Introduction: While poetry has been used extensively as a reflective tool in educational settings, limited research exists on educators creating poetry based on their professional and personal experiences to teach interprofessional learners complex topics. This study examines the impact of such poetry on enhancing the understanding of theoretical and complex topics in healthcare.
Methods: This study was conducted over two years, involving four two-hour interprofessional education (IPE) sessions with 50 to 70 learners each, from a variety of health and social care professions. The sessions aimed to achieve specified learning objectives, such as identifying the role of patients in an interprofessional team, understanding what patients seek from collaborative care, outlining strategies for effective patient collaboration, and reflecting on current and future approaches. Learners engaged with poetry written by the session instructor, enhancing their understanding through cognitive, creative and emotive means.
Results: Post-session evaluation surveys were used to collect anonymous feedback from participants. The results indicated that the critical discussion of the performed poetry significantly enhanced learners’ comprehension of conceptual and theoretical content. Learners reported improved practical application of content in their clinical practice and better strategies on how to collaborate with patients.
Discussion: This innovative pedagogical tool offers a diverse teaching approach, fostering meaningful discussions, increasing collaboration among learners, and deepening their understanding of concepts by creating an emotive connection with the session content. Art-based approaches, like poetry, can deeply engage learners, promote critical thinking, and support the link between theory and practice. The ability to navigate the complexities of healthcare education through poetry and aesthetics enhances learners’ ability to connect theoretical knowledge, with practical application, ultimately advancing outcomes in collaborative care.
Impact on Learners: Participants in this session will gain knowledge on innovative teaching practices that incorporate art and poetry into IPE. They will understand how poetry can strengthen comprehension and application of complex concepts, contributing to higher quality care, better value, and better education in practice. The session aims to inspire educators to adopt similar approaches or teaching methods, fostering interprofessional collaboration and improved patient outcomes.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
