Jointly discussing care plans for real-life patients: The potential of a student-led interprofessional team meeting in undergraduate health professions education

Abstract

BackgroundInterprofessional education is promoted as a means of enhancing future collaborative practice in healthcare. We developed a learning activity in which undergraduate medical, nursing and allied healthcare students practice interprofessional collaboration during a student-led interprofessional team meeting.Design and deliveryDuring their clinical rotation at a family physician’s practice, each medical student visits a frail elderly patient and prepares a care plan for the patient. At a student-led interprofessional team meeting, medical, nursing and allied healthcare students jointly review these care plans. Subsequently, participating students reflect on their interprofessional collaboration during the team meeting, both collectively and individually. Every 4 weeks, six interprofessional team meetings take place. Each team comprises 9–10 students from various healthcare professions, and meets once. To date an average of 360 medical and 360 nursing and allied healthcare students have participated in this course annually.EvaluationStudents mostly reported positive experiences, including the opportunity to learn with, from and about other healthcare professions in the course of jointly reviewing care plans, and feeling collectively responsible for the care of the patients involved. Additionally, students reported a better understanding of the contextual factors at hand. The variety of patient cases, diversity of participating health professions, and the course material need improvement.ConclusionStudents from participating institutions confirmed that attending a student-led interprofessional team meeting had enabled them to learn with, from and about other health professions in an active role. The use of real-life cases and the educational design contributed to the positive outcome of this interprofessional learning activity.

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

“…The quality criteria related to sampling, data collection, data analysis, and results were not applicable in more than half of the studies [ 45 – 49 , 54 – 57 ]. Ten of the studies did not mention whether the IPE program was supported financially [ 30 , 47 – 49 , 51 , 54 – 58 ]. Finally, in 14 studies, the authors did not state whether any conflicts of interest existed [ 30 , 45 – 51 , 53 – 57 ].…”

“…Ten of the studies did not mention whether the IPE program was supported financially [ 30 , 47 – 49 , 51 , 54 – 58 ]. Finally, in 14 studies, the authors did not state whether any conflicts of interest existed [ 30 , 45 – 51 , 53 – 57 ].…”

“… Was the declaration of interest stated? Van Lierop et al (2019) [ 51 ] Yes Yes No Yes Yes Yes Yes Yes No No Unclear No Yes No Yes Rodríguez et al (2019) [ 52 ] Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Van Gessel et al (2018) [ 1 ] Yes Yes Unclear Yes Yes Yes Yes Yes Yes Yes Unclear Yes Yes Yes Yes Imafuku et al (2018) [ 53 ] Yes Yes Yes Yes Yes Yes Yes Unclear Yes Yes Yes Yes Yes No Yes Milot et al (2015) [ 54 ] Yes No No Yes Yes Yes Yes Yes NA a NA NA NA No No Yes Sanborn H. (2016) [ 30 ] Yes Unclear No Yes Yes Yes …”

WHIRL Study: Workplace Health Interprofessional Learning in the Construction Industry

“…Examples include engagement in shared educational curricula, modules or short courses, e.g., [ 6 , 7 , 8 ], or shared conference events, e.g., [ 9 ]. Alternatively, it may involve face-to-face interactive opportunities; these are most often focused within clinical environments and may entail collaborative working during student placements in clinical settings [ 10 , 11 ], assessment of clinical skills in a team situation [ 12 ]: Team Objective Structured Clinical Examination; OSCE), engagement in clinical simulated experiences [ 13 , 14 , 15 ], or consideration of clinically-focused case studies or scenarios [ 16 , 17 , 18 ].…”

WHIRL Study: Workplace Health Interprofessional Learning in the Construction Industry

“…9]. Alternatively, it may involve face-to-face interactive opportunities; these are most often focused within clinical environments and may entail collaborative working during student placements in clinical settings [10][11], assessment of clinical skills in a team situation [12]: Team Objective Structured Clinical Examination; OSCE), engagement in clinical simulated experiences [13][14][15], or consideration of clinically-focused case studies or scenarios [16][17][18].…”