Building Better Together: Understanding Interprofessional Collaboration and Student Perceptions in a Classroom Case Study
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Authors
Vantil, Katie
Date
Type
thesis
Language
eng
Keyword
Interprofessional , Interdisciplinary , Education , Collaboration , Rehabilitation Science , Engineering
Alternative Title
Abstract
The disciplines of rehabilitation sciences and engineering are known work extensively in teams and require the competencies for effective collaboration as outlined by each discipline’s regulatory body. To make a positive impact in their respective professions, students must learn with, from, and about each other to create and perform as effective players in a team environment. The course Building Better Together (BBT) was created as a collaborative learning and leadership initiative, that seeks to enable students to gain a deeper understanding of their respective roles during the design process. To better understand the impacts of interprofessional education and the processes involved in team functioning in Building Better Together, three research objectives were developed. The first objective was to explore the behaviours exhibited during interdisciplinary collaboration in a classroom case study. The second objective was to determine if there were any links between the strength of the team’s collaboration and team grades. The third objective was to examine the students’ perspectives on learning and collaborating in an interdisciplinary environment.
Two studies were conducted to address these three objectives. The first study analyzed video footage of four teams to understand patterns in team behaviour and included links to course grades and peer assessments. Three key themes of interprofessional knowledge, partnership, and task focus were identified along with links between high course grades and strong team collaboration. The second study examined four self-report assessment tools to gain understanding of the student perspective on the skills required for interprofessional collaboration. Overall the students’ scores suggest they value the learning experience and feel that they are able to collaborate and learn as part of an interdisciplinary team.
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Attribution-NoDerivs 3.0 United States
Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.