Attitudes towards Interprofessional Education among Medical and Nursing Students: the Role of Professional Identification and Intergroup Contact

Sollami, Alfonso; Caricati, Luca; Mancini, Tiziana

doi:10.1007/s12144-017-9575-y

Cited by 30 publications

(30 citation statements)

References 37 publications

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“…In a comparison of students’ attitudes, only medical students had more positive attitudes about IPE education than did dental students (MD=4.05; 95% CI 1.98, 6.12; Z=3.84; p<0.01), whereas there were no significant score differences between medical and pharmacy students (MD=−1.33; 95% CI −3.25, 0.58; Z=1.36; p=0.17) or between medical and nursing students (MD=−2.27; 95% CI −5.35, 0.81; Z=1.44; p=0.15). However, since there was no total score, the study by Sollami et al was not included in the comparison of medical and nursing student attitudes 29 . In their results, in‐group identification led to more positive attitudes about IPE among nursing students, but led to more negative attitudes among medical students.…”

Section: Resultsmentioning

confidence: 99%

“…Two studies assessed students’ attitudes about IPE using the IEPS, which is comprised of 12 or 18 items measured on a five‐or six‐point Likert scale 3 , 17 . Twelve studies assessed students’ attitudes about IPE using the RIPLS, which consisted of 15, 17, 18, 19, or 29 items measured on a five‐or six‐point Likert scale 4 , 17 – 19 , 21 , 23 – 29 . Two studies assessed students’ attitudes about IPE using the KidSIM Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation (ATTITUDES) questionnaire, which consists of 30 items measured on a five‐point Likert scale 20 , 22 .…”

Section: Resultsmentioning

confidence: 99%

“…However, since there was no total score, the study by Sollami et al was not included in the comparison of medical and nursing student attitudes. 29 In their results, in-group identification led to more positive attitudes about IPE among nursing students, but led to more negative attitudes among medical students.…”

Section: Differences By Professionmentioning

confidence: 93%

“…The study by Sollami et al was not included in the meta-analysis because the presented data were inconsistent with those of other studies, but their results showed that women achieved higher scores than men after IPE training. 29 This finding suggests that women students might have benefitted more from IPE training than did the men and that attention may be needed to define ways to improve the men students' outcomes.…”

Section: Differences By Gendermentioning

confidence: 99%

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A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

Wang

Feng

Gao

et al. 2019

Journal of Dental Education

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Interprofessional education (IPE) is based on collaborative practices that increase the occasions for communication among those in various health professions. However, there is a paucity of literature about the effectiveness of IPE programs in health professions education. The aim of this systematic review and meta‐analysis was to objectively assess the literature on the effectiveness of IPE in improving health professions students’ attitudes after training. The major scholarly databases were searched for relevant IPE studies involving predoctoral health professions students. Two independent researchers selected the studies, extracted the data, and assessed the quality of the studies. Meta‐analyses of the outcomes were performed using random effects models. Sixteen articles were ultimately selected for detailed review and meta‐analysis. The meta‐analysis showed that IPE training had a significant influence on students’ understanding of collaboration and resulted in better attitudes about interprofessional teamwork. Subscale analysis showed that one subscale score (roles and responsibilities) did not statistically significantly improve after IPE training (p=0.06), whereas the other four subscale items showed statistically significant improvements (p<0.01). The test for overall effects showed that IPE training had a significantly positive influence on students’ attitudes about IPE (Z=6.85, p<0.01). Subgroup results showed that medical students had more positive attitudes about IPE than did dental students. Regardless of profession, women students responded with significantly more positive feedback than did men students (p=0.02). These results suggest that intervention through IPE training has had positive effects in health professions education. Gender was an important factor impacting the outcomes of IPE. However, further clinical practice interventions may be helpful to enhance the IPE competence of health professions students.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Differences By Professionmentioning

confidence: 93%

Section: Differences By Gendermentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

Wang

Feng

Gao

et al. 2019

Journal of Dental Education

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“…Several studies report that this collaborative work in mixed profession groups can positively influence interprofessional attitudes, knowledge and skills. A recent study reports that professional identification within a mixed profession group can have a negative effect on interprofessional attitudes of one professional subgroup while having a positive effect on attitudes of another (Sollami, Caricati, & Mancini, 2017). The exclusive nature of professional identity can prevent the inclusion of other professionals when working together (Whittington, 2003).…”

mentioning

confidence: 99%

Changing dominance in mixed profession groups: putting theory into practice

Reinders

Krijnen

Goldschmidt

et al. 2018

European Journal of Work and Organizational Psychology

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Professional Attitudes in Health Professions' Education: The Effects of an Anatomy Near‐Peer Learning Activity

Merati

Murphy‐Buske

Alfaro

et al. 2020

Anatomical Sciences Ed

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Interprofessional attitudes existing between healthcare disciplines can negatively impact communication and collaboration in the clinical setting. While human anatomy is a topic central to healthcare trainees, the potential of the anatomy laboratory to minimize negative interprofessional attitudes has yet to be characterized. This study aimed to assess the effects of an anatomy interprofessional near‐peer learning activity (AIP‐NPLA) on medical and nursing students' interprofessional attitudes at McGill University. The authors employed a convergent parallel mixed methods study to explore participants' AIP‐NPLA experiences. The Attitudes to Health Professionals Questionnaire (AHPQ) was used pre‐ and post‐AIP‐NPLA to assess participants' attitudes toward their own and their counterpart profession. In addition, a focus group was held immediately following the AIP‐NPLA to explore participants' experiences and interprofessional perceptions. Quantitative results using a principal components analysis demonstrated significant changes in nursing students' responses between pre‐ and post‐AIP‐NPLA scoring, rating the medical profession as being more caring overall. Medical students' responses pre‐ and post‐AIP‐NPLA demonstrated no significant differences. Qualitative results also suggested a breakdown of negative attitudes, an increased understanding of inter‐ and intra‐professional roles, and the importance of interprofessional collaboration and mutual learning for their careers. These findings revealed that attitudes among healthcare trainees may be positively restructured in the anatomy laboratory, allowing for collaborative care to predominate in current and future clinical practices.

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Attitudes towards Interprofessional Education among Medical and Nursing Students: the Role of Professional Identification and Intergroup Contact

Cited by 30 publications

References 37 publications

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

Changing dominance in mixed profession groups: putting theory into practice

Professional Attitudes in Health Professions' Education: The Effects of an Anatomy Near‐Peer Learning Activity

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