PART I | Background | · Age · Degree program · Earlier experiences of IPE |
PART II According RIPLS | Teamwork and collaboration From original scale statements 1 - 5, 7 - 9 | · Learning with other students will help me to become a more effective member of a health care team · Patients would ultimately benefit if health care students worked together to solve patients problems · Shared learning with other health care students will increase my ability to understand clinical problems · Learning with health care students before qualification would improve relationships after qualification · Communication skills should be learned with other health care students · For small group learning to work, students need to trust and respect each other · Team-working skills are essential for all health care students to learn · Shared learning will help me to understand my own limitations |
Professional identity From original scale statements 10 - 13, 15 - 16 | · I don’t want to waste my time learning with other health care students · It is not necessary for undergraduate health care students to learn together · Clinical problem-solving skills can only be learned with students from my own department · Shared learning with other health care students will help me to communicate better with patients and other professionals · Shared learning will help me to clarify the nature of patient’ problems · Shared learning before qualification will help me to become a better team worker | |
Roles and responsibilities From original scale statements 17, 19 | · The function of nurses and therapists is mainly to provide support for doctors · I’m not sure what my professional role will be | |
PART III | Pair training | · Training together promoted pair work skills · Pair training helped to understand the importance of IPC · Pair training clarified the overall view of preventive and holistic health care |
PART IV Open questions | Learning experiences | · Personal learning experience · Suggestions to develop IP training |