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

Western Australian Centre for Rural Health (WACRH)

Research output: Contribution to journal › Article › peer-review

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
DOIs	https://doi.org/10.1111/ajr.12700
Publication status	Published - Apr 2021

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10.1111/ajr.12700

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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.",

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

Abstract

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