
%0 Journal Article
%A Pullon, Sue 
%A McKinlay, Eileen 
%A Beckingsale, Louise 
%A Perry, Meredith 
%A Darlow, Ben 
%A Gray, Ben 
%A Gallagher, Peter 
%A Hoare, Kath 
%A Morgan, Sonya 
%T Interprofessional education for physiotherapy, medical and dietetics students: a pilot programme
%J Journal of Primary Health Care
%D 2013/03/01
%V 5
%N 1
%P 52-58
%K 
%R https://doi.org/10.1071/HC13052
%U https://www.publish.csiro.au/paper/HC13052 
%X INTRODUCTION: Interprofessional education (IPE) has been shown to enhance interprofessional practice among health professionals. Until recently there has been limited opportunity to undertake such initiatives within existing pre-registration degree courses in New Zealand. AIM: This study aimed to test the feasibility of delivering an interprofessional component within existing health professional courses for medicine, physiotherapy and dietetics at the University of Otago, Wellington, New Zealand. METHODS: An interprofessional case-based course component (on chronic condition management) was developed by academic clinical teachers from schools of medicine, physiotherapy and dietetics at the same location. Evaluation was undertaken using a previously validated pre- and post-survey tool, to ascertain changes in attitude among students towards interprofessional practice, IPE and the effectiveness of health care teams. Focus groups were conducted with students and teachers. RESULTS: Survey results indicated pre-existing positive attitudes to interprofessional practice and education among students. There was a statistically significant increase in positive attitude towards such practice and education, and increased confidence in the effectiveness of heath care teams. Focus group findings were consistent with the survey results for students, and highlighted challenges experienced by the teachers. DISCUSSION: Students and teachers alike enjoyed the interprofessional interaction and benefited from a collaborative approach to chronic condition management. The timing and nature of learning activities and assessment methods created logistical challenges. Such course components have potential to improve collaborative practice and the quality and safety of health care among graduates. Interprofessional course components need to be equitable across disciplines and embedded in the unidisciplinary courses. KEYWORDS: Dietetics; education; interprofessional relations; medicine; New Zealand; physiotherapy; primary health care 
