Student experiences and learning outcomes of an interprofessional and international service-learning program: an exploratory study
4
Issued Date
2025-12-01
Resource Type
eISSN
14726920
Scopus ID
2-s2.0-105020713681
Pubmed ID
41184852
Journal Title
BMC Medical Education
Volume
25
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
BMC Medical Education Vol.25 No.1 (2025)
Suggested Citation
Kor P.P.K., Tan H.Z., Tsang A.P.L., Cheung K., Cheung S.P., Montayre J.R.G., Ko K.Y., Triastuti I.A., Widagdo T.M.M., Prasetyo Y.C., Amnatsatsue K., Kittiteerasack P. Student experiences and learning outcomes of an interprofessional and international service-learning program: an exploratory study. BMC Medical Education Vol.25 No.1 (2025). doi:10.1186/s12909-025-07970-6 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/113053
Title
Student experiences and learning outcomes of an interprofessional and international service-learning program: an exploratory study
Corresponding Author(s)
Other Contributor(s)
Abstract
Background: Healthcare professionals face increasing challenges in cultural diversity and multidisciplinary collaboration, particularly in addressing complex health issues. Traditional training often neglects critical skills such as cultural sensitivity and interprofessional collaboration. International Service-Learning (ISL) and Interprofessional Education (IPE) have been individually shown to develop these competencies. However, integrating ISL and IPE into a single programme has not been widely explored. This study aimed to: 1) explore the outcomes associated with an Interprofessional and International Service-Learning programme (IPISL) in supporting cultural awareness, readiness for interprofessional learning, interprofessional education collaborative competency, and perceived collective efficacy among undergraduate students; 2) explore students’ experiences with the program; and 3) to determine facilitators and barriers to the use of IPISL programme. Methods: A single-group pre-post design was adopted. One hundred twenty-two students from Hong Kong, the Philippines, Thailand, and Indonesia participated in a 2-week IPISL programme from May 2024 to August 2024. Outcomes were measured at baseline and post-programme, including cultural awareness, interprofessional collaborative competency, readiness for interprofessional learning, and perceived collective efficacy. Semi-structured focus group interviews were conducted to explore students’ experiences. Results: Participants included undergraduate students from Hong Kong (66.4%, n = 81), Indonesia (26.2%, n = 32), Thailand (4.1%, n = 5), and the Philippines (3.3%, n = 4). Significant improvements were detected in cultural awareness (p < 0.01), interprofessional collaborative competency (p < 0.001), readiness for interprofessional learning (p < 0.01), and collective efficacy (p < 0.05). The qualitative findings indicated that the program facilitated teamwork and group decision-making, enhanced professional skills and experience, promoted reflection on future professional conduct, and enhanced cultural awareness and inclusiveness. Conclusions: Integrating IPE into ISL may be associated with improvements in students’ cultural awareness, interprofessional collaborative competency, interprofessional learning readiness, and collective efficacy. Future studies with larger and more diverse samples are recommended to evaluate additional teaching and learning outcomes.