An interprofessional problem-based learning course on rehabilitation issues in HIV PATRICIA SOLOMON, PENNY SALVATORI & DALE GUENTER McMaster University, Hamilton, Canada SUMMARY This study examined students’ perceptions of their learning through participation in an interprofessional problem- based course on rehabilitation and HIV. Students representing five health professions participated in an eight-week tutorial course. Qualitative analysis of journals that the students completed throughout the course, and of interviews of the students at completion of the course, revealed that they valued their learning experience. Students gained an appreciation of the roles of others and developed a sense of confidence through justifying their professional role. Through the interprofessional discussions, stu- dents were able to increase the breadth and depth of their learning and also gained a rehabilitation perspective. Learning related to HIV and rehabilitation is ideally suited to an interprofessional, problem-based environment. Introduction A variety of educational models and interventions for teaching health professionals about HIV/AIDS have been described in the literature. These have focused primarily on changing knowledge, attitudes and willingness to work with persons with HIV/AIDS (PHAs) (e.g. Armstrong-Esther et al., 1990; Feit et al., 1990). Early models targeted physicians and nurses; this was reflective of the terminal nature of the illness in the 1980s and early 1990s. With the advances in pharmacological management, PHAs in indus- trialized nations are now living longer. HIV/AIDS is viewed as a chronic rather than primarily a terminal illness. The result has been a proliferation of a variety of impairments and disabilities that are amenable to rehabilitation efforts (Nixon & Cott, 2000). This relatively recent shift in the natural history of HIV/AIDS has resulted in a lack of appreciation of the role of rehabilitation in the management of HIV-related disability. Education on theoretical and practical approaches to rehabilitation for persons with HIV/AIDS is lacking in health professional education programmes (Cross et al., 2000). The complexity of HIV/AIDS from social, psycho- logical, biological and ethical perspectives is ideally suited to a coordinated, interprofessional educational approach. However, little attention has been paid to the development of interprofessional educational programmes related to the rehabilitation of PHAs. Strauss et al. (1992) described an interdisciplinary educational approach related to HIV; how- ever, this did not appear to promote understanding of the roles of other health professionals. Other educational initiatives that focused on rehabilitation professionals limited the number of professional groups participating in the programme of study (Bagolun et al., 1998). The call for an increased emphasis on interprofessional education in the health sciences has been widespread. In 1988, the World Health Organization (WHO) discussed the importance of interprofessional education and collaborative practice within healthcare to provide promotive, preventive, curative, rehabilitative and other health-related services. There is some evidence indicating that patient health outcomes are superior when delivered by healthcare teams, though this is minimal and fraught with methodological challenges (Richardson et al., 1999; Schmitt, 2001). In a recent Cochrane review examining the effects of interprofes- sional education on professional practice and healthcare outcomes (Zwarenstein et al., 2002), no studies met the inclusion criteria of rigorous study design and inclusion of outcomes that directly affect the organization and delivery of patient care. In a recent comprehensive review Barr (2001) states that emerging evidence suggests that interprofessional education contributes to improving collaboration under favourable conditions. In spite of the lack of strong evidence to support the long-term effects of interprofessional educa- tion, there is broad support for its philosophical basis. The argument goes as follows: if students in the health sciences gain a better understanding and appreciation of one another’s roles in the provision of healthcare services and also learn to respect and value the input of other disciplines in the team decision-making process, then interprofessional collaboration is more likely to occur following graduation. Collaboration, in turn, will result in improved quality of care, effi- ciency of care, and ultimately better health outcomes for patients/clients. Byrne (1991) and Clark (1997) suggest that a coordinated and integrated approach to care is particularly important in the management of chronic and complex health problems. A problem-based learning (PBL) educational model would appear to be ideal for promoting appreciation and respect for the roles of other professions. In PBL, discussion centred on actual cases leads to definition of learning objectives and group-driven information gathering. The sharing of information and the discussion and debate that occurs through the small-group tutorial process promotes understanding of roles and teamwork. While the use of small- group discussions in HIV/AIDS educational initiatives has been described, these have not utilized an interprofessional or a problem-based approach. Correspondence: Patricia Solomon PhD, Associate Professor, School of Rehabilitation Science, Institute of Applied Health Sciences, 1400 Main St. W, Rm 430, Hamilton, Ontario, Canada L8S 1C7. Tel: 905-525-9140, ext. 27820; fax: 905-524-0069; email: solomon@mcmaster.ca Medical Teacher, Vol. 25, No. 4, July 2003, pp. 408–413 408 ISSN 0142–159X print/ISSN 1466–187X online/03/040408-6 ß 2003 Taylor & Francis Ltd DOI: 10.1080/0142159031000137418