Understanding healthcare providers' professional identification: The role of interprofessional communication in the vocational socialization of physicians

MacArthur, Brenda L.; Dailey, Stephanie L.; Villagran, Melinda M.

doi:10.1016/j.xjep.2016.09.001

Cited by 5 publications

(10 citation statements)

References 44 publications

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“…Three of the four tutorial groups showed more professionally stereotypical behaviors in the rst session than the last. In session 1, the physicians in groups 1, 2 and 4 dominate (18,30] and behave in a way that is consistent with physician stereotypes [29,32,33,34]. The nursing and other healthcare students all behaved submissively in the rst group session, consistent with the stereotypical role of nurses [15,17,20,21,50].…”

Section: Stereotypical Behaviorsmentioning

confidence: 76%

“…IPBL facilitates the acquisition of collaborative knowledge, skills and attitudes enabling collaborative practice [13]. In a review including 83 studies between 2005-2010, Abu-Risch and colleagues [4] concluded that research about IPE in healthcare education has foremost reported on four major themes, partly con rmed by complementary research; a) students learning [9,14], b) professional roles/identi cation [15,16], c) communication [17,18,19], and d) overall satisfaction with IPE [6,14,21]. However, we would like to add another theme: e) implementation and development [6,21,22].…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have shown that professional stereotypes may be a barrier to collaboration both in education [15,19,20,27] and in practice [28,29]. Research on the perception of professional stereotypes of physician- [18,30] and nurse-students [31] have received most attention.…”

Section: Introductionmentioning

confidence: 99%

“…Nurses are described as warm, empathic and caring, whereas physicians are seen as independent, active and domineering, thus showing the traditional roles [15,17,18]. Furthermore, studies have consistently shown that professional stereotypes are persistent [29,32,33,34] and even in uence students before they have entered healthcare education [15,20].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Effect of Group-Dynamics, Collaboration and Tutor Style on the Perception of Professional Stereotypes: A Quasi-Experimental Pre-Post-Design on Interdisciplinary Tutorial Groups.

Chiriac

Sjøvold

Hjelm

2020

Preprint

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Background: Group processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in health-care educational context. In this paper we present findings on how group-dynamics, collaboration and tutor style influence the perception of professional stereotypes of students collaborating in iPBL groups. Health-care students are trained in iPBL groups to increase their ability for collaboration between healthcare professionals. Previous research focusing iPBL in healthcare, infers that more systematic studies are desired, especially concerning interaction between group processes, and internalized professional stereotypes. The aim of this study is to investigate if changes in group processes, collaboration and if tutor style, influence the perception of professional stereotypes of physician- and nurse-students. Methods: The study is a quasi-experimental pre- post-design. The participants included 30 students from five different healthcare professions, mainly medicine and nursing. Other professions were physiotherapy, occupational therapy and speech therapy. The students were divided into four iPBL groups, each consisting of six to nine students and a tutor. Data were collected through systematic observation using four video-recorded tutorials. SPGR (Systematizing the Person Group Relation), a computer-supported method for direct and structured observation of behavior, were used to collect and analyze data. Results: Traditional stereotypical professional behaviors were identified in the first observed group meeting. Although the groups followed different paths of development, the group-dynamics changed in all groups over the six weeks of collaboration. Two of the groups became more cohesive, one more fragmented and one more polarized. Stereotypical behaviors became less frequent in all groups. Our findings indicate that tutor behavior has a strong influence on the development of the group’s dynamics. Conclusion: Our findings strongly suggest iPBL is a mean to reduce stereotypical behaviors, that may positively increase member’s ability for inter-professional collaboration. Although the pattern of dynamics took different forms in different groups, we argue that iPBL forces students to see the colleague behind his or her profession, thus breaking professional boundaries. The tutor style significantly influenced the IPBL groups development. This study contributes to our field by emphasizing the effect of group-processes to increase mutual understanding across professions.

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Section: Stereotypical Behaviorsmentioning

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Group-Dynamics, Collaboration and Tutor Style on the Perception of Professional Stereotypes: A Quasi-Experimental Pre-Post-Design on Interdisciplinary Tutorial Groups.

Chiriac

Sjøvold

Hjelm

2020

Preprint

View full text Add to dashboard Cite

show abstract

“…16,[21][22][23] This can be defined as follows: "the moral and professional development of students, the integration of their individual maturation with growth in clinical competency and their ability to stay true to values which are both personal and core values to the profession". 16 This theme of professional identity formation has become an emerging issue in healthcare disciplines such as physiotherapy, 24 nursing, 25 medicine 26,27 and pharmacy 28 to name a few. Less research has been conducted on the professional identity of dentists, with the exception of the early work of Sherlock and Morris, 29 Eli and Shuval 30 and Eli 31 and some work on the identity formation of dental hygienists.…”

Section: Te Aching Profe Ss Ionalis M and White Coat Ceremonie S: Amentioning

confidence: 99%

Developing a Dental Scrubs Ceremony to define professional identity and teach professionalism to dental undergraduates; lessons learned

Neville

McNally

Waylen

2018

Eur J Dental Education

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Introduction The UK General Dental Council stipulates that professionalism is a key aspect of the teaching and training of dental students. However, dental educators highlight that teaching dental student's professionalism can be challenging and students often rate this teaching activity negatively. This article documents a teaching initiative at one UK Dental School that aimed to strengthen the professionalism curriculum by introducing a Dental Scrubs Ceremony for second‐year students. Materials and method The Dental Scrubs Ceremony is inspired by the White Coat Ceremonies that medical students have in universities in North America. It marks the students’ first step in their professional and clinical development, with the signing of a pledge of conduct and public presentation of dental scrubs to each student. We report student feedback questionnaire data over a three‐year period together with reflections on the merits and limitations of this alternative approach to teaching professionalism. Results Student evaluation data show that the perceived usefulness and worthwhileness of a Dental Scrubs Ceremony have grown since its inception in 2015. Most students enjoyed the symbolism of the ceremony, receiving their dental scrubs in a formal event. However, there was mixed evaluation for its effectiveness to teach professionalism. Conclusion A Dental Scrubs Ceremony is a useful addition to the formal curriculum of professionalism in a dental school. It provides dental students with an opportunity to be inducted into the dental profession as novice dental students starting out on their professional career.

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The effect of group-dynamics, collaboration and tutor style on the perception of profession-based stereotypes: a quasi-experimental pre- post-design on interdisciplinary tutorial groups

2021

View full text Add to dashboard Cite

Background Group processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in the health-care educational context. In this paper we present findings on how group-dynamics, collaboration, and tutor style influence the perception of profession-based stereotypes of students collaborating in iPBL groups. Health-care students are trained in iPBL groups to increase their ability to collaborate with other healthcare professionals. Previous research focusing iPBL in healthcare implies that more systematic studies are desired, especially concerning the interaction between group processes and internalized professional stereotypes. The aim of this study is to investigate whether changes in group processes, collaboration, and tutor style, influence the perception of profession-based stereotypes of physician- and nursing-students. Methods The study is a quasi-experimental pre- post-design. The participants included 30 students from five different healthcare professions, mainly medicine and nursing. Other professions were physiotherapy, occupational therapy and speech therapy. The students were divided into four iPBL groups, each consisting of six to nine students and a tutor. Data were collected through systematic observation using four video-recorded tutorials. SPGR (Systematizing the Person Group Relation), a computer-supported method for direct and structured observation of behavior, was used to collect and analyze the data. Results Traditional stereotypical profession-based behaviors were identified in the first observed group meeting. Although the groups followed different paths of development, the group-dynamics changed in all groups over the 6 weeks of collaboration. Two of the groups became more cohesive, one became more fragmented and one became more polarized. Stereotypical behaviors became less frequent in all groups. Our findings indicate that tutor behavior has a strong influence on the development of the group’s dynamics. Conclusion Our findings strongly suggest iPBL is a means of reducing stereotypical behaviors, and may positively increase members’ ability to engage in inter-professional collaboration. Although the pattern of dynamics took different forms in different groups, we argue that iPBL forces students to see the colleague behind his or her profession, thus breaking professional boundaries. The tutor style significantly influenced the iPBL groups’ development. This study contributes to our field by emphasizing the effect of group-processes in increasing mutual understanding across professions.

show abstract

Understanding healthcare providers' professional identification: The role of interprofessional communication in the vocational socialization of physicians

Cited by 5 publications

References 44 publications

The Effect of Group-Dynamics, Collaboration and Tutor Style on the Perception of Professional Stereotypes: A Quasi-Experimental Pre-Post-Design on Interdisciplinary Tutorial Groups.

The Effect of Group-Dynamics, Collaboration and Tutor Style on the Perception of Professional Stereotypes: A Quasi-Experimental Pre-Post-Design on Interdisciplinary Tutorial Groups.

Developing a Dental Scrubs Ceremony to define professional identity and teach professionalism to dental undergraduates; lessons learned

The effect of group-dynamics, collaboration and tutor style on the perception of profession-based stereotypes: a quasi-experimental pre- post-design on interdisciplinary tutorial groups

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