Stimulating Reflection and Creativity in Interprofessional Education Using the Photovoice Methodology

Background: Photovoice (PV) is a qualitative participatory action research method in which participants are able to represent their beliefs and/or perspectives through the use of photography. Students within the Bachelor of Science in Respiratory Care (BSRC), Doctor of Physical Therapy (DPT), and Bachelor of Science in Radiation Therapy (BSRT) programs at Texas State University participated in a reflective interprofessional education (IPE) program during the spring 2024 semester. The purpose of this study was to evaluate the use of the PV method to stimulate and enhance student learning among other health professionals. Methods: This study received approval from the Texas State University IRB. Students met twice during the semester in small groups composed of students from all three programs. At the beginning of the semester, students discussed their specific profession and its code of conduct. During the semester, students independently developed a digital PV slide with a picture and caption answering a prompt. Students then met at the end of the semester to share their PV slides. Following the second small group meeting, students were debriefed regarding their discussions and were asked to complete a 7-question open-ended questionnaire related to the IPE activity. Qualitative data from the questionnaires were transcribed and analyzed using first-level descriptive coding. Codes for responses were organized into 3-4 categories per question. Results: A total of 96 students participated in the IPE activity (35 BSRC, 18 BSRT, and 42 DPT students). Overall, 57.1% of students reported that the thing they liked most about the photovoice assignment was that it facilitated interaction among the other health care disciplines, and 38.5% stated they liked how the assignment stimulated reflection of their education journey. Compared to other types of reflective assignments, 47.1% of students reported that the assignment promoted more creativity, and 40% reported the assignment promoted more interaction. When asked what students learned from the students in other professional programs, 77.5% reported they had a better understanding of the other professions’ expertise and scope of practice. Conclusions: IPE activities allow students to develop their professional identity and understand their role within an interdisciplinary team. Utilization of the photovoice method stimulated reflection, creativity, and interaction among BSRC, BSRT, and DPT students without providing a time-consuming writing activity.