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Ready to collaborate?: medical learner experiences in interprofessional collaborative practice settings.

Ann Ding1,2, Temple A Ratcliffe3,4,5, Alanna Diamond1

  • 1University of Texas Health San Antonio, San Antonio, TX, USA.

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|April 16, 2020
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Summary

Interprofessional collaborative practice (IPCP) in healthcare settings presents both opportunities and challenges for medical learners. While improving communication, IPCP may reduce profession-specific learning and increase uncertainty.

Keywords:
Graduate medical educationInterprofessional collaborationInterprofessional educationUndergraduate medical education

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Area of Science:

  • Healthcare education
  • Medical training
  • Interprofessional collaboration

Background:

  • Interprofessional collaborative practice (IPCP) holds significant potential for healthcare improvement.
  • Scaling IPCP necessitates training in real-world settings, presenting unique opportunities and challenges.

Purpose of the Study:

  • To explore medical learners' perspectives on their educational experiences within an interprofessional collaborative practice model.
  • To identify the specific opportunities and challenges encountered by learners in an authentic IPCP setting.

Main Methods:

  • Implementation of the Collaborative Care (CC) model for hospitalized adult medical patients in January 2015.
  • Conducting semi-structured interviews with medical learners to gather data on their educational experiences.
  • Thematic analysis of interview transcripts to identify key themes related to learning in an IPCP environment.

Main Results:

  • Four main themes emerged from learner interviews: loss of educational opportunities during rounds, feelings of uncertainty, adaptation strategies, and improved communication.
  • 85.7% of medical learners (24 out of 28) on the CC service completed interviews.
  • Learners reported enhanced communication skills but also a perceived loss of profession-specific learning.

Conclusions:

  • Increased IPCP implementation exposes learners to authentic settings, creating both opportunities and challenges.
  • Learners in IPCP models may experience a reduction in profession-specific learning and increased uncertainty.
  • Novel teaching methods and assessment strategies are needed to align education with IPCP environments and ensure attainment of both profession-specific and interprofessional competencies.