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Based on previous studies, it was hypothesized that the personal background of students, including previous qualifications and work experience, may be one factor affecting their perceptions of interprofessional education. In a cross-sectional study, the associations between students' (N = 149) gender, major subject, previous degrees, and interprofessional work experience, perceptions of interprofessional education, and appraisal of members of their own profession in interprofessional cooperation were examined. According to the most noteworthy results, having more interprofessional work experience and a previous degree from a university of applied sciences was associated with perceiving interprofessional studies to be more useful. Moreover, having less interprofessional work experience was associated with perceiving members of one's own profession more positively regarding interprofessional cooperation. It is suggested that also these background variables are considered when designing and implementing interprofessional education.

This article examines an interdisciplinary clinical study module called the Social Law Clinic targeted for students of law and social work. The aim of this article was to review the pedagogy of the course from the students' perspectives. The data consists of 29 learning reflections written by social work and law students who participated in the course during semesters between 2017 and 2019. The data was analysed using theory-driven content analysis. The theoretical framework of the study is the model of integrative pedagogy, according to which learning situations combine the essential elements of expertise: theoretical knowledge, practical knowledge, self-regulation skills and socio-cultural knowledge and learning occurs at three levels of human activity: the social, cognitive, and emotional level. According to our results, learning of conceptual knowledge was described by the students especially as being related to a less familiar discipline and inter-professionalism. Learning in practical knowledge and self-regulation skills was reported, both in terms of one's own professional field and identity as well as inter-professionalism and client work. Socio-cultural knowledge not only in one's own discipline but also in another one was also described. [ABSTRACT FROM AUTHOR]

This study examines the opportunities brought by simulation learning in acquiring interprofessional skills and developing ethical thinking. A largescale simulation refers to a simulation utilizing drama carried out with the help of actors and professionals from various industries. The simulation was constructed around an emergency situation related to sudden infant death syndrome. The scenario involved a paramedic unit, police officers and an on-duty social worker. The study explored the ethical dilemmas emerging during the simulation training and a related simulation debriefing, and the opportunities simulation pedagogy provides for dealing with and learning about ethical conflicts. The research data included a video-recorded simulation scenario and learning diaries by students based on a large-scale simulation, which were analyzed using narrative methods. The analysis was used as the basis for forming two main narratives representing key dilemmas. These included a person-oriented vs. action-oriented approach, and personal sense of justice vs. correctness. The shared ethical reflection resulted in the students understanding the moral justifications of professionals, such as police officers, physicians and paramedics, despite initially perceiving their activities critically. A key learning outcome was the broadening of the participants' attitudes towards other professionals. They also raised their awareness of the significance of interprofessional collaboration and joint reflection in developing their own ethical thinking. [ABSTRACT FROM AUTHOR]