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Abstract

Interprofessional learning (IPL) is vital for developing work-ready healthgraduates and enhancing outcomes of people living with persistent pain.Our aim was to pilot an authentic IPL workshop on persistent pain inan Exercise Physiology Clinic. We also sought to explore the applicationof Adult Learning and Social Identity theories in understanding learningoutcomes.Thirty students from five health disciplines participated in a half-dayworkshop on IPL and persistent pain, facilitated by multidisciplinarystaff. Workshop activities included authentic, simulated case studies andproblem-based learning. A mixed-methods, pre-post survey showedsignificant increases in students’ confidence in understanding their ownand others’ discipline roles in managing persistent pain (p

Item Type:	Article
Authors/Creators:	Bridgman, H and Bird, ML and Heyworth, KJ and Maine, G and Hardcastle, SG and Murray, SL and Radford, J and Elmer, SL and Norris, KA and Dean, T and Marlow, AH and Williams, AD and Todd, AM
Keywords:	interprofessional learning, chronic pain, learning theories
Journal or Publication Title:	Journal of Applied Learning & Teaching
Publisher:	Kaplan Singapore
ISSN:	2591-801X
DOI / ID Number:	10.37074/jalt.2020.3.s1.11
Copyright Information:	Copyright 2020 The Authors. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/
Related URLs:	Google Scholar: Bridgman, H UTAS Profile: Bridgman, H Google Scholar: Bird, ML UTAS Profile: Bird, ML UTAS Profile: Hardcastle, SG Google Scholar: Murray, SL UTAS Profile: Murray, SL Google Scholar: Radford, J UTAS Profile: Radford, J Google Scholar: Elmer, SL UTAS Profile: Elmer, SL Google Scholar: Norris, KA UTAS Profile: Norris, KA UTAS Profile: Marlow, AH Google Scholar: Williams, AD UTAS Profile: Williams, AD
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