Collaborative clinical reasoning learning using an integrated care pathway in undergraduate interprofessional...

Area of Science:

• Health Professions Education
• Interprofessional Education
• Collaborative Clinical Reasoning

Background:

• Collaborative clinical reasoning (CCR) is crucial for interprofessional collaborative practice.
• Integrated care pathways (ICPs) provide a framework for comprehensive patient care.
• Understanding CCR in undergraduate interprofessional teams is essential for future healthcare professionals.

Purpose of the Study:

• To explore the collaborative clinical reasoning (CCR) process among undergraduate interprofessional teams.
• To investigate the utility of integrated care pathways (ICPs) as a guiding framework for CCR.
• To identify challenges and facilitators in learning CCR within an interprofessional education (IPE) program.

Main Methods:

• Qualitative study employing phenomenology.
• Observations of 40 students in interprofessional education (IPE) settings.
• Focus-group discussions with 18 students, interviews with 4 tutors, and document analysis for triangulation.

Main Results:

• Collaborative clinical reasoning (CCR) occurred in distinct individual and group stages.
• The integrated care pathway (ICP) framework effectively guided patient management and discharge planning discussions.
• Challenges included case suitability, prerequisite knowledge, prior IPE exposure, and professional dominance.

Conclusions:

• The ICP framework serves as a valuable tool for learning CCR in pre-licensure IPE programs.
• This approach prepares students for interprofessional, comprehensive, and holistic healthcare planning.
• Understanding professional roles is enhanced through guided CCR using ICPs.