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Graduate perceptions of their interprofessional practice: Lessons for undergraduate training.

Jana Müller1, Elize Archer, Ian Couper

  • 1Division of Rural Health (Ukwanda), Department of Global Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; and, Department of Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town. janamuller@sun.ac.za.

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Summary
This summary is machine-generated.

Rural undergraduate interprofessional education (IPE) fosters collaboration post-graduation. However, IPE must be role-modeled and contextually relevant to equip graduates for real-world interprofessional collaborative practice (IPCP).

Keywords:
clinical traininginterprofessional collaborative practiceinterprofessional educationruralundergraduate

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Area of Science:

  • Health Professions Education
  • Interprofessional Education
  • Rural Health

Background:

  • Interprofessional education (IPE) during undergraduate training (UGT) is crucial for developing interprofessional collaborative practice (IPCP) skills.
  • Graduates face workplace challenges like hierarchy and communication barriers that impede IPCP.
  • Rural IPE settings present unique contexts for training future healthcare professionals.

Purpose of the Study:

  • To explore graduates' perceptions of the value of rural undergraduate IPE on their IPCP during their first year of work.
  • To identify facilitators and challenges in applying IPE to IPCP in the early stages of a healthcare career.

Main Methods:

  • A qualitative case study approach was employed.
  • 16 first-year graduates from 5 health professions in rural South Africa participated.
  • Data were collected through individual semi-structured interviews in 2023.

Main Results:

  • Facilitators for IPCP included interprofessional relationship development, practice-based IPE, and a focus on holistic patient-centered care.
  • Challenges encountered were self-doubt, communication barriers, and workplace hierarchy.
  • Recommendations for UGT IPE included role-modeled skills, advocacy/communication training, and extended placements.

Conclusions:

  • IPE during rural undergraduate placements positively influences interprofessional relationship development and extends into graduate practice.
  • IPE needs to be role-modeled within clinical settings and aligned with healthcare system realities.
  • Responsive UGT IPE is essential to prepare graduates for effective IPCP.