The rural and interprofessional education and collaborative practice interface: Findings from a qualitative study

Area of Science:

• Health Professions Education
• Rural Health
• Interprofessional Practice

Background:

• Rural healthcare settings are recognized for their potential to facilitate interprofessional education and collaborative practice (IPECP).
• However, the specific dynamics of the rural-IPECP interface remain underexplored.
• Understanding these dynamics is crucial for optimizing student training in diverse healthcare environments.

Purpose of the Study:

• To explore the rural-interprofessional education and collaborative practice (IPECP) interface.
• To understand student and clinical educator experiences with a structured IPECP student placement model in rural settings.
• To identify characteristics of rural settings that promote IPECP.

Main Methods:

• Qualitative study employing 11 focus groups.
• Involved 34 students and 24 clinical educators.
• Data analyzed using content analysis, identifying key themes.

Main Results:

• The "power of place and space" emerged as a significant factor, emphasizing flexibility, co-location, and reduced hierarchy in promoting IPECP.
• Shared accommodation was found to enhance social connectedness among students, both within and outside the placement context.
• Rural settings offer unique advantages for IPECP, even with resource constraints.

Conclusions:

• Rural healthcare environments possess inherent characteristics conducive to successful interprofessional education and collaborative practice.
• Flexibility, co-location, and social integration are vital components for effective rural IPECP.
• Future research should consider incorporating a patient perspective to further elucidate the rural-IPECP interface.