Perceptions of interprofessional education in first-year Health Sciences students and teachers through Service-Learning in the context of COVID-19: a mixed analysis

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dc.contributor.authorLucero-Gonzalez, Nayadet
dc.contributor.authorAvello-Saez, Daniela
dc.contributor.authorFuentes-Lopez, Eduardo
dc.contributor.authorCalvo-Sanchez, Fernanda
dc.contributor.authorEspinosa-Repenning, Alejandra
dc.contributor.authorJeldes-Diaz, Paz
dc.contributor.authorFuentes-Cimma, Javiera
dc.contributor.authorVillagran, Ignacio
dc.contributor.authorRiquelme-Perez, Arnoldo
dc.date.accessioned2025-01-20T16:04:27Z
dc.date.available2025-01-20T16:04:27Z
dc.date.issued2024
dc.description.abstractIntroduction: Interprofessional education (IPE) is crucial for the training of future health professionals, promoting collaboration and teamwork between disciplines. This study analyzes the perceptions about IPE of students and teachers in first year health sciences courses, using a Service Learning (S-L) methodology, which was conducted online during the COVID-19 pandemic. Methodology: A sequential mixed-method approach was implemented involving 88 students and 12 faculty members from Occupational Therapy, Physiotherapy, Nutrition and Dietetics, and Speech Therapy. Results: The findings revealed significant differences in the disposition towards interprofessional learning and interprofessional education after the intervention, especially in Nutrition and Dietetics students. Furthermore, the qualitative analysis highlighted the favorable perception of students and teachers towards IPE in virtual mode. Key skills such as interaction, communication, commitment, respect, and empathy were highlighted. The triangulation of qualitative and quantitative data showed convergence in "teamwork" and "patient-centeredness". Conclusion: This study supports the importance of IPE in the undergraduate training of health professionals, even in virtual environments like the present. Students demonstrated an excellent disposition and patient-centered approach. These findings underscore the need to continue developing undergraduate IPE programs, equipping students with skills and competencies for their future professional careers.
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.rmclc.2024.05.013
dc.identifier.eissn0716-8640
dc.identifier.urihttps://doi.org/10.1016/j.rmclc.2024.05.013
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/89763
dc.identifier.wosidWOS:001356225200001
dc.issue.numero5-6
dc.language.isoen
dc.pagina.final411
dc.pagina.inicio400
dc.revistaRevista medica clinica las condes
dc.rightsacceso restringido
dc.subjectInterprofessional Education
dc.subjectCOVID-19
dc.subjectHealth Professions Education
dc.subjectOnline Teaching
dc.subjectService Learning
dc.subjectOnline Learning
dc.titlePerceptions of interprofessional education in first-year Health Sciences students and teachers through Service-Learning in the context of COVID-19: a mixed analysis
dc.typeartículo
dc.volumen35
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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