Twelve tips on how to motivate healthcare professions students and their supervisors for Interprofessional Education

• Main Authors: Cora L.F. Visser, Saskia Oosterbaan, Birgitte Mørk Kvist, Gerda Croiset, Rashmi A. Kusurkar
• Format: Article
• Language: English
• Published: Association for Medical Education in Europe (AMEE) 2020-10-01
• Series: MedEdPublish
• Subjects: Interprofessional Education; Clinical reasoning; T-shaped professional; Self-determination theory; Scaffolding of learning; Twelve tips to make interprofessional learning motivating.
• Online Access: https://www.mededpublish.org/Manuscripts/3497

Special efforts in rotations are necessary to have students from different professions learn with, from and about each other to improve their collaboration and the quality of care. The twelve tips derived from the lived experiences and research from the authors, are intended to stimulate motivation for interprofessional education in students and their supervisors. Internalization of the value students place on interprofessional learning will improve their readiness for future interprofessional collaboration. While creating an autonomy-supportive learning environment, supervisors are capable of both scaffolding the learning of students from all professions, and learning themselves from these authentic situations. The authors promote a central place for the clinical reasoning of each profession in both the profession specific skills as well as in the communication, collaboration and team skills, thus enhancing the 'T shaped-professional' (Visser, 2018).