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

Abstract

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.

Payment with knowledge: A method for a training of anatomy near‐peer teachers and formation of future anatomists

“…It makes them better learners, as they will become future residents and faculty members 70,71 . Participating in an NPT program has served in the professional development of the medical student 23,72‐76 . These skills constitute a hidden curriculum (leadership, confidence, communication skills, critical thinking, professional attitudes, teamwork, among others), that extended beyond the intended outcomes and helped them succeed in their teaching roles 8,12,77‐79 .…”

“…70,71 Participating in an NPT program has served in the professional development of the medical student. 23,[72][73][74][75][76] These skills constitute a hidden curriculum (leadership, confidence, communication skills, critical thinking, professional attitudes, teamwork, among others), that extended beyond the intended outcomes and helped them succeed in their teaching roles. 8,12,[77][78][79] These were exemplified primarily when teaching was led by NPTs, taking on an educator's role, 80,81 which may ultimately contribute to the resilience of the NPT.…”

Nursing students' experiences and perceptions of an anatomy laboratory session: Mixed methods study

“…Recent studies have examined the situational aspects that contribute to successful and sustainable interprofessional near‐peer anatomy learning activities, as well as the effects of such activities on learning, interprofessional attitudes, and the understanding of professional roles and the importance of interprofessional collaborations (Alfaro et al, 2019; Merati et al, 2021). However, these previous studies based their findings on a relatively small number of nursing students (Seo et al, 2017; Alfaro et al, 2019; Merati et al, 2021). Accordingly, the current research focused mainly on the experience of a larger number of nursing students undergoing an interprofessional near‐peer anatomy learning activity.…”

A comparison of student perspectives on body donation across healthcare professional programs: From prosection‐ to dissection‐based curricula

“…4 Similar findings were reported among nursing students whereby their interaction with deceased human bodies during anatomy instruction helped them acquire professional skills that better prepared them to encounter death in future clinical settings. [5][6][7] Furthermore, experiences in human gross anatomy laboratories in other health professional programs such as physical therapy, have shown to promote student inquiry and curiosity concerning human dignity while improving their understanding of the human body. 8 The exposure to death in the anatomy laboratory is believed to support the development of students' understanding of their responsibilities as healthcare providers, which may have a positive impact on their future patients.…”