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

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

doi:10.1111/ajr.12700

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 journal › Comment/debate

4 Citations (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 language	English
Pages (from-to)	294-300
Number of pages	7
Journal	Australian Journal of Rural Health
Volume	29
Issue number	2
Early online date	2021
DOIs	https://doi.org/10.1111/ajr.12700
Publication status	Published - Apr 2021

Keywords

constructive alignment
health care student
interprofessional collaboration
outcomes
professional placement

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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ER -

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

Abstract

Keywords

UN SDGs

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