Examining the effects of interprofessional problem-based clinical ethics: Findings from a mixed methods study

Area of Science:

• Medical Education
• Ethics Education
• Interprofessional Learning

Background:

• Interprofessional education (IPE) is crucial for healthcare training.
• Understanding how diverse professional perspectives interact in clinical ethics learning is essential for refining IPE strategies.

Purpose of the Study:

• To explore the dynamics of interprofessional education (IPE) in clinical ethics learning through problem-based learning (PBL).
• To investigate how different professional viewpoints influence each other within an IPE setting.

Main Methods:

• An explanatory sequential mixed methods design was employed.
• Quantitative phase: Observation of 89 students in medical, nursing, and interprofessional groups during PBL, analyzing learning behaviors and discussion skills.
• Qualitative phase: Content analysis of self-reflection essays from the interprofessional group.

Main Results:

• Nursing students excelled in engagement, caring, and communication; medical students showed strengths in issue identification and life sciences.
• The interprofessional group demonstrated combined strengths and superior overall performance.
• Qualitative analysis revealed students moved from recognizing differences to appreciating mutual learning and future collaboration.

Conclusions:

• IPE facilitates learning clinical ethics by exposing students to diverse perspectives.
• Early IPE helps students balance viewpoints and understand ethical dilemmas from multiple professional standpoints.
• This study informs future IPE design by highlighting the benefits of interprofessional collaboration in ethics education.