Understanding interprofessional relationships by the use of contact theory

Abstract

The importance and necessity of interprofessional collaboration (IPC) present challenges for educators as they determine how best to achieve IPC through interprofessional education (IPE). Simulation-based teaching has been shown to enhance students' understanding of professional roles and promote positive attitudes toward team members; yet, empirical evidence providing direction on the conditions necessary to promote these positive outcomes is lacking. This study used a quasi-experimental design with a pre-/post-test to examine changes in undergraduate healthcare students' perceptions and attitudes toward IPC following their participation in an interprofessional simulation program. Allport's (1954) intergroup contact theory was used to help understand the nature of this IPE workshop and its reported outcomes. Participants included students in the final year of their respective programs (n = 84) such as pharmacy technician, paramedic, nursing and occupational therapy assistant/physical therapy assistant programs. These students were engaged in simulation exercises with interactive contact opportunities. Using the interdisciplinary education perceptions scale, statistically significant increases in positive attitudes in three of four sub-scales were found. An analysis of the structure and format of the workshop suggests that this IPE initiative fulfilled the key conditions suggested by intergroup contact theory. Attention to the key conditions provided by Allport's theory in the context of successful intergroup relationships may help provide direction for educators interested in planning IPE initiatives with student groups enrolled in various health programs.

Interprofessional education in allied health: a systematic review

“…The majority of studies were conducted in Canada (n = 7) 21,25,27,32,34,36,37 or the USA (n = 6). 14,20,[29][30][31]33 None of the studies provided detailed descriptions of the institutions where the IPE activities were undertaken, despite underscoring the influence of organisational factors.…”

“…14,20,34 Two interventions lasted one or more semesters. 19,35 Interprofessional education activities ranged in size from < 50, 21,28-31 to 50-200, 14,19,20,26,33,[35][36][37] to 540 34 and 1197 25 students.…”

“…21,[25][26][27][29][30][31]34,35 Three studies included postgraduate students exclusively. 14,20,33 Most studies involved physiotherapy (n = 15) 14,[19][20][21]25,26,28,29,[31][32][33][34][35][36][37] or occupational therapy (n = 10) 21,25,29,30,[32][33][34][35][36][37] students. Podiatry students were not found in any of the studies in this review; health services management students were found in one.…”

“…14,[19][20][21][25][26][27][28][29][30][31]33,34,36,37 One IPE intervention involved lectures or small-group work focusing on teamwork, not a simulated patient. 35 The format of patient-focused IPE activities varied, from synchronous 29 and asynchronous 26 online discussions, to small-group activities lasting a few hours, 25,28,30,31,33,36,37 to a combination of smalland large-group activities lasting one or more days. 14,20,34 Two interventions lasted one or more semesters.…”

Estudo De Caso Sobre Tendências De Mudanças Nos Cenários De Prática Em Escolas Médicas

“…Neste sentido, o programa Mais Médico (8) investiu na criação de novos cursos de medicina, que já iniciaram suas atividades com uma matriz curricular inovadora e métodos formativos avançados, embora neste estudo de caso, as escolas participantes acompanhassem um modelo mais tradicional de formação, porém, com a incorporação de novas práticas pedagógicas, conforme os resultados da Tabela 1. Agregar ao avanço da formação a ideia do trabalho interpro-fissional (8,(10)(11) sinaliza que a relação no ambiente de trabalho formativo entre estudantes e profissionais terá menos conflitos, e a aprendizagem se tornará mais significativa. Entende-se como trabalho interprofissional a prática colaborativa entre os membros de diferentes profissões em um mesmo cenário, que permite a aprendizagemem conjunto, fornecendo os conhecimentos, habilidadeseatitudesnecessárias para prática profissional eficaz, que inclui respeito,compreensão dos diferentes papéis e comunicação clara, no sentido de aprender com o outro.…”