Nitzan Kligler, Chen Yu, Yafit Gabay
Reduced Implicit but not Explicit Knowledge of Cross-Situational Statistical Learning in Developmental Dyslexia
Cognitive science
health disabilities interprofessional education ipe course implemented join three healthcare disciplines together collaboratively plan implement reflect professional roles responsibilities goal purpose course create advancement interprofessional education practice within health science professions early students programs utilizing innovative teaching methods working directly individuals disabilities 72 students assigned interprofessional teams 1011 people asynchronous synchronous learning activities student teams worked together plan conduct communitybased client interviews quantitative qualitative evaluation methods used explore impact interprofessional experiential learning experiences qualitative data showed greater awareness understanding different roles responsibilities interprofessional teams well greater appreciation value interacting persons disabilities pwd training quantitative data showed significant change students understanding roles responsibilities member interprofessional team confidence working pwd future healthcare capacity well understanding social determinants health may influence healthcare experience pwd interprofessional education experiential learning opportunities good ways facilitate real patient care experiences team roles responsibilities enables healthcare students practice communication build relationships understand lived experience patients