How interprofessional education could benefit the future of healthcare – medical students’ perspective

Choudhury, Regwaan Imtiaz; Salam, Muhammed Aizaz us; Mathur, Jai; Choudhury, Sharfraz Riaz

doi:10.1186/s12909-020-02170-w

Cited by 7 publications

(3 citation statements)

References 10 publications

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“…According to the Center for the Advancement of Interprofessional Education (CAIPE), a key goal of IPE at the undergraduate level is to develop interprofessional knowledge, skills and attitudes that will promote interprofessional team behaviors and competence [ 3 ]. This approach has been credited with improving teamwork and collaboration [ 4 , 5 ], patient care [ 6 ], medical error rates [ 7 ], and the efficiency of services [ 8 ], among other benefits. As collaboration and community are key elements of IPE [ 9 , 10 ], it is important that both its theory and its practice be informed by a solid understanding of the complex dynamics of collaborative learning in it.…”

Section: Introductionmentioning

confidence: 99%

From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education

Zheng

Ganotice

Lin

et al. 2023

Medical Education Online

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Introduction Online interprofessional education is a collaborative process that emphasizes both individual reflection and shared discourses. A useful analytical tool for understanding the complex dynamics of online collaborative learning is the community of inquiry (CoI) framework, which originally held that there are three types of presence in such learning: teaching, cognitive, and social. However, it was later revised to include learning presence, which is characterized by self-regulated learning. Our study aims to refine the construct of learning presence through a clearer understanding of how self- and co-regulation jointly influence learning outcomes. Methods We surveyed 110 people involved with an online interprofessional medical-education curriculum at a university in Hong Kong. Path analysis was adopted to explore the relationships among 1) the three original presences of CoI; 2) learning presence (i.e., for this purpose, a combination of self-regulation and co-regulation); and 3) two learning outcomes: perceived progress and learner satisfaction. Results The results of path analysis indicated that teaching presence had a significant indirect effect, through co-regulation, on perceived progress. In terms of direct relationships, co-regulation significantly and positively influenced both self-regulation and cognitive presence; and social presence had both positive influence on learners’ satisfaction and perceived progress. Discussion This study’s findings suggest the important role of co-regulation in supporting self-regulation, especially in online collaborative-learning environments. Learners’ self-regulation skills are shaped by their social interactions and regulatory activities with others. This further implies that health-professions educators and instructional designers should create learning activities that facilitate the development of co-regulatory skills, as a means of improving learning outcomes. As self-regulation is an important skill for health professions learners’ lifelong learning, and because their future workplaces will be interdisciplinary in nature, it is critical to provide interactive and collaborative learning environments that will promote co-regulation and self-regulation.

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Section: Introductionmentioning

confidence: 99%

From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education

Zheng

Ganotice

Lin

et al. 2023

Medical Education Online

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“…Pre-registration IPE is a powerful tool to prepare healthcare professionals for the expectations of working in a multi-disciplinary team and to maximise patient care [ 25 , 26 ]. The choice of prescribing as the theme for this IPE session was derived from the fact that the topic is shared and collaborative between these professions in the real world [ 27 ].…”

Section: Discussionmentioning

confidence: 99%

Medical and pharmacy students’ perspectives of remote synchronous interprofessional education sessions

et al. 2022

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Background Interprofessional education (IPE) at university level is an essential component of undergraduate healthcare curricula, as well as being a requirement of many associated regulatory bodies. In this study, the perception of pharmacy and medical students’ of remote IPE was evaluated. Methods A series of IPE sessions took place via Zoom and students’ feedback was collected after each session. Both qualitative and quantitative data were collected and analysed. Results 72% (23/32) of medical students strongly agreed that the sessions had helped to improve their appreciation of the role of pharmacists, whereas 37% (22/59) of pharmacy students strongly agreed, reporting a median response of ‘somewhat agreeing’, that their appreciation of the role of general practitioners had improved. This difference was found to be statistically significant (p = 0.0143). Amongst students who responded, 55% (53/97) identified remote teaching as their preferred mode of delivery for an IPE session. Conclusions The survey demonstrated that the students valued the development of their prescribing skills as well as the ancillary skills gained, such as communication and teamwork. Remote IPE can be a practical means of improving medical and pharmacy students’ understanding of each other’s professional roles, as well as improving the skills required for prescribing.

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“…The study period appears to be a sensitive time window to motivate future professionals to pursue IPE. It seems important to ask medical and dental students directly for their opinions, as IPE has a direct impact not only on their daily studies, but also on their future approach to patient care [16]. IPE is a field that is sensitive to different modes of communication, cultures, and different perspectives on traditional hierarchies, boundaries, and responsibilities [17].…”

Section: Introductionmentioning

confidence: 99%

Medical and Dental Students’ Perception of Interdisciplinary Knowledge, Teaching Content, and Interprofessional Status at a German University: A Cross-Sectional Study

Hackenberg

Schlich

Gouveris

et al. 2022

IJERPH

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Although oral health is considered a key indicator of overall health, dentistry is still neglected in medical education at the university level. Interprofessional education (IPE) is an important tool to promote collaboration among health care providers and to reduce barriers to access in health care. In this cross-sectional study, medical and dental students at Mainz University, Germany, were surveyed regarding their perception of interdisciplinary knowledge, teaching content, interprofessional standing, and attitudes toward IPE. Spearman’s rank correlation was used to identify associated statements. Structural equation modeling (SEM) was performed to understand how sex, study progress, and prior education might influence student attitudes. In total, 426 medical students and 211 dental students were included in the study. Dental students rated their interdisciplinary knowledge higher than medical students. The relevance of IPE as assessed by the students correlated significantly with their motivation to continue IPE after graduation. Both groups of students valued the other discipline but rejected a combined graduate program. Students with prior professional training valued the synergy of medicine and dentistry more the students without prior training. Interprofessional knowledge and interest in IPE was higher among dental students. Understanding students’ attitudes toward IPE is an important prerequisite for adapting university curricula to strengthen students’ attitudes and motivation.

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How interprofessional education could benefit the future of healthcare – medical students’ perspective

Cited by 7 publications

References 10 publications

From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education

From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education

Medical and pharmacy students’ perspectives of remote synchronous interprofessional education sessions

Medical and Dental Students’ Perception of Interdisciplinary Knowledge, Teaching Content, and Interprofessional Status at a German University: A Cross-Sectional Study

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