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The Capital Region of Denmark - a part of Copenhagen University Hospital
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The interprofessional learning experience: Findings from a qualitative study based in an outpatient setting

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  1. Emotions and clinical learning in an interprofessional outpatient clinic: a focused ethnographic study

    Research output: Contribution to journalJournal articleResearchpeer-review

  2. Teaching interprofessional teamwork in medical and nursing education in Norway: a content analysis

    Research output: Contribution to journalJournal articleCommunication

  3. Decision making and co-operation between stakeholders within the process of sick leave. A case study in a Danish municipality

    Research output: Contribution to journalJournal articleResearchpeer-review

  1. Emotions and clinical learning in an interprofessional outpatient clinic: a focused ethnographic study

    Research output: Contribution to journalJournal articleResearchpeer-review

  2. Advice for authors from the editors of Perspectives on Medical Education: Getting your research published

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  3. Validity assumptions for a multiple-choice test of medical knowledge with open-books and web access: A known groups comparison study

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  4. Eksamenskarakterer på medicinstudiet – skal, skal ikke

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Clinical interprofessional education has traditionally taken place in hospital wards, but much diagnosis and treatment have shifted to the outpatient setting. The logical consequence is to shift more students' clinical placements from the "bedside" to outpatient settings. However, it is unclear how we ensure that this shift maximises learning. The purpose of this article is to understand the authentic learning experience in an interprofessional outpatient clinic setting. We performed an exploratory case study with interviews of four nursing students, 13 medical students, and six staff members who worked in an interprofessional outpatient orthopaedic clinic from March 2015 to January 2016. The interviews were transcribed and analysed using systematic text condensation. The students' self-reported learning experience in this outpatient clinic was characterised by direct patient contact and by authentic, interprofessional, task-based learning, and a preference for indirect supervision when conducting uncomplicated patient consultations. The supervisors intended to create this interprofessional outpatient clinic experience by having a clear teaching approach based on adult learning principles in a safe and challenging learning environment. The shift to the outpatient setting was strongly and practically supported by the management. This study indicates that student learning can be shifted to the outpatient clinic setting if there is supportive management and dedicated supervisors who establish a challenging yet safe interprofessional learning environment.

Original languageEnglish
JournalJournal of Interprofessional Care
Volume31
Issue number5
Pages (from-to)613-619
Number of pages7
ISSN1356-1820
DOIs
Publication statusPublished - 10 Jul 2017

    Research areas

  • Journal Article

ID: 51492863