Adopting a medium-impact blended learning design to address teaching- and learning-related challenges in large-group interprofessional teaching

M (Health Professions Education), North-West University, Potchefstroom CampusThe continuous changing health care and higher education landscape create unprecedented challenges in preparing health professionals. One such a challenge is fostering student engagement and interprofessional collaborative learning in a large class teaching and learning environment. The purpose of this study is to explore how Team-based Learning (TBL) can be used to enhance student engagement and interprofessional collaborative learning in a compulsory, philosophy-based module with a 1000+ students. Ethics approval was granted. Using all-inclusive voluntary sampling (n=346), this mixed method study was conducted with second-year students (N=1335), representative of fourteen health/social care professions. Qualitative data-collection included focus group interviews, using a semi-structured interview schedule, as well a post-module reflection activity. Quantitative data collected via the Learning Management System was used in an exploratory supportive manner. Findings revealed that working collaboratively in interprofessional teams, in-class learning activities such as the team readiness assurance test (tRAT), the clarification sessions and focused application task (FAT) enhanced behavioural, cognitive and emotional engagement. Moreover, exposure to diverse individual and disciplinary perspectives and approaches, challenged hegemonic thinking. Participants experienced improved interprofessional collaboration and collaborative learning, mutual respect, trust, communication skills, problem-solving and understanding disciplinary roles and thinking. This study contributes to the sparse research in South Africa, and especially in health science education, on the use of TBL to sufficiently enhance student engagement, and interprofessional collaborative learning in a large, undergraduate compulsory module with students from fourteen different health/social care professions.Master