Understanding the elements of a quality rural/remote interprofessional education activity: A rough guide

Susan Waller, Lorraine Walker, Annie Farthing, Leanne Brown, Monica Moran

    Research output: Contribution to journalComment/debate

    1 Citation (Scopus)

    Abstract

    Aims: To offer a rough guide to a quality rural/remote interprofessional educational activity. Context: Australian remote and rural interprofessional undergraduate placements offered in Modified Monash Model 3-6 locations. Approach: Biggs' triple P framework from the interprofessional educational literature and Allport's contact hypothesis are used to describe map, and explore the educational dimensions and positive elements, of a quality rural/remote interprofessional educational activity. Conclusion: Delivery of a quality interprofessional educational activity requires attention to all dimensions of the activity with acknowledgement of the value of the remote or rural contexts. Interprofessional learning requires constructive alignment and positive contact conditions to ensure a quality and sustained experience.

    Original languageEnglish
    Pages (from-to)294-300
    Number of pages7
    JournalAustralian Journal of Rural Health
    Volume29
    Issue number2
    Early online date2021
    DOIs
    Publication statusPublished - Apr 2021

    Keywords

    • constructive alignment
    • health care student
    • interprofessional collaboration
    • outcomes
    • professional placement

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