How do interprofessional student teams interact in a primary care clinic? A qualitative analysis using activity...

Area of Science:

• Health Professions Education
• Interprofessional Learning
• Primary Care Practice

Background:

• Interprofessional education (IPE) is vital for developing healthcare teamwork skills.
• Primary care settings offer valuable opportunities for student learning across disciplines.
• Understanding how students from different health professions learn together is essential for optimizing IPE.

Purpose of the Study:

• To investigate the learning processes and outcomes for students from various health professions engaged in IPE within a primary care setting.
• To identify the key components and dynamics of interprofessional learning in practice-based environments.
• To inform the design and implementation of future IPE initiatives.

Main Methods:

• An ethnographic investigation using activity theory was employed over a 5-month period.
• Observations of 14 clinic sessions involving mixed-discipline student teams interviewing patients with chronic diseases.
• Semi-structured interviews were conducted with 7 clinical educators, and data were analyzed for objectives, tools, rules, and division of labor.

Main Results:

• Two integrated activity systems were identified: student teams gathering patient health needs and patients as either consumers or educators.
• Unwritten rules such as 'shared contribution,' 'patient as key information source,' and 'time constraints' were identified.
• Software literacy's impact on team leadership and the influence of pre-determined inquiry structures on practice were highlighted.

Conclusions:

• IPE in primary care reveals differing priorities, values, and perspectives on health management among students.
• The study underscores the importance of carefully considering tools and their influence on interprofessional practice.
• The significant value of the patient's voice in both clinical and educational processes was reinforced.