program. Data were collected by individual in-depth interviews. Data were analyzed by using Hatch’s method.
The results of the study showed that from the perspectives of key informants, quality of the interprofessional program could be improved by 3 main issues and 9 sub-main issues as follows: 1) administrators support 1.1) time and 1.2) budget for innovative development of students; 2) designing teaching methods with clear goals, continuous, and authentic: 2.1) clear goal to develop students' interprofessional competencies, 2.2) adding contents that promote teamwork skills, 2.3) using a proactive teaching style: authentic, integrated, and practical from easy to difficult, 2.4) continuous teaching, and 2.5) a variety of measurement and evaluation tools and assessors; and 3) a teacher as a role model both parts of 3.1) teaching techniques and 3.2) teamwork. Therefore, educational institutions should take these issues into account for further improvement and development of the interprofessional program for health science students.
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