Supervisors’ pedagogies for supporting interns to learn intra- and interprofessional collaboration: a qualitative and quantitative ego network analysis

Abstract

This work aims to understand intra-and interprofessional networks of general practitioners (GPs) and ear, nose, and throat specialists (ENT specialists), and in what manner supervisors in these specialties involve interns in their professional network to help them learn intra-and interprofessional collaboration. An egocentric social network approach was used to collect and analyze quantitative as well as qualitative data. For this, semi-structured interviews were held with ten GP and ten ENT specialists. GPs had significantly more interprofessional contacts than ENT specialists (p < .01), with no significant difference in the network sizes of both professions (p = .37). All supervisors involved interns in their (ego)network actively as well as more passively. They actively discussed how collaboration with other professionals evolved, or passively assumed that an intern would learn from observing the supervisors' network interactions. Many supervisors considered the interns' initiative essential in deciding to involve an intern in their network. Although the workplace of GPs differed notably from hospital settings where ENT specialists work, the network sizes of both were comparable. Clerkships at the general practice seemed to provide more opportunities to learn interprofessional collaboration, for example with the medical nurse. Supervisors in both specialties could involve interns more actively in their intra-and interprofessional network while interns could take more initiative to learn collaboration from their supervisors' network. ARTICLE HISTORY

Studying intraprofessional and interprofessional learning processes initiated by an educational intervention applying a qualitative design with multimethod approach: a study protocol

“…Therefore, the educator should create conditions for this process to enhance learning in the individuals. As shown in the earlier study, interprofessional interaction generated a greater understanding of the participants’ roles and knowledge areas and improved the individual’s operational efficiency and, thereby, the group 5 13 14. Thus, joint reflections and discussions are considered unavoidable beneficial activity.…”

“…Intraprofessional learning defines as learning between individuals of different disciplines within the same profession 12. Previous studies have shown that intraprofessional and interprofessional activities, such as collaboration, positively impact learning as the participants better understand their behaviour, professional roles and responsibilities, which are crucial for doing their job 13 14. In addition, it leads to better collaboration and communication between healthcare professionals, which is a more favourable basis to meet the need for care and support in the care receiver.…”

“…Earlier studies investigating intraprofessional and interprofessional learning have focused on the learning that occurs in daily collaboration 13 14. Providing opportunity to support intraprofessional and interprofessional learning has not been the main point of these studies, nor has the process during which the subjects learn been the main focus.…”