Interprofessional training in clinical practice on a training ward for healthcare students: A two-year follow-up

Abstract

This follow-up study describes the former students' lasting impressions of a two-week interprofessional course on a training ward aimed at enhancing the understanding of the roles of other professions and the importance of communication for teamwork and for patient care as well as providing an opportunity for profession-specific training. A questionnaire with both closed and open-ended questions was sent to 633 former students two years after the course and 348 (55%) responded. The course was rated as very good and most of the former students had lasting and positive impressions. Ninety-two percent of respondents encouraged teamwork in their present work and 90% wanted to retain the course. The qualitative analysis of the open-ended questions resulted in five categories describing students' perceptions: professional role development, working in teams, tutoring, patient care and future aspects of the course and real world practice. Our results suggest that interprofessional training during undergraduate education provides lasting impressions that may promote teamwork in students' future occupational life.

This is the closest I have come to being compared to a doctor: Views of medical students on clinical clerkship in an Interprofessional Training Unit

“…The combination of quantitative and qualitative results in this study, in which the results support and strengthen each other, makes the results transferable to other similar settings, and this can be further validated by similar results found earlier (Fallsberg & Wijma 1999;Ponzer et al 2004;Hylin et al 2007). …”

“…Difficulties in developing professional roles and professional identities together with too few profession-specific tasks are a risk when blurring the professional roles by letting medical students take part in general patient care (Hylin et al 2007). …”

What is the Impact of Feedback as a Central Part of Formative Assessment on Physiotherapy Students Who Have Multiple Educators?

“…Most research into interprofessional learning on placement has explored learning opportunities that were organised in advance, for example interprofessional training wards (Freeth et al 2002, Hylin et al 2007, Mackenzie et al 2007, Smith & Seeley 2010, O'Carroll et al 2012. In contrast interprofessional peer feedback opportunities identified in this study were mostly opportunistic.…”

“…At a personal level, through engagement in interprofessional peer feedback, a number of students reported increased confidence, and a deeper understanding of each other's roles (Stew 2005, Hylin et al 2007, Steven et al 2007; they valued discussion with their interprofessional peers which helped them to view their own practice from a different perspective. Most research into interprofessional learning on placement has explored learning opportunities that were organised in advance, for example interprofessional training wards (Freeth et al 2002, Hylin et al 2007, Mackenzie et al 2007, Smith & Seeley 2010, O'Carroll et al 2012.…”

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

“…Interestingly several authors have reported on the training of clinical teachers for teaching in IPE courses (Anderson, Manek, and Davidson 2006, Hunter et al 2008, Hylin et al 2007, Jacobsen et al 2009, Kinnair, Anderson, and Thorpe 2012. Others have suggested key skills required (Freeman, Wright, and Lindqvist 2010, Banfield and Lackie 2009, Harvey et al 2002.…”