Learning person-centredness interprofessionally: an uneasy student journey

Area of Science:

• Healthcare Education
• Interprofessional Practice
• Patient-Centered Care

Background:

• Patient-centered care is widely adopted but often neglects practitioner and student perspectives.
• Interprofessional education (IPE) programs offer a unique setting to explore holistic care models.

Purpose of the Study:

• To investigate students' evolving perceptions of person-centered care within an IPE program.
• To understand how interprofessional partnerships with patients influence students' understanding of personhood.

Main Methods:

• Weekly focus groups were conducted with students and educators over a 7-week IPE program.
• Students were paired with patients experiencing long-term conditions or life-changing events.

Main Results:

• Students developed a deeper understanding of person-centeredness through relationships with patients and peers.
• Key shifts included recognizing patient personhood, valuing patient stories, and practicing non-judgmental listening.
• Students' self-awareness and personal engagement enhanced person-centeredness, prompting reflection on prior healthcare experiences.

Conclusions:

• IPE programs focused on relationship-building can significantly improve students' grasp of mutual personhood.
• Effective implementation requires reciprocal trust between students and educators.
• Addressing educator uncertainty is crucial to avoid undermining student autonomy and personhood.