Exploring the development of interprofessional competence and professional identity: A Situated Learning Theory study

Area of Science:

• Medical Education
• Healthcare Professional Development
• Interprofessional Collaboration

Background:

• Workplace-based learning is crucial for developing interprofessional competencies in medical students.
• Situated Learning Theory provides a framework for understanding learning within authentic practice environments.
• Exposure to interprofessional teams influences the development of a healthcare professional identity.

Purpose of the Study:

• To explore how medical students' interactions with established interprofessional teams foster an expanded professional identity.
• To identify key themes and supporting factors in workplace-based interprofessional learning.
• To describe the process through which students acquire interprofessional collaboration competence.

Main Methods:

• An embedded mixed-methods study was conducted with 14 medical students in an elective interprofessional pain medicine clinic.
• Data collection involved semi-structured interviews and questionnaires assessing readiness for interprofessional learning.
• A model was developed based on qualitative and quantitative findings.

Main Results:

• Medical students' participation in interprofessional teams facilitated the expansion of their professional identity.
• Key themes identified included mentorship, observation, and active participation within the team.
• Supporting factors comprised a welcoming team environment and opportunities for direct patient care.

Conclusions:

• Workplace-based learning in interprofessional settings is effective for cultivating an expanded professional identity in medical students.
• This learning environment promotes the development of essential interprofessional collaboration skills.
• Findings contribute to understanding the pedagogical processes that enhance team-based healthcare readiness.