Learning in the arena: healthcare students’ lived experience of interprofessional education in equine-assisted services.

Overview

• This study investigated how healthcare graduate students experience interprofessional education when it includes equine-assisted services, highlighting the benefits of learning outside traditional classroom settings.

Research Context and Purpose

• Interprofessional education (IPE) traditionally occurs in classroom or clinical settings, which may limit authentic collaboration and practical application.
• The study aimed to explore how incorporating equine-assisted services (EAS) within IPE might influence healthcare students’ learning and collaboration experiences.
• It focused on graduate students from various healthcare disciplines at a public university in the western United States.

Study Design and Methods

• Qualitative research using interpretive phenomenological analysis was employed to deeply understand students’ lived experiences.
• Fourteen graduate healthcare students participated in a three-hour experiential event titled “Equines in Healthcare.”
• During the event, participants engaged in demonstrations of equine-assisted therapy related to mental health, physical therapy, occupational therapy, and speech-language pathology.
• Data collection included focus groups and reflective journals to capture participants’ insights and feelings.

Key Findings: Emergent Themes

• Theme 1: Equine and Natural Environment as Context for Learning
  • Horses acted as facilitators for learning, providing a dynamic and interactive element beyond typical clinic settings.
  • The natural environment offered unique advantages such as reduced stress and enhanced engagement.
• Theme 2: Enhancement of Interprofessional Learning
  • The event fostered deeper cross-disciplinary understanding and cooperation among students.
  • Working together in the equine-assisted setting encouraged authentic collaboration and communication skills.
• Theme 3: Professional and Clinical Insights
  • Students reported gaining knowledge about equine-assisted therapy approaches relevant to their fields.
  • They experienced attitudinal shifts, including increased appreciation for other healthcare disciplines.
  • Participants noted an increase in therapeutic creativity and anticipation of applying these insights with future clients.

Implications and Conclusions

• Integrating natural environments and animal-assisted interactions into IPE may:
  • Enhance student engagement by providing meaningful and interactive learning experiences.
  • Promote authentic collaboration that mirrors real-world interprofessional healthcare delivery.
  • Prepare healthcare students to employ creative, patient-centered approaches in clinical practice.
• The study suggests expanding IPE beyond traditional settings to include experiential, nature-based activities that foster deeper learning and teamwork.