Strategies and focus at an integrated, interprofessional training ward

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Abstract
For the last ten years, the main characteristics of the education for students at the Faculty of Health Sciences, Linköping, Sweden, have been problem based learning (PBL) together with programme integration. A few years ago, rotation at the Training ward at the Department of Orthopaedics was made a compulsory element for students in the six programmes. The students practise teamwork in a realistic care environment under professional supervision. An evaluation of the first year at this training ward was carried out partly based on qualitative data from students from all the programmes involved. The qualitative analysis, based on interviews and the critical incident method, focused on the integrated teamwork and how the students make use of everyday activities in order to collaborate and understand each other's competences. Students integrated by applying three different strategies. These strategies were delegation, differentiation and discussion together with a situational focus on the specific task, on an individual basis or on sessions with students and tutors. Critical examples of efficient situations for training interprofessional work were joint rehabilitation work with just one fellow student, planning for the patient going home and emergency situations. Two different modes of integration were used by the students; the equal work distribution approach and the life-long learning approach. The main differences between the students are described in terms of contrasting forms of experiencing. This part of the evaluation leads to a more profound understanding of the premises of interprofessional, undergraduate training.