Enablers and Barriers to Implementing an Interdisciplinary Experiential Learning Program for Health and Rehabilitation University Students in a Canadian Rehabilitation Centre.

Research Objectives: To investigate the barriers and enablers to creating an interdisciplinary experiential learning program for various health sciences students at a rehabilitation centre. This study aims to formulate a list of recommendations to implementing this type of program at any rehabilitation centre.

Design: This is a qualitative study consisting of one-on-one semi-structured interviews. Interviews and data analysis followed the Theoretical Domains Framework (TDF), designed to identify possible cognitive, affective, social, and environmental influences on program implementation.

Setting: Parkwood Institute (rehabilitation centre), in London, ON, Canada.

Participants: Three individuals from four key stakeholder groups (rehabilitation centre leaders, university clinical coordinators, health and rehabilitation students, and clinicians) were interviewed for a total of 12 participants. Participants were identified to help with the understanding of developing an interdisciplinary experiential learning program.

Interventions: N/A

Main Outcome Measures: Two researchers coded data independently to identify major themes of enablers and barriers to implementing an interdisciplinary experiential learning approach to rehabilitation care. A list of recommendations to implementing an interdisciplinary experiential learning program to university students at a rehabilitation centre, with specific knowledge being informed from Parkwood Institute and Western University students.

Results: From a total of 12 interviews, the main themes identified were (1) enablers (reinforcement, beliefs and consequences, optimism, professional identity, knowledge, skills), (2) barriers (environment/resources, beliefs and capabilities), (3) and program development (goals). Recommendations were created and a representative from each stakeholder group reviewed and provided feedback to inform the final set of recommendations.

Conclusions: Providing recommendations to developing an interdisciplinary experiential learning program for university students within rehabilitation centres will support the development of interdisciplinary programs in teaching hospitals and provide an exploration into the potential impact these programs could have. Developing programs that could positively impact patient outcomes, enhance educational curricula, and provide students clinical experiences are critical to increasing more supportive opportunities to students, clinicians, and patients. Future research and pilot studies will need to be conducted to fully understand the effects of implementing an interdisciplinary experiential learning approach within rehabilitation centres.

Author(s) Disclosures: None.