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Suggestions for interprofessional educational courses from a students' perspective - a qualitative study.

Veronika Schwarzbeck1, Jan Hundertmark2, Katja Wipfler3

  • 1University Hospital Heidelberg, Department of General Practice and Health Services Research, Heidelberg, Germany.

GMS Journal for Medical Education
|March 5, 2019
PubMed
Summary

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This summary is machine-generated.

Health profession students identified key needs for interprofessional education (IPE) content, settings, and challenges. Their insights guide the development of new interprofessional courses to improve collaboration and patient care.

Area of Science:

  • Health Professions Education
  • Interprofessional Practice
  • Curriculum Development

Background:

  • Interprofessional education (IPE) is crucial for effective interprofessional collaboration (IPC) and optimal patient outcomes.
  • Needs-based development of IPE programs is essential to address evolving healthcare challenges.
  • Student perspectives are vital for designing relevant and impactful IPE initiatives.

Purpose of the Study:

  • To assess health profession students' experiences with IPE and IPC.
  • To identify student-generated needs for future IPE development.
  • To explore opportunities for curricular implementation of IPE.

Main Methods:

  • Five focus groups were conducted with 18 health profession students, including medicine and Interprofessional Health Care.
Keywords:
educationhealth occupationsinterdisciplinary communicationinterprofessional relationsstudentssuggestion

Related Experiment Videos

  • Semi-structured interview guides were used to facilitate discussions.
  • Qualitative content analysis was employed to analyze transcribed data.

    • Main Results:

    • Three primary categories emerged: IPE content, settings, and challenges.
    • Suggested content includes basic knowledge, practical skills, communication, and collaboration.
    • Identified challenges encompass unfamiliarity, teacher demands, differing needs, curriculum structures, prior knowledge, and timing.

    Conclusions:

    • Student experiences with IPC and IPE informed diverse ideas for new interprofessional courses.
    • Generated concepts can be applied to various IPC/IPE settings.
    • Findings support the integration of novel IPE approaches into existing curricula.