A new venture in interdisciplinary student learning in a co-located health service
Kathryn Powell A B , Nigel Stocks A and Caroline Laurence AA Discipline of General Practice, School of Population Health, The University of Adelaide North Terrace, Adelaide, SA 5005, Australia. Email: nigel.stocks@adelaide.edu.au; caroline.laurence@adelaide.edu.au
B Corresponding author. Email: powkj001@gmail.com
Australian Health Review 40(2) 205-209 https://doi.org/10.1071/AH14241
Submitted: 9 December 2014 Accepted: 9 July 2015 Published: 7 September 2015
Abstract
Learning about interdisciplinary health approaches is important for students of health professions. Yet, interdisciplinary learning programs are sparse within primary health clinics. Larger health care complexes, such as superclinics in Australia, offer interdisciplinary learning opportunities for health, but also pose difficulties. This case study describes the introduction of an interdisciplinary student learning program in Adelaide, South Australia, over a 1-year period. The objectives of the program were for students to: (1) understand the range of patient needs in primary healthcare (PHC); (2) identify circumstances in which the involvement of another professional may benefit patients; and (3) learn more about team work. Despite barriers, the practice environment was found to be suitable for student learning. Program modifications were made in response to the need for scheduled time for clinic staff to work with students, non-simultaneous student placements, a need for a coordinator, the availability of discipline-specific supervision and the need to provide incentives for students to participate, particularly giving course credits or recognition. Embedding interdisciplinary programs in a clinic setting requires time and resources. The present case study demonstrates that larger PHC clinics have the potential to implement interdisciplinary learning programs based on an authentic learning approach.
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