Australian evidence for interprofessional education contributing to effective teamwork preparation and interest in rural practice

TLDR

The pilot interprofessional education placement involved medical, nursing, physiotherapy, and pharmacy students in rural Victoria, Australia, and the project remains ongoing. The study aims to describe the educational model and evaluate its impact through student feedback. The program consisted of a 2001‑2003 IPE placement that incorporated a structured educational framework and systematic evaluation methods. Student evaluations reported improved teamwork skills, greater confidence in interprofessional practice, and a stronger intention to work in rural health settings, supporting the program’s continued expansion.

Abstract

A pilot interprofessional education (IPE) placement for undergraduate health care professional students was undertaken in rural Victoria, Australia from 2001 to 2003. Medical, nursing, physiotherapy and pharmacy students were involved, and the project is ongoing. This paper briefly outlines the educational model, then focuses on the evaluation methods and results obtained from student evaluations. The placement experience improved self-reported teamwork skills and knowledge, and supported participating students' belief in the value of interprofessional practice. Placements strengthened nursing and allied health students' intention to work in rural health settings after graduation. The rural interprofessional educational experience improved interprofessional abilities in a group of students who have the potential to influence change towards collaborative practices in their future workplaces. The results obtained provide sufficiently strong evidence to justify the continuation and expansion of this educational model in the Australian setting. Pedagogical and evaluation modifications are discussed that may benefit future IPE programs.